Grade 7
Social Studies
Unit of Study
Understanding Regions
and Their Influence
Revised by
Robin Collins, Christopher Thomas, Kelly Walsh, Shira Kravitz,
Kelly Anderson, Sandra Groff, Alicia Marini
Summer 2008
Grade 7
Social Studies
Unit of Study
A Study of Regions and Their Influence
Revised by
Robin Collins, Christopher Thomas, Kelly Walsh, Shira Kravitz,
Kelly Anderson, Sandra Groff, Alicia Marini
Summer 2008
Overview:
This unit is intended to expose students to the concept of Regions.
Emphasis will be placed on understanding the unifying characteristics that define
regions, and the relationships between regions and cultures. Regional areas
such as continental Asia and Europe will serve as a guide for student
understanding and application. Students will be able to see how their lives in
New Jersey and the US are interconnected with regions of the world.
Unit Goals:
1. Understand the various unifying characteristics that make up a region.
2. Use the “Five Themes of Geography” to identify physical and political
relationships of Europe and Asia.
3. Understand the cultural elements of various regions in order to
connect them to our way of life.
4. Analyze the impact of current world events on the regions of the world.
Driving Questions:
1. How do Human and Physical characteristics define a region?
2. How do the Physical features and Political boundaries impact a
region?
3. a) How do the cultural elements influence our way of life?
b) What affect does the culture of a region have on global
relationships?
4. How are our lives and the lives of others impacted by current world
events?
Proficiencies:
Evesham Township Public Schools Grade 7 Proficiencies and New Jersey Core
Curriculum Content Standards 6.1, 6.2, 6.3, 6.5, 6.6,
Suggested Scope and Sequence
8-10 weeks should be allotted for this course of study.
Outline of Suggested Lessons
The following outline and lesson plans are a framework for the unit. It will be
necessary for the teacher to modify and develop lessons to meet his/her own
teaching style and classroom dynamics. In addition, teachers will need to
develop assessments tailored to the specific needs of the class and the
manner in which the lessons were delivered.
1. How Cultures Develop
2. Where are These Countries - Europe
3. Background Information on Europe
4. Desktop Map Activities – Europe (1, 9, 14)
5. The European Union
6. Altering the Physical Characteristics of a Region
7. The Channel Tunnel “Chunnel”
8. Building a Global Perspective – Research Activity
9. European Postcard
10. Picture Pak - Europe
11. Where are These Countries - Asia
12. Background Information on Asia
13. Desktop Map Activities – Asia (1, 2, 4, 7, 14)
14. Size it Up
15. A Look at Chinese Culture
16. Picture Pak - Asia
Culminating Activities
One of the following culminating activities will be completed.
1. Trip Around….
2. Cultural Café/Expo
3. Student Ambassador
Region Resource List and Supplemental Activities
This section contains additional references and activities that can be used to
support the instruction of regions.
Resource List
Videos
♦ Great Cities of Europe - Video Visit Series, International Video Network
♦ Discovering Ireland – Video Visit Series, International Video Network
♦ Japan, the Island Empire – Video Visit Series, International Video Network
♦ Nile, River of Gods – Discovery Video Series Network
♦ Serengeti Diary – National Geographic Society Education Video
Presentations
♦ Spain, Everything Under the Sun – Video Visit Series, International Video
Network
♦ Regions of the World – Africa: United Streaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=C47A9869B920-4C1C-AB39-5A40FD83811C
♦ World Geography of Asia and the Pacific: Untied Streaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=496C00FEC0E3-4A8E-9F40-AC72F283249C
♦ World Geography of Europe – The People: United Streaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=0EDE15763E65-45DF-AAED-20D5CB17CB05
♦ World Geography of Europe – Land and Resources: United Streaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=8791BCED9250-4CF3-9E40-0B4072617D7A
♦ World Geography – Europe: United Streaming
http://player.discoveryeducation.com/index.cfm?guidAssetId=F4F5E7F83E89-45A0-885E-2677C3465B19
Books
♦ World Geography, Building a Global Perspective; Published by Prentice
Hall
♦ Classroom Atlas; Published by Rand McNally
♦ World Atlas; Published by Nystrom
♦ National Geography Reading Expeditions Series; Published by National
Geographic School Publishing
Periodicals
♦ “Almanac”, Junior Scholastic yearly edition
♦ National Geographic, found in school libraries
♦ Junior Scholastic, Bi-monthly subscription. Each issue focuses on a
culture
Internet
♦ www.expedia.com
♦ www.orbitz.com
♦ www.onlineculturegrams.com
♦ www.factmonster.com/countries.
html
♦
♦
♦
♦
www.natgeo.com
www.lonleyplanet.com
www.cia.gov
www.enchantedlearning.com
Supplemental Activities
1. National Geographic World Atlas (Lesson One and Two)- Using the National
Geographic World Atlas CD-ROM, lead the students through an interactive,
visual lesson focusing on location, physical and human characteristics, and
elements of culture for the region being studied. The second lesson allows the
students to work independently to meet the same goals. This lesson can be
used for Europe, Asia, and/or Africa.
2. Regions of the World: Europe, Africa, and Asia Travelogue- Students use a
variety of research tools to gather information and create a PowerPoint
presentation on their assigned country or countries. This travelogue can be
based on one or more regions, to be determined at the teacher’s discretion.
3. Southern Europe Power Point- Present the slide show to your students in order
to expose them to the physical characteristics, human characteristics, and history
of Italy and Greece.
4. Northern Europe Power Point- Present the slide show to your students in order
to expose them to the physical characteristics, human characteristics, and culture
of England.
5. Ireland: Forty Shades of Green (United Streaming)- Use video and question
sheet to explore the physical characteristics, human characteristics, and culture
of Ireland.
6. Ancient China for Kids- A variety of resources and activities to enrich students’
understanding of land, people, and culture in ancient China.
7. Ch’in (Qin) Dynasty Debate on Censorship- Students explore the pros and
cons of censorship through their study of book burnings. After discussing
censorship in ancient China, students are shown pictures of book burnings that
have taken place in the US and around the world. The class divides into teams
to debate the issue of censorship.
8. The Rupee Tree- Use the link below to read the interactive story to the class.
Discuss key vocabulary pertinent to Indian culture, as well as how stories
were/are used to teach lessons. This particular story teacher the value of hard
work. www.bbc.co.uk/cbeebies/tikkabilla/stories/rupee_full.shtml
9. Savitri (Reader’s Theater)- The students read aloud the play, which is modified
from a story that is approximately 3000 years old. The tale of ancient India
stresses determination, while exposing students to aspects of ancient Indian
culture and Hinduism.
5
10. Rikki Tiki Tavi- This picture book takes place in colonial India. The lesson lends
itself to discussing British colonization of India. Rudyard Kipling wrote the story
at the height of British Imperialism, and his characters of good and evil are used
to represent his support of this colonization.
11. Oil and Water in the Middle East Region- In this lesson, students will explore
the roles of oil and water in the Middle East, especially in Iraq. Students use
maps to explore the distribution of oil and water, and its impact on the region.
12. Regions of the World: Africa (United Streaming)- This is a two-part program
on the physical geography, human geography, and history of Africa. Pretests,
activities, and posttests are included. Allow about four to six days to complete
this mini-unit.
13. Picture Paks: Africa- Using the overhead transparencies and teacher guide (for
picture descriptions), lead the students in a discussion on Africa’s physical and
human geography. Focus discussion around the five themes of geography and
elements of culture in order to meet the needs of the lesson.
6
Lesson Plans
Understanding Regions and Their Influence
7
How Cultures Develop:
The Impact of Physical and Human Characteristics of a Region
Pacing: 2 days
Objectives:
• Students will identify and describe physical and human characteristics of assigned
empire.
• Students will utilize the internet and provided resources to describe the culture of a
region.
• Students will describe how physical and human characteristics of a region influence
the culture that develops.
Materials:
• Blank physical map of Africa (student copies and overhead)
• Provided readings for each empire (**Please note that there are two texts included
for each empire, which differ in reading level. Differentiate as appropriate according
to your students’ needs.)
• Graphic Organizer
• Comparison Chart
Procedure:
• Distribute blank physical maps of Africa, and challenge students to fill in as many
geographic features as they can. They should attempt to name oceans, seas, rivers,
mountains, etc.
• Review answers. Ask students, “When studying a new region and its culture, why is
important to begin with a map study?” You are looking for an understanding of the
impact of geography on the development of culture in however many ways they can
name.
• Introduce the task. Students will work in groups to learn about an ancient African
Empire, and how its culture was influenced by physical and human characteristics of
the region.
• Assign groups, distribute materials, and allow students time to complete
requirements. Students will need to use classroom computers to find map, and any
additional information.
• Upon completion, groups will share their information with the class. An organizer
has been included so that comparisons between the three empires can be made if
desired.
• Closure: Discuss how location, physical characteristics and human characteristics
shaped the empires in ancient Africa? How might this apply to regions of the world
today?
Assessment:
• Completed chart will be graded
• Informal teacher observation and assistance as students are working
• Check chart for accuracy
8
9
NAMES_____________________________________ DATE___________________
HOW CULTURE DEVELOPS:
A STUDY OF ANCIENT WEST AFRICAN CIVILIZATION
Physical and human features of a region influence its cultures. Read the article on your
assigned empire to learn more about what factors shaped ancient West African cultures. Use
the Internet to print a map and to find any additional information needed to complete the chart
below.
NAME OF EMPIRE
MAP OF YOUR EMPIRE
THE TIME FRAME OF THE
EMPIRE
THE INFLUENCE OF
PHYSICAL FEATURES ON
THE CULTURE
IMPORTS
EXPORTS
THE INFLUENTIAL RULERS
AND THEIR LEGACY
EXAMPLES OF ART, MUSIC
OR ARTIFACTS FROM YOUR
EMPIRE
10
NAMES_____________________________________ DATE___________________
Ancient Ghana, Mali, and Songhai:
Similarities and Differences
Ghana
Mali
Songhai
11
NAMES___KEY_______________________________ DATE___________________
Ancient Ghana, Mali, and Songhai:
Similarities and Differences
Ghana
Mali
Songhai
12
ANCIENT AFRICAN KINGDOMS
GHANA
Location: The old empire of Ghana is not located in the same place as the
modern country of Ghana in West Africa. Two different places! Ancient
Ghana was located about 400 miles northwest of the modern day country
of the same name. When the modern country of Ghana won their
independence, they took the name of a famous (and nearby) ancient
kingdom - the kingdom of Ghana.
Government of the Kingdom of Ghana: The king, ably assisted by his
council of elders, headed the government. The kingdom was divided into
districts. A district leader gently guided each district. They had laws that
people mostly obeyed.
Army: Ghana was a great military power. Legend says the king could order
200,000 warriors and 40,000 more with bows and arrows. That's a lot of
manpower. It might even be true.
Daily Life: The people were farmers and miners and artists. They made
the most wonderful fabrics. Using mud to make designs on dyed cloth and
set in the sun made mud cloth. The sun baked the mud and created a
design in the cloth. They had fresh fruit and sweet potatoes. They had the
Niger River, which provided water for farming, washing, and bathing, and
fish and waterfowl to eat. They worked very hard, but their life was good.
They had ample food. They were protected. They sang. They laughed.
Griots: The griots were the storytellers. Kids did not go to school, as we
know school. Rather, people collected in the evening to hear the wonderful
stories of the griots who were responsible for passing on stories and
traditions from one generation to another. They loved to hear any stories,
but they especially loved stories about Anansi the Spider!
The people were happy: The people of Ghana loved their life. They were
ready for trouble. They had squabbles with their neighbors from time to
time. They had a huge army. But the king did not want to fight. He wanted
to conduct public prayer in the big open plazas of his city, as he had always
done. The people in the villages wanted to hear the griots, the storytellers,
telling the stories they loved so much. All people, common and noble,
13
wanted to dance at the festivals in the masks they so loved to make and
wear, accompanied by the drums for which they were famous.
Wealth Through Trade: Thanks to the cleverness of their king, the people
of ancient Ghana were rich! Ghana never owned gold or salt mines. Salt
came from the salt mines controlled by kingdoms to the north of Ghana,
kingdoms in the north Sahara Desert. Gold came from the gold mines
controlled by kingdoms to the south of Ghana. What Ghana controlled was
the trade route between the salt mines and the gold mines.
Ghana offered the traders a deal. Ghana's large army assured the traders
of safe passage. In return, Ghana restricted trade to gold dust only. They
kept the gold nuggets for themselves. Ghana became the guardians and
the negotiators.
As more and more traders braved the Trans-Sahara Trade Route, bringing
spices and silks to Ghana, and taking gold in trade, the Kingdom of Ghana
flourished. Ghana and other West African kingdoms soon became
collectively known as The Gold Coast.
Quick Look
Time Period: The kingdom of Ghana began around 400 CE, grew to power
by 800 CE, and was one of the most powerful empires in the world by 1070
CE. They lasted until around 1230 CE, when the Kingdom of Mali took
over.
Nickname: The Gold Coast
Natural resource: Niger River
Industries: Farming, trading salt and gold, defense (army)
Agricultural crops: Yams (sweet potatoes), beans, rice, onions, sorghum,
millet, papaya, gourds, cattle, sheep, goats, poultry, cotton, and peanuts.
Economic specialization: Traders, farmers, blacksmiths, soldiers, griots the storytellers
Famous Ghanians: Anansi the Spider,Griots
People: Happy. The common people worked very
14
hard. Nobles were more comfortable. The king and the common people
followed traditional African religion and customs. Everyone made time for
music, art, and the griots.
Religion:
• Nobles - Many gods and goddesses
• Common People - Many gods and goddesses
Clothing: Colorful, cotton
http://africa.mrdonn.org/ghana.html
15
Ghana, Ancient
Ghana, Ancient, a major West African kingdom, which was at the height of its wealth and power from the 8th to the
11th century. Its center was about 200 miles (300 km) north of Bamako, the capital of modern Mali, and about 450
miles (720 km) northwest of the modern Ghana.
Geography. The exact origins and date of Ghana's foundation are obscure. But an obvious factor in its rise to power
was its location at the southern end of the trans-Saharan caravan routes in the borderland between the nomadic
pastoral Berbers of the Sahara and the agricultural and goldmining blacks of West Africa. The earliest known mention
of Ghana is in the Arabic geography of al-Fazari, written in 773–774. By that time the kingdom had probably been
established for some time as a principle entrepôt for the export of the gold and other produce of Sudanese lands in
exchange for Saharan salt and merchandise from North Africa.
Ghana's capital, commonly also called Ghana, is usually identified with the extensive ruins at Kumbi Saleh in the
extreme south of modern Mauritania. It seems probable that in the first millennium A.D. the lands around the capital
were capable of supporting very much more in the way of agriculture and towns, and hence of organized political life,
than is possible today.
History. The first kings to exploit the advantages of Ghana's location may originally have been immigrant nomads
from the Sahara. But their subjects were predominantly African Soninke people.
A valuable description of Ghana in the 11th century was written by the Spanish Muslim geographer al-Bakri. The
kings, by that time themselves African, were rich and powerful enough to assert dominion over the Berber caravan
center of Awdaghust (Aoudaghost), about 220 miles (350 km) to the northwest of the capital. The kingdom seems
also to have had effective control over lands about the same distance to the southwest, as far as the upper Senegal
River, and to the southeast, as far as the upper Niger.
The subjugation of Awdaghust in the 10th century helped to provoke a later reaction by the Sanhaja Berbers. This
newly Islamized people, organized into the movement known as the Almoravids, conquered Ghana, traditionally in
1076. However, the Almoravid control of Ghana broke up after only about 20 years, and a line of Muslim Soninke
rulers came to power.
Ghana was now in decline. The large number of herds brought by the nomadic Sanhaja had caused agriculture and
water resources to decay. Also, the major trans-Saharan trade routes had been moved farther east to avoid the
political disruption, in the Sahara and Morocco as well as in Ghana, due to the Almoravids' rise and fall.
The Soninke kings were unable to regain their prosperity or to control the allegiance of the more southerly Malinke
people. About 1200, a southern clan, the Susu, led by their king Sumanguru, conquered and made tributary what was
left of Ghana. A generation later, a new southern leader, Sundiata, defeated Sumanguru and sacked Ghana's capital.
He built up the new empire of Mali, which maintained Ghana's tradition of organized government and commerce
farther south, in the richer agricultural lands of the Niger Valley.
J. D. Fage
Author of 3A History of West Africa
From Encyclopedia Americana. 2008. Grolier Online. <http://ea.grolier.com/cgi-bin/article?assetid=0174850-00>.
16
NAMES________KEY__________________________ DATE___________________
HOW CULTURE DEVELOPS:
A STUDY OF ANCIENT WEST AFRICAN CIVILIZATION
Physical and Human features of a region influence its cultures. Read the article on your empire
to learn more about what factors shaped ancient West African cultures. Use the Internet to print
a map and to find any additional information needed to complete the chart below
NAME OF EMPIRE
Ghana
MAP OF YOUR EMPIRE
See website:http://africa.mrdonn.org/ghana.html
THE TIME FRAME OF THE
EMPIRE
400 ce-1230 ce
THE INFLUENCE OF
PHYSICAL FEATURES ON
THE CULTURE
Farmland to grow crops- Niger River for fish, farm
and waterfowl
IMPORTS
gold, salt, spices, silk
EXPORTS
Gold, produce
THE INFLUENTIAL RULERS
AND THEIR LEGACY
Great army
Clever- controlled trade routes, increasing wealth of
empire
EXAMPLES OF ART, MUSIC
OR ARTIFACTS FROM YOUR
EMPIRE
Griots – storytellers
Colorful clothing dye
Music and Art see website
17
ANCIENT AFRICAN KINGDOMS
MALI
Mali began as one of the districts in the Kingdom of Ghana. Around 1230
CE, Ghana collapsed and Mali took over. In time, they grew to be larger
than Ghana!
The new king, Sundiata, was young and strong and courageous. He was
also very clever. He was a very good king. He kept the drums and
storytellers busy with tales of his achievements and accomplishments. The
first thing he did was to restore trade with the neighbors.
He expanded Mali so that Mali controlled some of the gold mines to the
south and some of the salt mines in the north. His son Wali continued his
good works, and expanded the borders of the empire even more.
His grandson, Mansa Musa, has intrigued people for hundreds of years. He
was such a neat guy. When Mansa Musa became king, he did more than
expand trade with the neighbors. He traveled across Africa, in search of
new places to trade and new people to meet. His adventures are the stuff
of legends!
Mansa Musa loved knowledge and poetry. Under the direction of Mansa
Musa, a university was built at Timbuktu, a city on the Trans-Sahara Trade
Route, in ancient Mali. This university became a famous center of learning.
People came from all over to study there.
Quick Look
Time Period: The empire of Mali had its heyday from 1200 CE through the
late 1400's.
Major Export: Gold and Salt
Natural resources: Niger River, Gold Mines, Salt Mines
Industries: Farming, mining, trading, defense (army)
Agricultural crops: Beans, rice, onions, sorghum, millet, papaya, gourds,
18
cattle, sheep, goats, poultry, cotton, and peanuts.
Economic specialization: Traders, miners, farmers, blacksmiths, soldiers
Famous People: Sundiata, Mansa Musa
People: Happy. The common people worked very hard. Nobles were more
comfortable. Everyone made time for music, art, and the griots.
Education: University at Timbuktu
Religions:
• Nobles - Muslims
• Common People - Many gods and
goddesses
Clothing: Colorful, cotton
http://africa.mrdonn.org/mali.html
19
Mali Empire
Mali Empire, a rich and powerful West African state of the 13th to 15th centuries, created by the
Mandingo (Mandinka), a people of the upper Niger Valley. The name Mali means "where the mansa
(master, or king) resides" and therefore signifies a royal capital and the country ruled from it. Mandingo
and Mandinka mean "people of Mali."
Early History. As the ancient kingdom of Ghana decayed after its defeat by the Almoravids of North Africa
about 1076, many groups competed for its political and economic heritage. Ghana, whose territory
corresponded to the western part of the present republic of Mali, had been the principal entrepôt for the
profitable exchange of gold and slaves from the western Sudan in return for Saharan salt and North
African products. Around 1235 victory went to the Keita, a southern Mandingo clan that had trading
interests extending eastward along the Niger.
The Keita had an outstanding general, Sundiata, who established a powerful new monarchy incorporating
ancient Ghana and its tributary states. This kingdom, Mali, extended its territory by conquering other
Sudanic peoples, especially to the east down the Niger. The Niger provided essential communications for
Mali and its trade, leading to the cities of Timbuktu and Gao, from which ran the shortest caravan routes
to North Africa.
Gao, conquered by 1300, was also important as the capital of the Songhai, a river-dwelling people who
controlled navigation on the Niger from Djenné eastward to the borders of Hausaland. In the 14th century,
Mandingo merchants penetrated Hausaland, and Djenné became a base for the development of new
trade routes southeast to the gold resources of Lobi and Ashanti.
Mali at Its Height. Mali reached its peak of prosperity and power under Mansa Musa (reigned 1312–1337)
and Mansa Sulayman (reigned 1340–1360). Arabic writers depicted a well-ruled empire that extended
1,500 miles (2,400 km) from the Atlantic Ocean eastward to Hausaland, and from the edge of the forest
northward into the Sahara. The ruling merchant and urban classes were Muslim. Mansa Musa's
pilgrimage to Mecca in 1324–1325 was notable for its lavish display of wealth. Timbuktu and other cities
were centers of Islamic scholarship and culture.
Mali commanded a wide network of trade and tribute throughout the western Sudan and dominated trade
with North Africa. Its wealth was used to enforce law and order throughout the empire to the further
enhancement of urban and commercial life. Mali's merchants were widely influential beyond its borders,
promoting the economic growth of the Hausa cities and Islamizing their kings and merchants. Mali also
influenced the political and economic development of Ashanti and the Gold Coast.
Mali's Decline. In the 15th century, competition for wealth and power among Mali's ruling factions sapped
its military strength, which was needed to retain control of the subject peoples. The regaining of
independence by the Songhai in the middle of the 15th century ended Mali's ascendancy. A remnant
kingdom survived in the upper Niger Valley, but the eastern empire became the basis for a new and more
extensive Songhai dominion.
J. D. Fage
Author of A History of Africa
Encyclopedia Americana. 2008. Grolier Online. 22 Sep. 2008 <http://ea.grolier.com/cgibin/article?assetid=0258400-00>.
20
NAMES_____KEY_____________________________ DATE___________________
HOW CULTURE DEVELOPS:
A STUDY OF ANCIENT WEST AFRICAN CIVILIZATION
Physical and Human features of a region influence its cultures. Read the article on your empire
to learn more about what factors shaped ancient West African cultures. Use the Internet to print
a map and to find any additional information needed to complete the chart below
NAME OF EMPIRE
Mali
MAP OF YOUR EMPIRE
See http:africa.mrdonn.org/mali.html
THE TIME FRAME OF THE
EMPIRE
1230 ce-late 1400’s
THE INFLUENCE OF
PHYSICAL FEATURES ON
THE CULTURE
Farmland for crops
Mines- gold, salt
Niger River – communication and trade with other
cities
IMPORTS
Salt and North African products
EXPORTS
Gold and salt
THE INFLUENTIAL RULERS
AND THEIR LEGACY
EXAMPLES OF ART, MUSIC
OR ARTIFACTS FROM
YOUR EMPIRE
Sundiata-restored trade, increased wealthexpanded Mali-took control of gold mines
Mansa Musa-encouraged learning, built
universityMuslim rulers spread Islam to region
Colorful clothing and dyes
Music and art (see website)
21
ANCIENT AFRICAN KINGDOMS
SONGHAY
A Fishing Community
That Became an Empire
Songhay started as a fishing community. They traded fish for the goods
they wanted and needed. At one time, they were part of Mali. Mali tried to
get them to pay taxes, but they never would. Songhay was always
stubbornly independent. Mali let them get away with it because they
wanted the fish.
As Mali weakened, Songhay started to take over. It was easy for them.
They were strong Muslim kingdom. They were organized. They had a
central government. They had a well-trained army. The people were not
greedy. But they were proud. They were especially proud of Sonni Ali the
Great!
Sonni Ali the Great: Sonni Ali (the new king) was a wonderful leader. He
put warriors in canoes and started taking over city after city. He sent
warriors to march on landlocked cities such as Timbuktu. They kept
growing until they grew into the largest kingdom in all of West Africa. They
grew so big that they controlled the gold mines to the south and the salt
mines to the north. That made them very powerful indeed. At its height,
Songhay stretched over 2,000 miles.
Trade: Trade flourished and made the nobles rich. Songhay exported gold,
salt, kola nuts and slaves. They imported textiles, horses, and luxury
goods. Songhay was definitely a member of the slave trade. Children,
women, and men would be sold into slavery without question or interest.
Daily Life: Books were important. Any traders that brought books found
them quickly purchased for vast amounts of gold. Doctors, judges, priests,
and other educated men were maintained at the king's expense. These
were important people.
The homes of the nobles and kings were magnificent. The homes of poor,
however, were not. The leaders of Songhay did not spend time or money
on the homes of workers. Privileged craftsmen were the exception. They
lived quite well. Everyone else farmed the land and worked in the mines.
Their life was not full of luxury.
22
Religion: The people of Songhay followed the African religions of
witchdoctors, and spirits, and magic. They believed in many gods. But the
leaders of Songhay were Muslim. Their religion was Islam.
Quick Look
Time Period: The Empire of Songhay had its heyday from the 1400's
through the late 1500's. At its height, the Empire of Songhay was 2,000
miles long!
Major Export: Gold, Salt, Slaves
Most Sought After: Import Books
Natural resource: Fish, Niger River, Gold Mines, Salt Mines
Industries: Farming, mining, trading, defense (army)
Agricultural crops: Beans, rice, onions, sorghum, millet, papaya, gourds,
cattle, sheep, goats, poultry, cotton, and peanuts.
Economic specialization: Fishermen, traders, miners, farmers,
blacksmiths, soldiers, witchdoctors
Famous People: Sonni Ali the Great
People: The common people worked all the time. Their life was very hard.
Their homes were humble. Miners lived in near slavery. The nobles lived
lives of luxury.
Music, art, and the tales of the griots were still important, but the common
people
had little time for leisure.
Religions:
• Nobles - Muslims
• Common People - Many gods and goddesses
Clothing: Colorful, cotton
http://africa.mrdonn.org/songhay.html
23
Songhay
ORIGINS
The wealth and power of Songhay can be traced back to the Sorko fishermen who were
skilled canoeists, living along the Niger, south east of Gao. By the 9th century they were
part of a state known as Songhay. They began to develop trading relations with Muslim
traders in Gao, which then became a part of Songhay.
During the 14th century Songhay fell within the orbit of the Empire of Mali, but the rulers
of Mali never managed to collect taxes from the people of Gao.
RISE
In the 15th century Songhay rose to pre-eminence under Sonni Ali the Great, while Mali
fell into a decline. His military forces consisted of a cavalry of expert horsemen, and
fleets of canoes. He was a great military leader, with a keen understanding of tactics on
land and water. He had the added advantage of being regarded as a leader with
magical powers.
Songhay oral history portrays him as a conquering hero. Sonni Ali the Great expanded
the territory of Songhay considerably, so that it stretched across the Niger valley, west
to Senegal and east to Agades (modern Niger). He remained attached to the traditional
rites of his mother's birthplace, Sokoto. He captured Timbuktu from the Tuareg and
disrupted the tradition of scholarship. His lack of respect for Islam gets him a bad press
from Arab chroniclers who portray him as ruthless and oppressive.
ZENITH
After Sonni Ali's death one of his generals, Mohammed Ture, seized power in 1493. He
was a devout Muslim of Soninke origin, who established the Askiya dynasty. Continuing
the expansion of Songhay that Sonni Ali had started, he brought Songhay to the height
of its power.
In contrast to his predecessor, all his actions were informed by his commitment to Islam.
His raids against the Mossi took on a religious dimension. These jihads (Holy Wars)
were a success on the military front; but although defeated, the Mossi still refused to
convert to Islam.
HIGH PROFILE
Mohammed Ture Askiya promoted Songhay in the Muslim world. He went to Mecca. He
visited the Caliph of Egypt, who in turn made him Caliph of the whole of Sudan. Sudan
was a loose term for a large area in sub-Saharan Africa usually embracing Mali, Chad,
north west Nigeria, and Niger. In government matters, he took the advice of three
distinguished jurists, or qadis. Generally the government of the Askiya dynasty was
more centralised than that of the Mansas of Mali.
24
TRADITION AND TRADE
Some aspects of traditional religion were preserved, including the sacred drum, the
sacred fire, and the old types of costume and hairstyle. As in Mali, there was a
privileged caste of craftsmen, and slave labour played an important role in agriculture.
Trade improved under Mohammed Ture Askiya, with gold, kola nuts and slaves being
the main export. Textiles, horses, salt and luxury goods were the main imports. In 1510
and 1513, The Spanish Moroccan writer and traveller Leo Africanus visited Gao, the
capital of Songhay. He was amazed at the wealth of the ruling class.
"The houses there are very poor, except for those of the king and his courtiers.
The merchants are exceedingly rich and large numbers of Negroes continually
come here to buy cloth brought from Barbarie (Morocco) and Europe...
Here there is a certain place where slaves are sold, especially on those days
when the merchants are assembled. And a young slave of fifteen years of age is
sold for six ducats, and children are also sold. The king of this region has a
certain private palace where he maintains a great number of concubines and
slaves."Leo Africanus remarks on the intellectual and professional classes
Here there are many doctors, judges, priests and other learned men, that are well
maintained at the king's cost. Various manuscripts and written books are brought
here out of Barbarie and sold for more money than any other merchandise.
The coin of Timbuktu is of gold without any stamp or superscription, but in
matters of small value, they use certain shells brought here from Persia, four
hundred of which are worth a ducat and six pieces of their own gold coin, each of
which weighs two-thirds of an ounce."
FALL OF SONGHAY
In the late 16th century Songhay slid into civil war. Echoing the fates of Ghana, Mali and
Kanem. The wealth and power of Songhay was also undermined by environmental
change, causing droughts and diseases. But Songhay might have survived all this. The
decisive factor in its downfall was the determination of the Moroccans to control the subSaharan gold trade.
In 1591 the Moroccan army invaded. The Songhay were caught unawares and were
defeated by the superior fire power of the Moroccan army. Morocco won the war but lost
the peace. The Sultans of Morocco eventually lost interest. The Moroccan garrison
stayed but took to freelance looting and pillaging. The old empire split up, with the
Bambara kingdom of Segu emerging as an important new force.
25
Songhai (Songhay)
Location: The Songhai originated in the Dendi region of northwestern Nigeria and ended
up in Western Sudan, Africa, centered on the Big Bend of the Niger River. There are
two capitals in Songhai. The first capital is Kukiya, which is located north of the Falls of
Labezanga (the present frontier between the republics of Mali and Niger). The second
capital, Gao, developed north of Kakiya at the terminus of the Saharan tracks. The
Songhai reached their zenith in the 15th and 16th centuries.
History: Under the name of Kawkaw (which could cover the name of both the ancient
capital Kukiya and of the later one Gao), the kingdom of Songhai was mentioned
together with Ghana by al-Khwarizmi in the first half of ninth century. Kawkaw was
composed of two towns. On the eastern bank of the river (toward to the desert) was the
town called Sarnah (now called Sane). There were markets and trading houses. There
was another town on the west bank, ‘where [ the king ] and, his man and those who
have his confidence live’ (quoted in Yaqut, Mujam, IV, 329).
Sunni Ali, who incorporated the eastern part of Mali Empire (Neighbor Empire) into his
empire, most aggressively advanced Songhai expansion. Muhammad, of the Askia
dynasty, who further extended Songhai’s influence and made Timbuktu again a thriving
cultural center, followed him. After his day, however, dynastic rivalry perilously
weakened the empire, while revolts and raids from neighboring states further tested its
endurance. After an assault in 1591 by Moroccan forces equipped with firearms,
Songhai never recovered.
Religion: Having come into contact with Muslims from the north, the Songhai accepted
Islam, at least nominally, shortly after 1000.
Food: Fishing was very important to their nutrition, and also the trading.
The people of Songhai had worshipped a monstrous fish, and were subject to its
stringent laws, until a stranger, who came from the Yemen, killed it. According to one
version of the mythology, a blacksmith and a drummer aided him. He became King of
the Songhai and was the founder of the earliest known dynasty, that of the Dya. The
myth of the dragon-killer that became King is known from various parts of West Africa.
References:
Oliver, Roland The Cambridge History of Africa. Volume 2-3
African History—Songhai
http://www.fwkc.com/encyclopedia/low/articles/s/s024000237f.html
Written by: Mayumi Brooks
26
NAMES____KEY______________________________ DATE___________________
HOW CULTURE DEVELOPS:
A STUDY OF ANCIENT WEST AFRICAN CIVILIZATION
Physical and Human features of a region influence its cultures. Read the article on your
empire to learn more about what factors shaped ancient West African cultures. Use the
Internet to print a map and to find any additional information needed to complete the
chart below
NAME OF EMPIRE
Songhay
MAP OF YOUR EMPIRE
See website:
http://africa.mrdonn.org/songhay.html
THE TIME FRAME OF THE
EMPIRE
1400’s through late 1500”s
THE INFLUENCE OF
PHYSICAL FEATURES ON
THE CULTURE
Farmland to raise crops-Niger river to fishMines-for gold and salt
IMPORTS
Books, textiles, horses, salt, luxury goods
EXPORTS
Gold, Kola nuts, slaves
THE INFLUENTIAL
RULERS AND THEIR
LEGACY
Sonni Ali the Great
Expanded territory of Sonhay
Great military leader
Captured Timbuktu
EXAMPLES OF ART,
MUSIC OR ARTIFACTS
FROM YOUR EMPIRE
Brightly colored clothing, storytellers (Griots) Music
and Arts (see websites)
27
Where Are These Countries?
Europe
Pacing: 1 day
Objectives:
• Students will identify the current countries of the region of Europe
• Students will identify the political boundaries and sub-regions of Europe
• Students will utilize maps in atlas to identify the physical boundaries and major
bodies of water surrounding Europe
Materials:
• Atlas
• Blank outline map of Europe showing political boundaries
• List of current European countries
Procedure:
• Review the relative location of Europe.
• Review the importance of political boundaries and how they are formed and changes
over time.
• Use maps in atlas to determine the political boundaries and sub-regions of Europe.
Identify major bodies of water.
• Students will utilize political maps in atlases to label all current European countries
on a blank political map of Europe.
• Provide students with the following websites to further assist them in developing
their knowledge of the political boundaries of Europe: www.lizardpoint.com and
http://kids.nationalgeographic.com/Games/GeographyGames/Geospy
Assessment:
• After a two-three week period students will be assessed on their knowledge of the
political boundaries of Europe, and their ability to label the current countries of
Europe accurately
• Informal teacher observation and assistance while students work to complete maps
utilizing maps
• Check students’ work for accuracy – Teacher discretion as to how detailed and how
many countries are required.
Extended Activity:
• Use regional maps to study areas in further detail. Examples of regions attached.
28
NAMES_____________________________________ DATE___________________
European Countries
Albania
Liechtenstein
Andorra
Lithuania
Armenia
Luxembourg
Austria
Macedonia
Azerbaijan
Malta
Belarus
Moldova
Belgium
Monaco
Bosnia and Herzegovina
Montenegro
Bulgaria
Netherlands
Croatia
Poland
Cyprus
Portugal
Czech Republic
Romania
Denmark
Russia
England
San Marino
Estonia
Serbia
Finland
Scotland
France
Slovakia
Georgia
Slovenia
Germany
Spain
Greece
Sweden
Hungary
Switzerland
Iceland
Ukraine
Ireland
Vatican City
Italy
Wales
Latvia
29
NAMES_____________________________________ DATE___________________
EUROPE
30
NAMES_____________________________________ DATE___________________
EUROPE
31
NAMES__KEY________________________________ DATE___________________
EUROPE
32
Background Information on Europe
Pacing: 2 days
Objectives:
• Students will visually experience the major physical and human characteristics of
Europe
• Students will develop and utilize their note taking skills to record key information
from audio visual presentation
Materials:
• United Streaming Video: World Geography of Europe
• Student notebooks
• Notes on Europe Cloze note sheet for classroom review and discussion after movie
Procedure:
• Begin by having students think about the the driving question: How do human and
physical characteristics define a region?
• Due to length of video, prior to viewing teacher will determine sub regions segments
they will be focusing on.
• Preview the Notes on Europe sheep prior to viewing the video to set the purpose.
• Upon viewing of film, students will utilize social studies notebook to write down key
information from movie
• Allow students to pair/group to discuss key points they obtained from film.
• Upon completion of viewing will students/teacher will collaboratively complete cloze
worksheet to ensure students have obtained all key information.
• Reflect on the driving question: How do human and physical characteristics define a
region?
Assessment:
• Completed set of notes for the key background information of Europe
• Informally assess verbal interaction of students responses and discussions of
background information
33
NAMES_____________________________________ DATE___________________
Notes on Europe
• Europe is located in the _____________ hemisphere and is the
_________ smallest continent.
• The ____________________ separate Europe from Asia.
• Much of the land in Europe is ___________ (good for farming).
Water Boundaries
North
West
South
South
South
34
Rivers
• ________________ – source (starts) in the Alps, empties
(ends) in the North Sea
• ________________ – source (starts) in the Alps, empties
(ends) in the Mediterranean Sea
• ________________ – source (starts) in Russia, empties (ends)
in the Caspian Sea. Also is the longest river in Europe.
• _________________ – source (starts) in Germany, empties
(ends) in the Black Sea
• _________________ – source (starts) in Czech Republic,
empties (ends) in the North Sea
Mountain Ranges
• __________________ - Austria, Italy, Slovenia, Switzerland,
Liechtenstein, Germany, France
• ___________________ - France, Spain
• ___________________ - Austria, Czech Republic, Slovakia,
Poland, Ukraine, Romania, Serbia and Montenegro, Hungary
• _________________ - Serbia, Bulgaria
Northern Europe is a ___________________ (frozen subsoil).
35
Europe is divided in two sections:
1. ____________________________
2. ____________________________
Four Geographical Regions:
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
Peninsulas:
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
Europe has four major seaports. They are:
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
36
NAMES__KEY________________________________ DATE___________________
Notes on Europe
• Europe is located in the _northern____ hemisphere and is the
__second_ smallest continent.
• The _Arctic Ocean_______ separate Europe from Asia.
• Much of the land in Europe is _arable____ (good for farming).
Water Boundaries
Arctic Ocean
North
Atlantic Ocean
West
Mediterranean Sea
South
The Black Sea
South
The Caspian Sea
South
37
Rivers
• _Rhine___________ – source (starts) in the Alps, empties
(ends) in the North Sea
• _Rhone__________ – source (starts) in the Alps, empties
(ends) in the Mediterranean Sea
• _Volga__________ – source (starts) in Russia, empties (ends)
in the Caspian Sea. Also is the longest river in Europe.
• _Danube__________ – source (starts) in Germany, empties
(ends) in the Black Sea
• _Elbe____________ – source (starts) in Czech Republic,
empties (ends) in the North Sea
Mountain Ranges
• _Alps_____________ - Austria, Italy, Slovenia, Switzerland,
Liechtenstein, Germany, France
• _Pyrenees__________ - France, Spain
• _Carpathians_______ - Austria, Czech Republic, Slovakia,
Poland, Ukraine, Romania, Serbia and Montenegro, Hungary
• _Balkans_________ - Serbia, Bulgaria
Northern Europe is a _tundra____________ (frozen subsoil).
38
Europe is divided in two sections:
1. _Eastern_____________________
2. _Western____________________
Four Geographical Regions:
1. _Alpine Mountain System________
2. _Northwest Highlands___________
3. _Central Upland_______________
4. _Great European Plains_________
Peninsulas:
1. _Scandinavian_________________
2. _Iberian______________________
3. _Italian_______________________
4. _Balkan______________________
Europe has four major seaports. They are:
1. Rotterdam, Netherlands__________
2. London, England________________
3. Odessa, Ukraine________________
4.
Gdansk, Poland_________________
39
Desktop Map Activity
Activities - Europe 1,9,14
(Each # is a one day activity)
Pacing: 1 day per activity
Objectives:
• Students will identify absolute and relative location of the region
• Students will identify physical and human characteristics of place
• Students will be aware of how humans interact with their environment
• Students will apply knowledge of the region to link it to the global community
Materials:
• Desktop maps - Nystrom - Europe
• Erasable markers - Nystrom
• Desktop map activity sheets 1, 9, 14 (1 day per activity)
Procedure:
• Begin with the driving question: How do human and physical characteristics define a
region?
• Distribute maps and markers to each student.
• Direct students to identify the key components of the map.
o Scale
o Key
o Elevation
o Profile map
o Specific thematic maps
o Latitude/longitude lines
• Distribute question/activity sheets.
• The teacher will work with the students to complete the activities.
• Allow sufficient time for clean up and collection of materials.
• Reflect on the driving question: How do human and physical characteristics define a
region?
Assessment:
• Completed activity sheets for effort and accuracy
• Completed maps for accuracy
• Informal teacher observation of students’ work on the maps
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
The European Union
Pacing: 1-2 days
Objectives:
• Students will identify the advantages of membership in the European Union (EU)
• Students will analyze the reasons for the EU’s reluctance to admit Turkey to the
Union
Materials:
• World Geography textbooks
• List of the European Union members
• Copies for each student of the following articles/information guide:
o EU leader urges Turkey to speed changes
o The Great Turkey Debate
• 3 pieces of chart paper set up around the room
• Copies of the Note taking Guide for each student
Procedure:
• Read and discuss the Note taking Guide with the students to set the purpose for
reading.
• Read pages 300-301 in the World Geography textbook together and discuss. This
can be done by having students read silently, with a partner or as a teacher readaloud. Keep in mind that round robin reading should NOT be used if students have
not had a chance to read the text first.
• Students will then complete the Note taking Guide in groups.
• Teacher will write the following titles on the chart paper (1 per each): Ways in which
Western European nations have become united; Ways in which European nations
are still planning to unite; Ways in which unionizing has strengthened Europe.
• Students will visit each chart paper and write their responses.
• Discuss as a class when completed.
• Students will add to the Note taking Guide.
• Read through the list of European Union Members.– Question (How many European
countries are not members?)
• Distribute the articles to the students.
• Read The Great Turkey Debate and highlight the issues the EU has with allowing
Turkey into the union. Again, students can read silently, with a partner, or as a
teacher read-aloud.
• Read EU leader urges Turkey to speed changes and discuss. Again, students can
read silently, with a partner, or as a teacher read-aloud.
• The students will work with their group to analyze the issues and vote on whether to
let Turkey into the EU today. Students must justify their votes with facts from the
articles and textbook. Responses will be recorded on the back of the Note taking
Guide.
61
Assessment
• Completed Note taking Guide
• Informal teacher observation and assistance while students are working in their
groups
• Check Note taking Guide for completeness and detailed responses that use facts
from the readings.
62
NAMES_____________________________________ DATE___________________ PERIOD _____
Note Taking Guide
Ways in which Western
European Nation have
become united
Way in which European
nations are still planning to
unit
Way in which unionizing has
strengthened Europe
63
NAMES___KEY_______________________________ DATE___________________ PERIOD _____
Note Taking Guide
•
•
•
•
Ways in which Western
European Nation have
become united
EU
Removal of trade barriers
Euro as a common currency
Single European citizenship
Way in which European
Way in which unionizing has
nations are still planning to
strengthened Europe
unit
• Expanding membership in the • Produces more goods for
trade
union
• (According to the text, Europe • Biggest importer/exporters in
the world (except for China
would go here but since our
now.)
text is old, it was placed in the
first column.)
64
European Union
The European Union (EU) is a union of twenty-seven independent states based on the European
Communities and founded to enhance political, economic and social co-operation. Formerly
known as European Community (EC) or European Economic Community (EEC).
Date of foundation: 1st November, 1993.
Member states (EUR: Euro currency):
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Austria (since 1995-01-01) (EUR)
Belgium (EUR)
Bulgaria (since 2007-01-01)
Cyprus (Greek part) (since 2004-05-01) (EUR: 2008-01-01)
Czech Republic (since 2004-05-01)
Denmark
Estonia (since 2004-05-01)
Finland (since 1995-01-01) (EUR)
France (EUR)
Germany (EUR)
Greece (EUR)
Hungary (since 2004-05-01)
Ireland (EUR)
Italy (EUR)
Latvia (since 2004-05-01)
Lithuania (since 2004-05-01)
Luxembourg (EUR)
Malta (since 2004-05-01) (EUR: 2008-01-01)
Netherlands (EUR)
Poland (since 2004-05-01)
Portugal (EUR)
Romania (since 2007-01-01)
Slovakia (since 2004-05-01)
Slovenia (since 2004-05-01) (EUR)
Spain (EUR)
Sweden (since 1995-01-01)
United Kingdom of Great Britain and Northern Ireland
•
•
•
•
Europa, a European Commission service
European Parliament
HAEU - Historical Archives of the European Union
European Science Foundation, ESF
65
•
•
•
•
•
•
•
ECB - European Central Bank
KoWi - Koordinierungsstelle EG der Wissenschaftsorganisationen
European Patent Office, EPO
Delegation of the European Commission to the United States (Washington)
Centrum für angewandte Politikforschung (CAP)
VirtualTourist: Europe
Ezilon EU Search Engine
66
The Great Turkey Debate
Read on to find out the issues being discussed by the EU
about Turkey.
Throughout Europe, the arguments that surround Turkey's projected accession revolve
around a series of issues, ranging from demographic through geographic to political.
One commonly raised point is that, if and when it were to join the EU, Turkey would
become the EU's most populated member state. Turkey's current population is 71
million, and demographers project it to increase to 80-85 million in the next 20 years.
This compares with the largest current EU member state Germany, which has 83 million
people today, but whose population is projected to decrease to around 80 million by
2020.
Another argument is rooted in the age-old debate on whether it is possible to
establish geographic borders for Europe, and whether Turkey 'fits' within these borders.
This is seen by many as a dispute that rests on philosophical and intellectual
prejudgements, especially since the Treaty of Rome is widely accepted to aim for the
construction of a union of European states based on shared common values.
Perhaps the most sensitive of all arguments centre on the cultural and religious
differences. Since the EU identifies itself as a cultural and religious mosaic that
recognises and respects diversity, the supporters of Turkey's EU bid believe that, as
long as both Turkey and the EU member states maintain this common vision, cultural
and religious differences should be irrelevant.
The EU member states' concerns over Turkey's human rights record as well as global
and regional security-related issues have also been key factors behind Turkey's
prolonged application process.
The future of the divided island of Cyprus has also been a major sticking point. The
Council's December 2004 decision entailed a compromise formula on the Cyprus issue,
under which the affected sides were expected to work towards a solution to the conflict
before the scheduled 3 October 2005 launch of membership talks with Ankara, however
conflict still remains unresolved. Cyprus is a decisive factor in the negotiation process.
Cyprus demands official recognition by Turkey and access to Turkish harbours and
airports. Turkey demands putting and end to the isolation of Northern Cyprus and
emphasises that it was the Greek side of the island that rejected the UN’s plan in 2004.
The results of the referenda on the EU Constitution during the first half of 2005 especially the No votes in France and the Netherlands - have been detrimental to
Turkey's EU bid. Although subsequent research and surveys have failed to prove that
enlargement in general, and Turkey's candidancy in particular, were key factors behind
the public's rejection of the Constitution, the summer of 2005 still witnessed an increase
Europe-wide of scepticism towards Turkey's European prospects.
67
Turkey needs to make further progress in the area of freedom of speech. More
specifically the EU would like to see a reform of Turkey's penal code and the
controversial article 301, which serves as a basis for the so-called "Turkishness-cases"
against writers and journalists.
With Turkish parliamentary elections coming up in 2007 and domestic support for an EU
membership in decline, the issues seem to be increasingly difficult to resolve. Turkey’s
public is more and more tired of the negotiation process. A recent Eurobarometer
showed that only 44% of Turks thought EU membership would be a good thing,
compared to 66% in spring 2005. A survey by the German Marshall Fund of the US,
published in June, confirmed this tendency. Turkish politicians are increasingly making
use of this sentiment, especially with a view to the upcoming elections. An expression of
this is the criticism expressed by Turkey's public concerning Pope Benedict's comments
on Islam on 15 September 2006.
68
EU leader urges Turkey to speed changes
Reuters
Wednesday, April 9, 2008
BRUSSELS: The president of the European Commission said Wednesday that he
would urge Turkey to speed up reforms and show more interest in European Union
membership during his first official visit this week.
Turkey started EU accession talks in 2005 but they have been held back by slow
progress in EU-linked reforms, the impact of the unresolved Cyprus dispute and the
reluctance of some EU members, such as France and Austria.
"What is crucial here is that Turkey demonstrates to Europe its interest in the
membership of Europe," the EU president, José Manuel Barroso, said at a news
conference on the eve of his departure for Ankara. He added that he would ask
Prime Minister Tayyip Erdogan to "encourage reforms."
Erdogan vowed Tuesday to speed up the political reforms required to join the 27nation Union after moving slowly for more than a year amid opposition from
nationalist parties.
Barroso repeated EU concerns over an attempt by Turkey's chief prosecutor to shut
down the governing AK Party and bar the prime minister from politics for alleged
Islamist subversion. "It is not normal that the party that was chosen by the majority
of the Turkish people is now under this kind of investigation," he said. "Europe can
accept only a democratic Turkey, a Turkey where there is consensus on democratic
values."
Many in Turkey's secular elite believe the AK Party is trying to undermine the
separation of state and religion, partly by proposing legislation to allow university
students to wear the Islamic head scarf.
The AK Party denies such charges and says the court case is politically motivated.
Foreign Minister Ali Babacan said he expected common sense to prevail over the
court case, which has caused months of political uncertainty. "Turkey is now an
open country, an open society, an open economy," Babacan said. "In open
countries, the public both at home and abroad can watch developments. In open
countries, common sense and rationality have always won."
69
Altering the Physical Characteristics of a Region
Pacing: 2- 3 days
Objectives:
• Students will utilize the articles to learn how regions have been altered by humans.
• Students will apply knowledge to make connections to their lives.
Materials:
• National Geographic Reading Expeditions: World Regions – Europe & Russia
• Copies of Article Comprehension Guide
Procedure:
• Have students brainstorm favorite things about living in New Jersey – Make a list on
the board and then circle the physical characteristics they have given. Explain that
we will be learning about popular places in Europe and how humans are altering the
physical characteristics of the region.
• After previewing the articles and the Article Comprehension Guide, read the
following articles and have students answer the questions on the Article
Comprehension Guide. Discuss responses as a class.
o Pages 20 – 21, Tourism: Too much of a good thing?
o Pages 32 – 33, Is it worth it to build a river?
o Pages 46 – 47, Can Venice be saved?
• Have students discuss the following question in their groups: What are some issues
we have in New Jersey due to our altering of the physical characteristics of our
state? Make sure students are aware that one student from each group will need to
be prepared to share their group’s discussion with the class.
• Close with going back to the brainstorming list of favorite things and circle with
another color marker the one’s that were identified as being altered.
Assessment:
• Check Article Comprehension Guide for completeness and detailed responses that
use facts from the articles.
• Informal teacher observation and assistance while students are working in their
groups
70
NAMES_______________________________ DATE ___________ PERIOD _____
Article Comprehension Guide
Article 1: Tourism: Too much of a good thing?
1. Name two reasons people visit the Alps?
2. Approximately how many people visit the Alps each year?
3. Describe two ways tourists have negatively impacted the
Alpine region.
Article 2: Is it worth it to build a river?
1. What was the rationale for building canals to join rivers
together?
2. What is the length of the Main-Danube Canal?
3. Explain the two points of view of building the canal.
a. Pro:
b. Con:
71
Article 3: Can Venice be saved?
1. What is the challenge facing Venice, Italy?
2. How are the islands of Venice connected?
3. Venice could be underwater in about how many years?
4. Explain the plan to use underwater gates as a solution to
Venice’s problem.
Connection Question:
1. What are some of the issues we have in New Jersey from
altering the physical characteristics?
72
NAMES___KEY_________________________ DATE ___________ PERIOD _____
Article Comprehension Guide
Article 1: Tourism: Too much of a good thing?
1. Name two reasons people visit the Alps?
ski, hike, enjoy the scenery
2. Approximately how many people visit the Alps each year?
120 million people
3. Describe two ways tourists have negatively impacted the
Alpine region.
Air pollution – 50 million cars travel there, traffic congestion
Water pollution – development of more hotels and resorts
Article 2: Is it worth it to build a river?
1. What was the rationale for building canals to join rivers
together?
To transport goods quicker and cheaper
2. What is the length of the Main-Danube Canal?
106 miles or 171 kilometers
3. Explain the two points of view of building the canal.
a. Pro: transportation of bulk goods by water is cheaper,
cleaner, and more energy efficient; tourism
b. Con: destruction of the natural landscape
73
Article 3: Can Venice be saved?
1. What is the challenge facing Venice, Italy?
It’s sinking into the water.
2. How are the islands of Venice connected?
By 180 canals and 400 bridges
3. Venice could be underwater in about how many years?
80 years
4. Explain the plan to use underwater gates as a solution to
Venice’s problem.
70 underwater gates would sit on the floor of the Adriatic Sea
until the waters rose. Then they would inflate and keep the
waters away form Venice.
Connection Question:
1. What are some of the issues we have in New Jersey from
altering the physical characteristics?
Flooding, beach erosion, development of farmland for housing,
etc.
74
The Channel Tunnel
“Chunnel”
Pacing: 1 day
Objectives:
• Students will identify the function of the Channel Tunnel
• Students will determine the uses of the Channel Tunnel and examine the effects of
the “Chunnel” on the people living in the region and their relationship with other
regions of the world.
• Students will utilize information to form and present an informed opinion during a
class debate/discussion.
Materials:
• Chunnel PowerPoint Presentation
• Channel Tunnel information sheet with discussion questions
Procedure:
• Begin by having students think about the driving question: How do the physical
features and the political boundaries impact a region?
• Review the terms channel and tunnel.
• Review the relative locations of France, United Kingdom and the English Channel
• Discuss possible advantages of a “Chunnel” running between the United Kingdom
and France.
• View PowerPoint Presentation.
• Have students preview the discussion questions, then read Channel Tunnel
information sheet.
• Students will work with a partner to answer discussion questions.
• Utilizing students’ answers, class will debate the advantages and disadvantages of
the Chunnel in regards to environmental impact and usefulness.
• Have the students reflect on the driving question: How do the physical features and
the political boundaries impact a region?
Assessment:
• Informal teacher observation of partner work on discussion questions.
• Students’ contribution to class discussion
75
The Channel Tunnel
With more than six million kilometers of highway and 240,000 kilometers of
railways snaking across the United States, life above ground has become
increasingly congested. Tunnels provide some of ht e last available space for
cars and trains, water and sewage, even power and communication lines. Today,
it’s safe to bore through mountains and burrow beneath oceans – but it was not
always this way. In fact, it took engineers thousands of years to perfect the art of
digging tunnels.
Channel Tunnel (Chunnel)
When England and France decided to link their two countries with a 32 mile rail
tunnel beneath the English Channel, engineers were faced with a huge challenge.
Not only would they have to build one of the longest tunnels in the world; they
would have to convince the public that passengers would be safe in a tunnel this
size. Tunnel fires, like the Holland Tunnel disaster, were common at this time.
How did the engineers resolve this problem? They build an escape route.
The Channel Tunnel, also called the Euro Tunnel or Chunnel, actually consists of
three tunnels. Two of the tubes are full sized and accommodate rail traffic. In
between the two train tunnels is a smaller service tunnel that serves as an
emergency escape route. There are also several “cross-over” passages that
allow trains to switch from on track to another. Just one year after the Chunnel
opened, this engineering design was put to the test. Thirty-one people were
trapped in a fire that broke out in a train coming from France. The design worked.
Everyone was able to escape through the service tunnel.
It took just three years for tunnel boring machines from France and England to
chew through the chalky earth and meet hundreds of feet below the surface of the
English Channel. Today, trains roar through the tunnel at speed up to 100 miles
per hour and it’s possible to get from one end to the other in only 20 minutes.
Chunnel Length – 163,680’ (31 miles)
Fast Facts:
• At the time it was being build, the Chunnel was the most expensive
construction project ever. It took $21 billion to complete the tunnel. That’s 700
times more expensive that the cost to build the Golden Gate Bridge!
• Many of the tunnel boring machines used on the Chunnel were as long as two
football fields and capable of boring 250 feet a day.
• When construction began in 1988, British and French tunnel workers reached
to reach the middle of the tunnel first. The British won.
• In the first five years of operation, trains carried 28 million passengers and 12
million tons of freight through the tunnel.
76
Vital Statistics:
Location: Folkestone, England, and Sangatte, France
Completion Date: 1994
Cost: $21 billion
Length: 163,680 feet (31 miles)
Purpose: Railway
Setting: Under water
Materials: Steel, concrete
Engineer(s): Transmanche Link Engineering Firm
This article deals with the themes of Movement and Human Environment
Interaction. Keep this in mind as you answer the following questions.
1. In what ways were the environment modified because of the construction of
the Chunnel. Were these changes good or bad for the environment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How might the Chunnel be useful to people living in either England or France?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. How can the Chunnel help businesses in either England or France?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How did the engineers provide an emergency escape route for passengers?
Did their plan work? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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80
Building a Global Perspective
A Research Activity
Pacing: 1 day
Objectives:
• Students will develop strategies for using a text for research
• Students will use text organizers to determine information in research
Materials:
• World Geography: Building a Global Perspective
Procedure:
• Discuss with students the purpose of research and what types of research tools are
available (i.e. Internet, textbooks, encyclopedias, atlas, Jr. Scholastic).
• Instruct students to turn to pages 302-308 of World Geography: Building a Global
Perspective. In small groups have the students identify different text organizers that
help them to point out pertinent information related to the elements of culture. (i.e.
pictures, captions, titles, bolded words, maps, bullets, arrows, shaded boxes,
graphs)
• Discuss with students the importance of skimming through material to find
information versus reading word for word. Also, the teacher should instruct the
students to include goals when researching (i.e. social organization, language,
religion, government, economic systems, customs and traditions, and arts and
literature). Have the students ask themselves, “What do I need to know?”
• Groups decide on a tool that will help them to record information: Web, Chart,
Question / Answer, Outline, etc.
• Direct students to research France, using their self-created tool to answering teacher
directed questions. Some possible questions for the students to research may be:
o Where is France’s manufacturing center located and what are its major
exports? (Paris and its surrounding areas; wine, electronic goods, and
chemicals)
o What are the major religions of France today? (Roman Catholicism and
Islam)
o What countries border France to the east? (Belgium, Luxembourg, Germany,
Switzerland, and Italy)
o Are there other languages besides French spoken in France; and if so, what
are they? (Yes; Alsatian, German, Basque, and Breton)
• Have groups present information and organizer used to discuss why tool was useful
to them.
Assessment:
• Collect the students’ responses and check for development of organizational tool, its
accuracy, and effectiveness.
81
European Postcard
Pacing: 3 days
Objectives:
• Students will identify and describe a physical and human feature of the assigned
country
• Students will identify and describe a cultural event held in the assigned country
• Students will utilize the internet and resources to find the relative location, climate,
terrain, major languages and major religions of the assigned country
• Students will collaboratively put countries into regions utilizing unifying
characteristics upon presentation of the postcards
Materials:
• Reserve computer lab for 2 days
• Rubric for project
• European Postcard Showcase Organizer
• Atlas and Almanac
• Following websites for research of information: www.lonleyplanet.com and
www.cia.gov/library/publications/the-world-factbook/index.html
Procedure:
• Referring all the driving questions; review the following:
o The characteristics of a human and physical features
o The importance of customs and traditions to the people in a region.
• Utilize PowerPoint to create postcard
• Review rubric requirements and model a sample of postcard
• Students will orally present postcards to class
• Utilizing background information of assigned countries, an atlas and almanac as
resources, students will create regions using human and physical characteristics.
• Based on their work, student should reflect on the driving questions.
Assessment:
• Completed postcard will be graded based on point value outlined on rubric
• Informal teacher observation and assistance while students are in computer lab
• Check student activity for accuracy
82
NAMES_______________________________ DATE ___________ PERIOD _____
EUROPEAN POSTCARD
You will be creating a postcard utilizing either Publisher or PowerPoint
(your choice). The following are the requirements for the postcard.
1.
2.
3.
4.
FRONT OF POST CARD
REQUIREMENTS
Name of assigned country
Picture of physical
characteristics of country
Picture of man-made landmark
in country
Picture of cultural event held in
country
Points
Possible
5
10
10
10
5.
Numbering of all three pictures
2
6.
Clarity and clearness of
pictures
Your name on the bottom right
hand corner
8
BACK OF POST CARD
REQUIREMENTS
Points
Possible
Detailed explanation of
physical characteristic
Detailed explanation of manmade landmark
Detailed explanation of cultural
event
Background Information of
country (relative location,
climate, terrain, population,
languages, major religions
10
7.
1.
2.
3.
4.
5.
Current flag of country
Points
Awarded
5
Points
Awarded
10
10
15
5
For country background information utilize
1. https://www.cia.gov/cia/publications/factbook/index.html
2. www.lonleyplanet.com
83
NAMES_______________________________ DATE ___________ PERIOD _____
EUROPE ATLAS ACTIVITY
Physical and Political Characteristics
THE WORLD IN SPATIAL TERMS
1. Turn to the Continents and Oceans map in your atlas. It shows where Europe is in
the world. Use it to fill in the following table.
Description
Continent east of Europe
Name
Continent south of Europe
Ocean west of Europe
Ocean north of Europe
PLACES, REGIONS AND LANDSCAPES
2. The physical map located in you atlas shows more information about Europe. Use it
to answer the following questions.
a. Name the sea south of Europe. It separates Europe and Africa.
b. The southern part of Europe includes three peninsulas. In the east the Balkan
Peninsula. The country of Italy is a peninsula. The third peninsula is bordered
by the Mediterranean Sea, The Atlantic Ocean, and the Bay of Biscay. Name it.
c. Two different mountain ranges separate Europe from Asia. Name them.
d. The highest mountain ranges in the south central Europe lies just north of the
Italian peninsula. Name it.
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3. Europe has many rivers. Fill in the blanks to complete the sentences below.
a. The __________________ River flows from the Alps into the Adriatic Sea.
b. West of the Alps, the ____________________ River flows into the Gulf of Lion.
c. Another major river, the ____________________, empties into the English
Channel.
d. In eastern Europe, the _________________ River flows across the Northern
Plain and Caspian Sea.
4. Turn to the political map of Europe to study the countries. Write the name of the
correct country after each description.
a. Largest country on the Iberian Peninsula _______________________________.
b. Large island country northwest of France ______________________________.
c. Southernmost country in Europe; includes hundreds of islands _____________.
d. County with coasts on the North Sea and Baltic Sea; shares part of a peninsula
with Denmark___________________________________________________.
e. Largest county on the European continent; is also in Asia_________________.
f. Three (3) countries that share the vast northern peninsula with Russia_______
______________________________________________________________.
g. Island country near the Arctic Circle ________________________________.
5. Draw a line to match each country at the left with its capital city.
Country
Capital City
a. Italy
Moscow
b. Russia
London
c. Spain
Stockholm
d. Sweden
Rome
e. United Kingdom (England)
Madrid
85
NAMES_______________________________ DATE ___________ PERIOD _____
]
European Postcard Showcase
Group 1
Countries I saw:
My absolute favorite:
because…
If I visited I would have to learn to speak:
I would definitely visit:
Ecause…
An interesting fact I learned:
Group 2
Countries I saw:
My absolute favorite:
because…
If I visited I would have to learn to speak:
I would definitely visit:
Ecause…
An interesting fact I learned:
86
Group 3
Countries I saw:
My absolute favorite:
because…
If I visited I would have to learn to speak:
I would definitely visit:
Ecause…
An interesting fact I learned:
Group 4
Countries I saw:
My absolute favorite:
because…
If I visited I would have to learn to speak:
I would definitely visit:
Ecause…
An interesting fact I learned:
87
Group 5
Countries I saw:
My absolute favorite:
because…
If I visited I would have to learn to speak:
I would definitely visit:
Ecause…
An interesting fact I learned:
88
89
90
Picture Paks
Europe
Objectives:
• Students will identify physical and human characteristics of place.
• Students will identify how human actions modify the physical environment.
• Students will explain how physical systems affect human systems.
• Students will apply the knowledge of the elements of culture to various
regions.
Materials:
• Picture Pak transparencies
• Overhead projector
• Graphic organizer
• Exit slip activity
Procedure:
• Use large classroom map to show students the geographic region the
students will explore (Europe).
• Distribute graphic organizer, which lists the elements of culture and the name
of the transparency.
• Show first picture. Instruct students to use the organizer to check off any
elements of culture they think are represented. Model this first picture
together.
• Continue to show teacher selected pictures while students fill out the
organizer independently. Discussion of choices will follow each picture.
• During the discussion, the teacher will elaborate with information pertaining to
the picture (See teacher guide for picture descriptions). The discussions
should be directed toward achieving the objectives of the lesson.
• At the end of class, the students will complete an exit slip. An example of a
question may be: Which place would you most like to visit. Why?
Assessment:
• Graphic organizer and discussion
• Exit slip - The teacher will establish whether the exit slip’s response is
appropriate to the pictures viewed by using a check plus, check or check
minus.
91
Picture Pak Graphic Organizer
Name of Region/Continent
Group Members
Picture #
and
Description
Physical
or Human
Location
(Country/city)
Likes
Dislikes
92
Where Are These Countries?
Asia
Pacing: 1 day
Objectives:
• Students will identify the current countries of the region of Asia.
• Students will introduce the political boundaries and sub-regions of Asia.
• Students will utilize maps in atlas to identify the physical boundaries and
major bodies of water surrounding Asia.
Materials:
• Atlas
• Blank outline map of Asia showing political boundaries
• List of current Asian countries
Procedure:
• Review the relative location of Asia.
• Review the importance of political boundaries and how they are formed and
changes over time.
• Use maps in atlas to determine the political boundaries and sub-regions of
Asia. Identify major bodies of water.
• Students will utilize political maps in atlases to label all current Asian
countries on a blank political map of Asia.
• Provide students with the following websites to further assist them in
developing their knowledge of the political boundaries of Asia:
www.lizardpoint.com and
http://kids.nationalgeographic.com/Games/GeographyGames/Geospy
Assessment:
• After a two-three week period students will be assessed on their knowledge of
the political boundaries of Asia, and their ability to label the current countries
of Asia accurately
• Informal teacher observation and assistance while students work to complete
maps utilizing maps
• Check students’ work for accuracy – Teacher discretion as to how detailed
and how many countries are required
Extended Activity:
• Use regional maps to study areas in further detail. Examples of regions
attached.
93
NAMES_________________________________ DATE___________________
Asian Countries
Afghanistan
Bahrain
Bangladesh
Bhutan
Brunei
Burma (Myanmar)
Cambodia
China
East Timor
Hong Kong (SAR)
India
Indonesia
Iran
Iraq
Israel
Japan
Jordan
Kazakhstan
Kuwait
Krgyzstan
Laos
Lebanon
Macau (SAR)
Malaysia
Maldives
Mongolia
Nepal
North Korea
Oman
Pakistan
Philippines
Qatar
Russia
Saudi Arabia
Singapore
South Korea
Sri Lanka
Syria
Taiwan
Tajikistan
Thailand
Turkey
Turkmenistan
Unite Arab Emirates
Uzbekistan
Vietnam
Yemen
SAR -Special Administrative Region of China
94
NAMES_________________________________ DATE___________________
ASIA
95
NAMES___KEY__________________________ DATE___________________
ASIA
96
Background Information on Asia
Pacing: 2 days
Objectives:
• Students will visually experience the major physical and human
characteristics of Asia.
• Students will develop and utilize their note taking skills to record key
information from audio visual presentation.
Materials:
• United Streaming Video: World Geography of Asia and the Pacific
• Student notebooks / Notebook paper
• Notes onAsia Cloze note sheet for classroom review and discussion after
movie
Procedure:
• Due to length of video, prior to viewing teacher will determine sub-regions
segments they will be focusing on.
• Preview the Notes on Asia sheet prior to viewing to set the purpose. Upon
viewing of film, students will utilize social studies notebook or notebook paper
to write down key information from movie
• Students work in groups to discuss key points they obtained from film
• Upon completion of viewing will students/teacher will collaboratively complete
Cloze worksheet to ensure students have obtained all key information
Assessment:
• Completed set of notes for the key background information of Asia
• Informally assess verbal interaction of students responses and discussions of
background information
97
Name:_________________________________________ Section:_______________
Notes on Asia
Quick Facts
• Asia is the _____________________ of all the continents.
• It covers ____________of the earth’s landmass.
• Highest mountain peak in the world is (29,035ft) and it is
____________________________________________. It was
created by the movement of ___________________ in the
______________________ Mountain chain.
• The top two most populated countries of the world,
_____________________ (1.3 Billion) and ____________
(1Billion), are found in Asia.
• _______________________ is the continental landmass of
Europe and Asia.
Boundaries
Direction
West
Boundary
North
East
South
Southwest
Southwest
Vocabulary
• _______________________ - treeless plains where only very
short grass will grow and is excellent for grazing animals.
• _______________________ - strong seasonal winds which cause
hard summer rains.
• _______________________ - land looses its ability to support life.
• ____________________________ - clusters of islands created by
volcanic activity. Example - Indonesia and Malaysia.
98
Major Rivers
The longest river in Asia. The source is found in
China and it empties into the East China Sea.
Also known as the Yellow River, this river starts in
the Kunlun Mts. of China and empties into the Gulf
of Bohai.
Starts in China and flows through India and
Pakistan and empties into the Arabian Sea.
Flows through India and Bangladesh and empties
into the Bay of Bengal.
Flows from the Caucasus Mts. through Turkey,
Syria and Iraq and empties into the Persian Gulf
Flows from Turkey to Iraq and empties into the
Euphrates River.
Major Land Regions of Asia
Vast areas of desert and mountains in the
countries of Russia, Mongolia and Tajikistan.
Referred to as the Middle East, this area includes
Saudi Arabia, Kuwait, Iraq and Israel.
This area is the Indian subcontinent and contains
the countries of India, Nepal, Sri Lanka and
Maldives.
Subtropical countries of Vietnam, Cambodia,
Malaysia and Indonesia.
Countries of Japan, North and South Korea, China
and Taiwan.
99
Name:_____KEY_________________________________ Section:_______________
Notes on Asia
Quick Facts
• Asia is the _largest______________ of all the continents.
• It covers _1/3________of the earth’s landmass.
• Highest mountain peak in the world is (29,035ft) and it is _Mt.
Everest, Nepal_________________________. It was created by
the movement of _tectonic plates___ in the
_Himalayas____________ Mountain chain.
• The top two most populated countries of the world,
_China_______________ (1.3 Billion) and _India______
(1Billion), are found in Asia.
• _Eurasia_______________ is the continental landmass of Europe
and Asia.
Boundaries
Direction
West
Boundary
Ural Mountains
North
Arctic Ocean
East
Pacific Ocean
South
Indian Ocean
Southwest
Arabian Sea
Southwest
Red Sea
Vocabulary
• _Steppes_______________ - treeless plains where only very
short grass will grow and is excellent for grazing animals.
• _Monsoons______________ - strong seasonal winds which cause
hard summer rains.
• _Desertification_______ - land looses its ability to support life.
• _Archipelagos_______________ - clusters of islands created by
volcanic activity. Example - Indonesia and Malaysia.
100
Major Rivers
Yangtze River
Haung He River
Indus River
Ganges River
Euphrates River
Tigris River
The longest river in Asia. The source is found in
China and it empties into the East China Sea.
Also known as the Yellow River, this river starts in
the Kunlun Mts. of China and empties into the Gulf
of Bohai.
Starts in China and flows through India and
Pakistan and empties into the Arabian Sea.
Flows through India and Bangladesh and empties
into the Bay of Bengal.
Flows from the Caucasus Mts. through Turkey,
Syria and Iraq and empties into the Persian Gulf
Flows from Turkey to Iraq and empties into the
Euphrates River.
Major Land Regions of Asia
Central
Vast areas of desert and mountains in the
countries of Russia, Mongolia and Tajikistan.
Southwest
Referred to as the Middle East, this area includes
Saudi Arabia, Kuwait, Iraq and Israel.
South
This area is the Indian subcontinent and contains
the countries of India, Nepal, Sri Lanka and
Maldives.
Subtropical countries of Vietnam, Cambodia,
Malaysia and Indonesia.
Southeast
East
Countries of Japan, North and South Korea, China
and Taiwan.
101
Desktop Map Activity
Activities - Asia 1, 2, 4, 7, 14
(each # is a one day activity)
Pacing: 1 day per activity
Objectives:
• Students will identify absolute and relative location of the region.
• Students will identify physical and human characteristics of place.
• Students will be aware of how humans interact with their environment.
• Students will apply knowledge of the region to link it to the global community.
Materials:
• Desktop maps - Nystrom - Asia
• Erasable markers - Nystrom
• Desktop map activity sheets 1, 2, 4, 7, 14 (1 day per activity)
Procedure:
• Begin with the driving question: How do human and physical characteristics
define a region?
• Distribute maps and markers to each student.
• Direct students to identify the key components of the map.
o Scale
o Key
o Elevation
o Profile map
o Specific thematic maps
o Latitude/longitude lines
• Distribute question/activity sheets.
• The teacher will work with the students to complete the activities.
• Allow sufficient time for clean up and collection of materials.
• Reflect on the driving question: How do human and physical characteristics
define a region?
Assessment:
• Completed activity sheets for accuracy
• Completed maps
• Informal teacher observation of students’ maps
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
Size It Up!
Pacing: 2 days
Objectives:
• Students will identify the location and physical features of Japan.
• Students will define the term population density.
• Students will understand how geography affects population density, and how
population density affects the way of life of a country.
• Students will examine the differences between the ways of life in Japan and
the United States due to geography and population density.
Materials:
• Atlases
• Population Density Chart
• Graphic Organizer
• Japan PowerPoint
Procedures: Day 1
• Introduce the lesson by asking the students the following question: “How do
you think Japan’s geography is similar or different than that of the United
States?” List student answers.
• Break students into groups. Each group will utilize maps in atlases to gather
and record information to further answer the above question. Groups will
then volunteer their answers to add to the list.
• Discuss land area (size) as a major difference between Japan and the U.S.
Distribute the Population Density Chart and explain the term population
density: the average number of people living within a square mile or square
kilometer.
• Ask the class the following question: Does geography affect population
density? Students will utilize their atlases to determine why certain areas
have the heaviest population and why Japan has a high population density.
(People tend to settle in coastal and plains areas rather than mountains.
Much of Japan is mountainous. The southern part of Japan has a milder
climate than northern Japan.)
• Set up a simulation utilizing the Population Density Chart. Put ten chairs in
the front of the class. Designating a small area to represent one square mile
may also be done. Ask the class: If these ten chairs (or the designated space)
represent one square mile, approximately how many students could we use
to represent the population density of Australia? (0.6 rounded to one
student). Ask a volunteer to represent that one person. Ask questions such
as: Do you have plenty of room? Can you stretch your legs or lie down?
Continue the simulation asking students to sit in the chairs to represent the
population density of the United States, China, and then Japan. As the chairs
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•
•
•
become more crowded, continue to question the students as to comfort.
Afterwards ask what it was like to try to fit on the chairs.
Ask the students the question: Does limited space affect of the way of life in
a culture? Have students first share their thoughts with a partner, then as a
whole class.
Distribute copies of the graphic organizer: How would limited space affect a
culture? Students will utilize organizer to predict the impact of limited space
on shelter, transportation, recreation, land use, and social skills. Students will
share their predictions. Encourage students to make connections between
living in the urban area of New Jersey to the way of life in Japan. Students will
share their predictions the class.
Note – Refer to teacher resources included for background information and
possible student responses.
Day 2:
• Review the term population density and its impact on a region’s culture.
• Distribute the second graphic organizer (page 170). View and discuss
Geography of Japan PowerPoint Presentation. Students will add information
to graphic organizer relating to culture in Japan.
• Students will work in groups or with partners to share their recorded
information.
• End by having students reflect upon the driving question: How do the physical
feature and political boundaries impact a region? How do the cultural
elements influence a (our) way of life?
Assessment:
• Informal teacher observation of class discussions
• Notes added to graphic organizers
136
Japan
United States
China
Australia
Total Land
area
(sq. mi.)
Population
(2001 est.)
145,874
3,761,363
3,691,521
2,966,150
126,771,662
278,058,881
1,269,385,100
18,783,551
% Arable
Land
11%
19%
10%
6%
GDP
$3.15 trillion
$9.96 trillion
$4.5 trillion
$394 billion
Per Capita
Income
$24,800
$36,000
$3,500
$21,400
Literacy Rate
99%
97%
84%
100%
Tokyo
27,242,200
New York
19,938,492
Shanghai
14,711,091,
Sydney
3,858,248
869
74
Largest City
Population
(metropolitan
area)
Population
Density
Table was developed by Kay Tomesek, teacher, Gahanna Middle School West, Gahanna-Jefferson City Schools
137
Shelter
Recreation
Transportation
How would
limited space
affect a culture?
Land Use
Social Skills
Table was developed by Kay Tomesek, teacher, Gahanna Middle School West, Gahanna-Jefferson City Schools
138
Shelter
Transportation
How has limited
space affected
the people of
Japan?
Recreation
Land Use
Social Skills
Table was developed by Kay Tomesek, teacher, Gahanna Middle School West, Gahanna-Jefferson City Schools
139
Geography of Japan
Teacher Information:
Japan is an island country (shimahuni). The Japan
archipelago consists of four main islands and thousands of
smaller ones. T lies off the eastern coast of the Asian
mainland; at the closest point, the islands are approximately
120 miles away from Asia.
The total island space of the Japanese islands is about
145,000 square miles. Indeed, it is a very small country
when compared with the vast Asian mainland. Compared to
the United States, Japan is smaller than the state of
California; in fact, it is about the size of the state of Missouri.
Yet the population of Japan is approximately half of the
United States population. The climate zones in Japan are
very similar to the climates found along the eastern coast of
the United States. The climates range from humid subtropical to cool continental.
Developed by Kay Tomesek, teacher, Gahanna Middle School West, Gahanna-Jefferson City Schools
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Teacher Resource - Japan
Have the students discuss the following questions:
•
Given Japan’s population density and geography, how do you think Japan
produces its food?
o Possible conclusion: Japan uses every available space and imports much
of its food.
•
In what ways do you think Japan’s population density and geography affect
housing?
o Possible conclusions: Japan uses all available space. Houses and
buildings are small. Many Japanese live in apartments in the cities.
Conditions are very crowded in the cities.
•
How might Japan’s population density and geography affect manners and
behavior?
o Possible conclusion: Because people live in crowded conditions, they
have learned to get along with others. Japanese are very polite people.
•
How does population density affect the price of land?
o Possible conclusions: Land is very expensive in Japan. The cost of
housing and the cost of living are both very high.
•
How does population density affect land use?
o Possible conclusions: In countries such as the United Stats and Australia
where population densities are low, people tend to spread out. People do
not think about living space. Homes and buildings are large. In countries
such as Japan, where population density is high, people have to use all
available space. Rice paddies are found between buildings in many cities.
Shops are located under train rails. People live in crowded conditions.
Housed and buildings are smaller.
•
In what ways has population density and geography affected transportation?
o Possible conclusion: In Japan extensive rail systems and subway
systems have been developed. This helps move many people at one
time. The train system makes it possible for people to cross the Japanese
Alps easily and to move from on island to the next as well as move from
town to town. The subway systems in the larger cities assist in moving
people around easily.
Developed by Kay Tomesek, teacher, Gahanna Middle School West, Gahanna-Jefferson City Schools
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A Look at Chinese Culture
Pacing: 2 days
Objectives:
• Students will gain an appreciation of various cultural elements of China.
• Students will investigate and manipulate items which influence everyday
Chinese life.
• Students will demonstrate the ability to speak orally.
Materials:
• Template for Dancing Dragon
• Dancing Dragon Instruction Sheet
• Chopsticks
• Directions on how to use chopsticks
• Stencil of Chinese Characters
• Monkey Business Worksheet
• Chinese Horoscope Activity
• Fortune cookies for entire class
• Dice for chopstick activity (foam dice work best if available)
Procedures:
• Begin by having students think about the driving question: How do the
physical feature and political boundaries impact a region? How do the
cultural elements influence a (our) way of life? What
• Break class into five stations (groups): 2 Chinese dragon stations, 1
chopstick/dice station,1 Chinese zodiac and fortune cookies station, and 1
Chinese symbols and writing station.
• At respective stations, students will complete assigned activities.
• Students will move to next station at teachers signal.
• Students should have visited all stations and completed all activities by the
end of 2nd class period.
• Students will reflect individually on the Chinese Culture and the share their
opinions and insight into the culture of China as a class.
Assessment:
• Informal teacher observation and interaction as teachers move through
stations
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Chinese Horoscope Activity
1. Use the chart to match the year you
were born with the animal, Chinese
year and characteristics given.
2. Write your heading on a piece of
notebook paper.
3. Write a paragraph that includes all of
the information for #1 (I was born in
1993, which is the year of the ___ in the
Chinese calendar…)
4. Write a second paragraph that explains
whether the characteristics given for
the year you were born describe you or
not. Be sure to include at least 2
examples that support your statements.
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Dancing Dragon Directions
1. Trace or draw the head and tail of the dragon on a
piece of white paper.
2. Cut out the head and tail.
3. Decorate with bright colors on both sides of the head
and tail.
4. Fold a piece of construction paper (any color) if half
long ways. Cut along the fold line to make two long
rectangles.
5. Fold each rectangle up like an accordion.
6. Glue the pieces together, forming one long piece that
will be the animal’s body.
7. Glue the head to one end of the body and the tail to
the other end.
8. Tape one skewer UNDER the head of the dragon and
the other skewer UNDER the tail.
9. You now have a dancing dragon that can dance for
the Chinese New Year.
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Picture Paks
Asia
Objectives:
• Students will identify physical and human characteristics of place.
• Students will identify how human actions modify the physical environment.
• Students will explain how physical systems affect human systems.
• Students will apply the knowledge of the elements of culture to various
regions.
Materials:
• Picture Pak transparencies
• Overhead projector
• Graphic organizer
• Exit slip activity
Procedure:
• Use large classroom map to show students the geographic region the
students will explore (Asia).
• Distribute graphic organizer, which lists the elements of culture and the name
of the transparency.
• Show first picture. Instruct students to use the organizer to check off any
elements of culture they think are represented. Model this first picture
together.
• Continue to show teacher -selected pictures while students fill out the
organizer independently. Discussion of choices will follow each picture.
• During the discussion, the teacher will elaborate with information pertaining to
the picture (See teacher guide for picture descriptions). The discussions
should be directed toward achieving the objectives of the lesson.
• At the end of class, the students will complete an exit slip. An example of a
question may be: Which place would you most like to visit. Why?
Assessment:
• Graphic organizer and discussion
• Exit slip: The teacher will establish whether the exit slip’s response is
appropriate to the pictures viewed by using a check or check minus.
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Picture Pak Graphic Organizer
Name of Region/Continent
Group Members
Picture #
and
Description
Physical
or Human
Location
(Country/city)
Likes
Dislikes
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Culminating Activities
Teachers can choose one of the following activities to complete with the class.
Trip Around the World
Student Ambassador
Cultural Café / Market Expo
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Trip Around the World
Culminating Activity
Your mission: To visit faraway lands and to share what you learn with your
classmates.
Your responsibility: To work cooperatively with your team to complete all
requirements.
Have you seen the television show The Amazing Race? Well, you will be
participating in a team project that will take you to countries in Africa, Europe and
Asia. This project will be completed both in class and at home. There will be
requirements to be completed in each country, some will be group requirements
and others will be individual. Your team will be given a budget and requirements
to be completed on each continent. You will be using the Internet to find real
airline flights and will have to keep a log of all expenses incurred during the trip.
This project will be an amazing learning experience for you. Enjoy yourself!
For this project each person will need to use one of the following: a large photo
album, a scrapbook, or a 3-ring binder with plastic insert sheets. Whichever one
you choose, must have at least 15 pages in it because you will be creating a
scrapbook of your journey. You may also include anything you would use for
decorating your scrapbook. The scrapbook will count as a test grade. A
scoring rubric will be provided. Each team member will be responsible for his or
her own scrapbook.
Your scrapbook should include the following:
A continent page (to precede each country section)
At least 2 pages for each country you visit
Pictures of the places you visited – restaurants, museums, etc. These should
all be labeled with the name of the place and the city in which it is located
Airline itineraries
Famous landmarks
A copy of each mini-project the group had to complete:
o Restaurant menu
o Mileage log
o Expense log
o Game information
o Passport
o Journal
o Mask
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As part of this project you will also be required to choose a country to research
and present your information to the class in the form of a museum, complete with
artifacts either from your country or that represent your country. You will draw a
map of your country on poster board. In addition, you will create a passport
stamp so that when your classmates visit your museum, you can stamp their
passport. Lastly, you will prepare a food from your country to bring to our class
International Luncheon. More information will be forthcoming about these things
so don’t stress out!!!!
By the way, in order to complete this project, you just turned 18 years old.
Minors would not be allowed to fly to many of these places unaccompanied by an
adult. All school rules apply when you are traveling. You cannot visit places that
are inappropriate or participate in any activities that are inappropriate for school!!!
You will each be keeping a journal of your travels. You may use the journal
paper provided or create a journal page of your own. Every day of this journey
must be described in detail in your journal. Your journal should include the
information that you and your teammates researched as part of your journey to
each country. Please refer to the example as a guide.
You will also need to record all expenses on your Expense Log and keep track of
your mileage on the Mileage Log. Everything you spend money on has to be
recorded; food, souvenirs, flights, cab and/or bus rides, museum fees, etc.
THAT MEANS EVERYTHING!!!!!! Your team is given a budget for each country
you visit. You cannot go over your budget so spend wisely!!! To keep your
spending down, keep in mind that you don’t have to eat at 5 star restaurants
every night!! You need to visit the capital for your country, so you might
want to fly into that city.
You will find the following websites helpful for finding out information about your
countries and/or booking airfare. Go to the CIA website first to find out city
names especially the capital city.
www.expedia.com
www.orbitz.com
www.cia.gov/cia/publications/factbook
www.onlineculturegrams.com (can only be accessed at school)
www.factmonster.com/countries.html
www.google.com (ex. Search places to visit in South Africa) – this will help you to
find museums and places of interest while visiting South Africa.
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Trip Around the World
First Leg – 3 days per country
Africa – Country 1:___________________________
Africa – Country 2:___________________________
The budget amount for EACH person per country is: $8,000
You and your teammates must follow each step
in order to complete this leg of your journey!
Step One for Country 1:
1. You and your team must decide on 2 countries you would like to visit in
Africa.
2. Fill in the country names at the top of this page.
Step Two for Country 1:
1. Assign the research tasks within your group. Each person must research
using the books in school or appropriate Internet websites. Please adhere
to the guidelines. If you do not have your portion of the research for your
team the day it is due, you are not only affecting yourself but your
teammates as well!
2. Use the At Home Research pages to take notes.
Research Tasks for Country 1:
1. You will need to find flights that leave from Philadelphia or Newark to your
first country/city. The airport code for Philadelphia is PHL and for Newark is
EWR. You will probably want to fly into the capital (or another major city.)
2. Assign the following tasks within your group:
Flight Information (times, airlines, pricing)
Hotel Reservations (location, pricing)
Museums/Places of Interest/Landmarks (at least 2)
Restaurants (one for breakfast or lunch AND one for dinner)
How to get around the city and from city to city (bus, train, taxi, etc.)
History:
o When did it become a country?
o How was it established (as a colony for whom?)
o Description of 3 major historical events.
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3. Record the information on your At Home Research. Share the information
with your group.
4. Work on your journal and scrapbook pages for Country 1. Be sure to
include the information your team researched for this country.
Research Tasks for Country 2:
1. You will need to find flights from the country you are in to your new country.
You may also decide to drive or take a train to the new country if it is
available and cost/time efficient.
2. Assign the following tasks within your group:
Transportation information from first to second country (times, pricing,
etc.)
Hotel Reservations (location, pricing)
Museums/Places of Interest/Landmarks (at least 2)
Describe a Custom or Tradition
o What is it?
o When does it occur?
o Who participates in the tradition?
How to get around the city and from city to city (bus, train, taxi, etc.)
Languages Spoken (which is the primary language?)
Physical Geography
o Describe one landform and one water form that can be found in the
country (or as a border to the country)
3. Record the information on your At Home Research. Share the information
with your group.
4. Work on your journal and scrapbook pages for Country 2. Be sure to include
the information your team researched for this country.
First Leg Mini-Project:
Create an African Mask using the format given to you in class. You will need
your markers and colored pencils.
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Trip Around the World
Second Leg – 3 days per country
Asia – Country 1:___________________________
Asia – Country 2:___________________________
The budget amount for EACH person per country is: $8,000
You and your teammates must follow each step
in order to complete this leg of your journey!
Step One for Country 1:
1. You and your team must decide on 2 countries you would like to visit in Asia.
2. Fill in the country names at the top of this page.
Step Two for Country 1:
1. Assign the research tasks within your group. Each person must research
using the books in school or appropriate Internet websites. Please adhere to
the guidelines. If you do not have your portion of the research for your team
the day it is due, you are not only affecting yourself but your teammates as
well.
2. Use the At Home Research pages to take notes.
Research Tasks for Country 1:
1. You will need to find flights from Country 2 in Africa to your first country in
Asia. You will probably want to fly into the capital (or another major city.)
2. Assign the following tasks within your group:
Flight Information (times, airlines, pricing)
Hotel Reservations (location, pricing)
Museums/Places of Interest/Landmarks (at least 2)
Foods
o What foods do the local people eat?
How to get around the city and from city to city (bus, train, taxi, etc.)
Money used
o What is it called?
o How much of their money equals $1 of our money?
o Use the following website to convert the money: www.xe.com/ucc
Highlight the U.S. dollar in the first part of the table and the country you
are researching in the second part of the table. Be sure to record the
date, since conversions can change every day!
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Government
o What type of government is it?
o What is the name of the leader today?
o How many years can the leader serve in office?
3. Record the information on your At Home Research. Share the information
with your group.
4. Work on your journal and scrapbook pages for Country 1. Be sure to include
the information your team researched for this country.
Research Tasks for Country 2:
1. You will need to find flights from the country you are in to your new country.
You may also decide to drive or take a train to the new country if it is available
and cost/time efficient!
2. Assign the following tasks within your group:
Transportation information from first to second country (times, pricing,
etc.)
Hotel Reservations (location, pricing)
Museums/Places of Interest/Landmarks (at least 2)
How to get around the city and from city to city (bus, train, taxi, etc.)
Religions
o Name the religions that are practiced and the percent of the population
that practice each of the religions
Food
o What foods does the local people eat?
Population
o What is the most recent population statistic?
o Include the year the information was collected by your source
3. Record the information on your At Home Research. Share the information
with your group.
4. Work on your journal and scrapbook pages for Country 2. Be sure to include
the information your team researched for this country.
Second Leg Mini-Project:
Create a menu for a restaurant that could be found in one of your countries.
Create a name for your restaurant, prices for each of the items on the menu, and
decide on 2 or 3 choices for each area: appetizers, entrees, desserts, and
beverages. You will need a description for each item on the menu.
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Trip Around the World
Third Leg – 3 days
Europe – Country 1:___________________________
The budget amount for EACH person for this country is: $8,000
You and your teammates must follow each step
in order to complete this leg of your journey!
Step One for Country 1:
1. You and your team must decide on 1 country you would like to visit in Europe.
2. Fill in the country name at the top of this page.
Step Two for Country 1:
1. Assign the research tasks within your group. Each person must research
using the books in school or appropriate internet websites. Please adhere to
the guidelines. If you do not have your portion of the research for your team
the day it is due, you are not only affecting yourself but your teammates as
well!
2. Use the At Home Research pages to take notes.
Research Tasks for Country 1:
1. You will need to find flights from Country 2 in Asia to the country you will be
visiting in Europe. You will probably want to fly into the capital (or another
major city.)
2. Assign the following tasks within your group:
Flight Information (times, airlines, pricing)
Hotel Reservations (location, pricing)
Museums/Places of Interest/Landmarks (at least 2)
Weather
o Describe each season in terms of temperature and precipitation
(Spring, Summer, Fall, Winter) or in some places (Rainy, Dry)
Animals
o Name two animals that are native to the country for each of the
following three categories:
o Mammal
o Bird
o Reptile, Fish, Amphibian, or Insect
3. Record the information on your At Home Research. Share the information
with your group.
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4. Work on your journal and scrapbook pages for Country 2. Be sure to include
the information your team researched for this country.
Third Leg Mini-Project:
Research games that were created or played by children in this European
country. You will be teaching this game to the class so be sure you have all of
the materials necessary to play the game and are able to teach the game to your
classmates.
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Partner Project
You and you partner will choose one of the countries you visited to present to the
class. You will need to do the following for this country:
Present a map
Present an artifact museum,
Create a passport stamp
Prepare a recipe from the country for the class to enjoy
Map
Draw a map of the country on white poster board. You will need to include the
following information:
Name of your country large and centered at the top of your poster
Capital city (labeled and starred)
Compass Rose
Neighboring countries drawn and labeled
Two additional cities labeled
Lightly color the neighboring countries so that the country you studied
stands out more
Your heading on the BACK of the poster
Museum
You and your partner will create a museum of artifacts so that your classmates
can learn more about the country you researched. Each of you will need to bring
in TWO items that represent your country. Write a description on an index card
of the item and why it represents your country. Attach the item to the index card.
The item may be from your country or something that can be found in your
country.
Passport Stamp
Create a stamp that will be used to stamp passports at your booth. You will be
assembling your stamp in class. You will need your “Foamies” sheets and a
wood block. I will give you the wood block. You need to design a stamp that has
significance for the country.
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Cultural Café/International Brunch
Culminating Activity
Fables, Folktales, Foods of various regions—an interdisciplinary activity: Social
Studies (foods), Language Arts (folktales, legends, fables).
Introduction: Explain activity that will culminate with an International Brunch;
explain Social Studies assessment. (Attachment)
Development:
Days 1—3
• Form groups of 2 to 4 people
• Research recipes to find foods suitable for a brunch
• Choose a recipe to feed 8 people
• Type the recipe
Days 4—6
• Compile recipe booklet
• Copy and collate booklets for students
• Make decorations (posters, flags) for the day of the brunch
Closure: International Brunch
Resources: Collection of library books on foods of the world
Internet
Family recipes
Assessment:
• Social Studies Rubric (attached)
• Language Arts-groups will have created a storyboard of a traditional or
original folktale, legend, or fable and act it out.
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INTERNATIONAL BRUNCH PROJECT EXPLANATION
1. Students work in cooperative groups to choose a recipe from a particular
country.
2. Using school library books, students are given 3 days to compare and
contrast recipes. They then choose one recipe and neatly type for
presentation.
3. On the given date, students will bring in the prepared dish for an
International Brunch Day.
4. Students will attach a card naming and describing their dish.
5. Students will be assessed by teacher based on point system on the
International Brunch Project Rubric.
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INTERNATIONAL BRUNCH PROJECT
Group Members:
1.
2.
3.
4.
Classwork
Points
Possible
Points
Received
5
Day 1
5
Day 2
5
Day 3
25
Accurate Recipe Neatly Typed
45
Complete by Due Date
15
Card (Name of dish and description)
100
Total
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Student Ambassador Project
Culminating Activity
Pacing:
• Approximately 13 – 15 days of class time will be spent on library research and
student presentation of projects. Students will be responsible for independent
research conducted outside of the classroom.
Objectives:
• Students will explore the human and physical culture of a specific region.
• Students will analyze and create maps relative to the region of study.
• Students will identify and utilize primary and secondary sources.
• Students will develop written and creative forms of expression to illustrate
cultural components of the region of study.
• Students will develop oral speaking skills.
Materials:
• Topical books, periodicals, encyclopedias, texts, atlases, and other available
library resources
• Computer generated resources
• Construction paper, oak tag, markers, and other teacher provided materials
appropriate to assist the student with the development of their creative
presentation
• Student provided materials appropriate to the medium of presentation.
• Country Study Information Sheet
• Country Study Assessment Sheets
Procedure:
• Explain the role of an ambassador to the students. As a guest in another
country, he/she is the direct connection to the home country, the resident
expert, and a valuable resource. Tell the students they will be involved in a
project that will make them student ambassadors and resource people for a
specific country in the regions they have studied.
• Tell the students they are going to be working on mini projects. These mini
projects will help them understand the seven elements of culture as they
apply to the various regions we have studied. This will enable them to
understand how to study a specific region. After they have completed The
Student Ambassador Project they will have a better understanding of how to
study any region of the world.
• Give students the Country Study sheet and the two Country Study
Assessment Sheets. Explain the various mini projects on the Country Study
Sheet including the due dates for each of the tasks.
• Make a list of appropriate countries for students to research. The teacher
should decide, in advance, how students will select their country of study. A
lottery is a good method, since it enables students’ random access to the list.
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•
•
•
•
The teacher should reserve time in the library for students to begin their
research. While it is appropriate to provide some class time for library or
classroom research, students should plan to do independent research as
well.
Establish a time line for the completion of each of the tasks. Have the
students write the due dates on their Country Study Sheet next to each
project. Each of the proposed mini projects are identified below with a
detailed Student Ambassador Project Sheet included in this lesson plan.
Students should be given an opportunity to present each of their mini projects
to the class on the due date.
Upon completion of all projects, a display could be created for students to
showcase their regions. This can be set up as a World Culture Expo. Parents
can be invited so students can present their work and discuss their region.
This can be set up in the hallways or all-purpose room if possible.
List of Possible Projects:
Create a map of the region
Create the flag of your country
Create a model of a traditional food
Create a traditional costume
Reproduce a traditional recipe
Create two artifacts
Find an example of traditional music
Describe the educational system
Identify recreational activities
Describe the history of your country
Collect two news articles for your country
The Country Study sheet and the Country Study Assessment Sheets are
included in this plan. These are only suggestions on how to pursue this
activity. Teachers should adapt and change the assignments and
requirements to make them appropriate for the students involved.
Assessment:
• Provide each student with the Student Ambassador Project Sheet outlining
the requirements of each project.
• Provide each student with two Country Study Assessment Sheets identifying
the criteria used for grading each project.
• Use the Country Study Assessment sheet to identify the points students
should receive for each mini project. The project elements are identified on
the Student Project Sheet. Students will receive points appropriate to the
criteria and completion of each of the mini projects.
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STUDENT AMBASSADORS COUNTRY STUDY
ASSIGNMENT:
DUE DATE:
1. Create a map of your country
Include the following:
Bordering regions
Land forms
Water forms
Capitals
Major cities
Major resources
Create a legend: (include)
o Identification of symbols used on the map
o population size
o type of money
o type of government
o languages spoken
o major crops and products produced or exported
o label everything on the map
o print your name and social studies period in the lower
right hand corner
2. Create the flag of your country. This should be 8” X 10” and made
of cloth or a sturdy material like poster board, oak tag, or
construction paper. Include a typed summary, explaining the
symbols and their meaning.
3. Create a representation of traditional foods of your country. You
can create a poster display, with pictures drawn, painted, or cut
from magazines, or create 3-D models. All foods should be
labeled. The poster should identify your country. (Include at least
3 foods. Do not give recipes, but rather illustrate traditional dishes.
This is a visual representation. For example: hamburgers and hot
dogs are traditional American foods).
4. Create one traditional costume of your country on the large size
paper doll provided. Use whatever materials you have available to
create and attach to your doll the suggestion of the traditional
costume. You should draw a face and add hair. If there are
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different costumes for men and women, you may do both.
Students will present their dolls in class. Be sure to be able to
explain the various aspects of the clothes.
5. Find a traditional recipe for a special dish of your region. This
should be typed and mounted on a piece of construction paper.
Do not zerox or retrieve a recipe from the internet. Be creative
with your recipe.
6. Create two artifacts that are associated with two different holidays,
customs or traditions. Include a one page typed summary
explaining in your own words the holiday, custom, or tradition
associated with the artifact. (An example of this in the U.S. could
be a pilgrim’s hat to remind us of Thanksgiving or a representation
of a fire cracker for Independence Day.) This should be an object
that can be held in your hand and be used by the people, not a
building, monument, food or clothing.
7. Find an example of traditional music for your country. This can be
done a number of ways. You may bring in taped music or typed
words to the national anthem or a traditional folk song. You may
also bring in sheet music (music and words) if you happen to be
lucky enough to find it. You are only required to bring in one
example (taped music, sheet music, or typed lyrics.)
8. In a one page typed essay, in your own words, explain what the
educational system is like. How long do the students go to
school? How many years do they go to school? How many days
a week do they go to school? What is the length of the school
day? Tell what they study, the kinds of activities they do, what
kind of schools they go to, etc. (These are examples of the type of
information to include. Give as much information as possible.)
9. Identify recreational activities. This can be done by learning a
game and recreating it for a display, by typing a one page
summary explaining, in your own words, the different types of
recreational activities students would be involved in, or by creating
a poster illustrating these different types of activities. If you create
a game, you need to type the directions and mount them on a
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piece of construction paper. This assignment should also include
activities other than just sports.
10. In a 1-2 page paper or poster display, identify your region’s
history. If you choose a poster, it must show the major historical
events, including present leadership. (For example: if I were doing
Russia, I would need to show Kiev Rus, the Mongol invasion, the
important leaders: Ivan III, Ivan IV, Peter the Great, Catherine the
Great, Nicholas II, the Rise of Communism under the leadership of
Lenin and Stalin, the Fall of Communism under Gorbachev.)
11. Collect two news articles about your region. You may use
newspapers, magazines, or Internet news articles. If you are
unable to find a current article, you may use any article from a
newspaper or magazine found in the reference department in the
library for the period of time from ______ to _______. You may
copy the article. All articles are to be mounted on separate pieces
of construction paper. You are to include a brief reflection of your
thoughts on the article’s content.
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Supplemental Activities
1. National Geographic World Atlas (Lesson One and Two)- Using the
National Geographic World Atlas CD-ROM, lead the students through an
interactive, visual lesson focusing on location, physical and human
characteristics, and elements of culture for the region being studied. The
second lesson allows the students to work independently to meet the
same goals. This lesson can be used for Europe, Asia, and/or Africa.
2. Regions of the World: Europe, Africa, and Asia Travelogue- Students
use a variety of research tools to gather information and create a
PowerPoint presentation on their assigned country or countries. This
travelogue can be based on one or more regions, to be determined at the
teacher’s discretion.
3. Southern Europe Power Point- Present the slide show to your students
in order to expose them to the physical characteristics, human
characteristics, and history of Italy and Greece.
4. Northern Europe Power Point- Present the slide show to your students
in order to expose them to the physical characteristics, human
characteristics, and culture of England.
5. Ireland: Forty Shades of Green (United Streaming)- Use video and
question sheet to explore the physical characteristics, human
characteristics, and culture of Ireland.
6. Ancient China for Kids- A variety of resources and activities to enrich
students’ understanding of land, people, and culture in ancient China.
7. Ch’in (Qin) Dynasty Debate on Censorship- Students explore the pros
and cons of censorship through their study of book burnings. After
discussing censorship in ancient China, students are shown pictures of
book burnings that have taken place in the US and around the world. The
class divides into teams to debate the issue of censorship.
8. The Rupee Tree- Use the link below to read the interactive story to the
class. Discuss key vocabulary pertinent to Indian culture, as well as how
stories were/are used to teach lessons. This particular story teacher the
value of hard work.
www.bbc.co.uk/cbeebies/tikkabilla/stories/rupee_full.shtml
9. Savitri (Reader’s Theater)- The students read aloud the play, which is
modified from a story that is approximately 3000 years old. The tale of
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ancient India stresses determination, while exposing students to aspects
of ancient Indian culture and Hinduism.
10. Rikki Tiki Tavi- This picture book takes place in colonial India. The
lesson lends itself to discussing British colonization of India. Rudyard
Kipling wrote the story at the height of British Imperialism, and his
characters of good and evil are used to represent his support of this
colonization.
11. Oil and Water in the Middle East Region- In this lesson, students will
explore the roles of oil and water in the Middle East, especially in Iraq.
Students use maps to explore the distribution of oil and water, and its
impact on the region.
12. Regions of the World: Africa (United Streaming)- This is a two-part
program on the physical geography, human geography, and history of
Africa. Pretests, activities, and posttests are included. Allow about four to
six days to complete this mini-unit.
13. Picture Paks: Africa- Using the overhead transparencies and teacher
guide (for picture descriptions), lead the students in a discussion on
Africa’s physical and human geography. Focus discussion around the five
themes of geography and elements of culture in order to meet the needs
of the lesson.
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NATIONAL GEOGRAPHIC WORLD ATLAS - LESSON 1
Objectives:
• Students will identify the absolute and relative location of a region including
coordinates and boundaries.
• Students will identify physical characteristics of the region.
• Students will interpret the impact of physical characteristics on human
settlement patterns and activities.
Materials:
• National Geographic World Atlas CD-ROM.
• Computers or one computer connected to the LCD.
• Atlas, text, desk maps, and wall map.
• Teacher prepared physical and political outline maps.
Procedure:
• Previous to the lesson, the teacher should check to be sure the National
Geographic World Atlas program is networked and loaded on the students’
computers. If individual computers are not available for the students’ use,
hook up the LCD to one computer for full classroom viewing.
• Using the wall map, establish the general location of the region of study.
• Tell the students we will be looking more specifically at this region using the
National Geographic World Atlas program.
• To use the program, click on the continental area to access the desired
region.
• Once in the desired region, use the cursor to point out the specific location of
the region, including the countries of the region and the boundaries.
• Click on one of the countries in the region. This will enlarge the area allowing
you to point out the physical characteristics, the political boundaries, and
neighboring regions. You may also access climatic information by clicking on
the climate topic at the World Map prompt.
• The Locator Globe shows where the country lies within the region.
• Click on the essay icon and have the students read background information
about the country.
• Click on the camera icon to see photos exploring different cultural activities in
the region. The teacher should direct a discussion about the activity depicted.
Have the students relate the photos to the seven elements of culture. Click
on the essay to read specific information about each picture. Address any
questions students may have.
• Continue until all pictures have been viewed for the region.
• Note to Teacher: Lesson 2 provides additional cultural exploration with music
and video connections. However, it is necessary for students to work at
individual or shared computers. It this will not be possible, continue with the
music and video components of the program to provide additional information
on the seven elements of culture.
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Assessment:
• Provide each student with blank political and physical outline maps of the
region. The students will complete these appropriately.
• Provide resources necessary for completion of the maps. (atlas, text, desk
maps, National Geographic World Atlas program)
• Review the components of the atlas. (i.e. table of contents, index, glossary,
etc.)
• Establish how the text can be used to access political and physical maps for
each region.
• Provide desk maps appropriate for the region.
• Establish a specific number of elements for identification for each
map.
• Use the teacher’s map key to correct student work for proper
identification of each element on each map.
• Score one point for each correct answer.
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NATIONAL GEOGRAPHIC WORLD ATLAS-LESSON 2
Objectives:
• Students will identify the elements of culture.
• Students will explore the aspects of each element of culture specific to the
region of study.
Materials:
• National Geographic World Atlas CD-ROM.
• Computers (this lesson must be done at individual or shared computers.
• Teacher prepared or National Geographic World Atlas prepared worksheet.
Procedure:
• Dialogue with the students to review and remind them of the previous day’s
lesson introducing them to the region of study. Establish today’s lesson as a
continuation of our previous work with a focus on the seven elements of
culture.
• Have the students identify the seven elements of culture and list them on the
board and in their notebooks before going to the computers.
• Assign students to computers and have them load the National Geographic
World Atlas program.
• Distribute the work sheet appropriate to the region of study.
• Have students access the region of study by clicking on the specific country.
Students should click on the camera, video, or other appropriate icons to
explore the program and answer the questions on the work sheet.
Assessment:
• Using the seven elements of culture list and the completed handout. Have
the students identify which element of culture each question and answer is
relative to.
• Use the teacher’s key / checklist to correct student work for proper answers
and classification.
• Score one point for each correct answer.
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Regions of the World: Europe, Africa, and Asia
Power Point Presentation – Travelogue
Objectives:
• Students will use a variety of sources to gather and organize information
• Students will interpret maps, charts, tables, and diagrams with skill and
understanding
• Students will use the elements of culture and the themes of geography to
direct the study of a region of the world
• Students will develop a sensitivity and appreciation of a region’s culture and a
sense of multiculturalism
• Students will use technology to make a presentation focused on a country
from a particular region.
• Teacher Note: This can be used as an opportunity to coordinate the project
with computer class curriculum
Materials:
•
•
•
•
•
•
Variety of reference sources from the classroom and the media center to be
used for research (books, specialized encyclopedias, periodicals, CD-ROM
programs, and internet sources are some possibilities)
Folder and note cards for each student to keep their work organized
Access to classroom computers and computer lab to produce a PowerPoint
presentation
Directions from computer lab teacher to review PowerPoint program
List of the requirements for the PowerPoint presentation
Some sample travel brochures and articles from travel magazines
Procedure:
Introduction
• Brainstorm with students what a travelogue or travel brochure is. Teacher
may use a semantic map to elicit responses. Discuss what we can learn
about a country or culture from a travelogue.
• Pass out sample brochures or articles from travel magazines to each group.
Review with students five themes of geography and the seven elements of
culture. Students and teacher may refer back to notes and completed graphic
organizers from previous lessons. Each group will them identify examples of
different elements of culture and themes of geography represented in their
sources. One presenter from each group will share results.
• Instruct students that they will have their own opportunity to choose a country
from one of the three regions and research the culture to develop a
travelogue using a Power Point presentation
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Research
• Organize individual folders and note cards for each student. Student will use
folders to keep all research notes organized. Folders may be kept in
classroom crates.
• Students will label note cards to cover specific categories of information.
Each teacher and student may develop their own categories of information to
include in their presentation. Suggested categories are as follows:
• Location, physical features and climate
• Customs and traditions (Do’s and Don’ts for travelers)
• Economy – money
• Language
• Food and dress
• Transportation
• Literature – arts
• Lifestyle – social organizations
• Major cities – tourist attractions
• Religion
• Government
• When all folders and note cards are organized and students have chosen a
country, review with students effective note taking strategies.
• Elicit from students possible reference sources they might use to research
their country.
• Refer back to lesson on using reference materials or if you have not taught
the lesson this would be an appropriate time to do so.
• Teacher may choose to take students to the media center for note taking or
bring the materials to the classroom. Set up a schedule to rotate students’
time at the computers.
• Students will use a variety of sources and teacher will rotate to give individual
assistance.
• Teacher will confer with each student to check progress and make
suggestions.
• Teacher may use class roster to check each student’s daily effort (√ =
satisfactory, √- = unsatisfactory). Students can thus earn a class participation
grade.
• At the end of the allotted time for note taking, each student should have a
completed set of notes. Teacher will evaluate notes using the appropriate
rubric.
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Power Point
• If teacher is coordinating the project with the computer lab teacher, students
will receive instruction on PowerPoint during their computer classes. If
students have already completed PowerPoint instruction teacher can review
basic points with students
• Students will now receive a set of directions for the PowerPoint presentation.
This defines what must be included in the PowerPoint. Students may receive
two grades; one grade for social studies and one for computer class. Both
social studies and computer teacher must evaluate the presentation.
• Each student will now complete a written story board to plan out the
travelogue presentation slides.
• Students will use their notes to organize ideas to compose the narrative for
the text boxes for each slide.
• Students complete the project at the computer using the PowerPoint program
to develop their travelogue presentation.
Conclusion
• Students will present completed Power Point presentations for teachers and
fellow students
Assessment:
• A complete set of notes from research
o Check list to evaluate notes:
___ All categories of information covered
___ Adequate notes for each category
___ Variety of sources
___ Neatness (legible / make sense)
Each category may be given equal points or teacher and students may devise
their own values
• Storyboard: Informal teacher evaluation to determine that storyboard is
complete
• Power Point presentation
o Checklist to evaluate Power Point presentation
(Note: Computer teacher and social studies teacher may determine
their own point system. Sample attached.)
• Teacher Note: This culminating project may be used with any one of the
regions studied or after all three regions have been covered.
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Power Point Presentation
Requirements
Presentation will include:
1. One title slide
2. One “about the author” slide
3. Six informational slides – students may choose to include more
Presentation will demonstrate the use of:
1. Movie
2. Sound
3. Clip Art
4. Animation
5. Internet Graphic
The following criteria will be used to evaluate your
Power Point Travelogue Presentation
Requirements
Title Slide
Possible
Points
10
“About the Author”
Slide
Information Slides
10
Movie
5
Sound
5
Clip Art
5
Internet Graphic
5
Creativity/Effort
10
TOTAL
100
Points
Earned
50
Comments:
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Picture Paks
Africa
Objectives:
• Students will identify physical and human characteristics of place.
• Students will identify how human actions modify the physical environment.
• Students will explain how physical systems affect human systems.
• Students will apply the knowledge of the elements of culture to various
regions.
Materials:
• Picture Pak transparencies
• Overhead projector
• Graphic organizer
• Exit slip activity
Procedure:
• Use large classroom map to show students the geographic region the
students will explore (Africa).
• Distribute graphic organizer, which lists the elements of culture and the name
of the transparency.
• Show first picture. Instruct students to use the organizer to check off any
elements of culture they think are represented. Model this first picture
together.
• Continue to show teacher -selected pictures while students fill out the
organizer independently. Discussion of choices will follow each picture.
• During the discussion, the teacher will elaborate with information pertaining to
the picture (See teacher guide for picture descriptions). The discussions
should be directed toward achieving the objectives of the lesson.
• At the end of class, the students will complete an exit slip. An example of a
question may be: Which place would you most like to visit. Why?
Assessment:
• Graphic organizer and discussion
• Exit slip: The teacher will establish whether the exit slip’s response is
appropriate to the pictures viewed by using a check or check minus.
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Picture Pak Graphic Organizer
Name of Region/Continent
Group Members
Picture #
and
Description
Physical
or Human
Location
(Country/city)
Likes
Dislikes
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