See Page 8 for important news on the proposed changes in the Social Studies
NCGA Newsletter
January 2010
Coordinator’s Column
Steve Pierce, NCGA Coordinator
Happy New Year! I hope 2010 will be a good year for you.
Looking back, 2009 marked the 20th anniversary of the Fall
of the Berlin Wall. Many of us can recall those days in
November 1989 as we watched the symbol of the Cold War
was breached and dismantled, and as people separated by
an impermeable barrier were reunited. Like me, if you
were teaching at that time, I am sure you remember the
many “teachable moments” that and subsequent events
provided. Not only was a physical barrier erased, an
entire network of closed borders and checkpoints
disappeared. One by one we saw governments in Eastern
Europe fall. People and goods began to move more freely
between countries previously closed to one another.
Political change followed. The unification of East and West
Germany into Germany; the Velvet Revolution that created
the Czech Republic and Slovakia from Czechoslovakia;
regime change in Romania; and the violent break-up of
Yugoslavia to name a few.
The break-up of the Soviet Union into fifteen independent
countries followed in 1991. While Russia dominated in
area and population, a latent nationalism in the Baltic
States and the Trans-Caucasus counties brought those
regions into focus.
Inside the Newsletter
Geographic News:
New Sea Announced
2
Commentary:
Geography Awareness
Needed
Websites You Can Use
3-4
4
Classroom Strategy:
Sponges
5-6
Geography Questions
7
New Essential Standards
8
Books for the Global
Classroom
9-10
Lesson Plan:
African Folk Tales
11-13
Using Science Fiction and
Fantasy in the Classroom
14-15
Winter Olympics Daily
Questions
16
Map/Chart on US-China
Trade
17
Graphic Organizers
18-23
The reordering of a region brought demographic changes
continued on page 2
NC Council for the Social Studies
February 25-26, 2010
Koury Convention Center, Greensboro NC
The North Carolina Geographic Alliance will be at the NCCSS Conference in Greensboro. Look for
us at our table in the exhibit area and pick up free materials. Attend sessions sponsored by the
Alliance and experience the Giant Traveling Map of North America. For registration details visit the
NCCSS website: http://ncsocialstudies.org
NCGA Newsletter
January 2010
Coordinator’s Column
continued from page 1
to countries, altered trade patterns, and brought to light the
vast economic differences between East and West. It even
changed the way we looked at Europe. What was the Eastern
Europe “Soviet Bloc” became a revitalized Central Europe.
European integration followed as many of these countries
became members of NATO and the European Union.
Looking back to that time reminds us that momentous political
change can and does happen. Geography helps us understand
the ripple effects that one event – the Fall of the Berlin Wall –
brought about. As we learn about people and places, we gain a
deeper understanding of how one event is related to and can
trigger other events. Sometimes we can anticipate change, and
sometimes it happens suddenly, with intended and unintended
consequences.
Where will the next big changes in the world happen? Will
another event like the Fall of the Berlin Wall bring about
political change in another region of the world? We may not be
able to predict where or when, but we know that geography
will help us inform, explain, and understand the events.
NCGA EdNet
Website
Visit the NCGA website for:
• Alliance news and
announcements
• Resources and lesson plans
• Geography Action!
materials
If you are not an EdNet member,
click on “Become a Member” on
the right side of the homepage.
Once you are a member you will
be notified by email when new
items are posted on the website.
Join Now – NCGA Website:
http://www.ngsednet.org/comm
unity/index.cfm?community_id
=180
Geographic News: New Sea Announced
The U.S. Board on Geographic Names and Province
of British Columbia Geographic Names Office have
defined a new sea - the Salish Sea. The Salish Sea
lies in the Pacific Northwest and is connected to the
Pacific Ocean. The new sea consists of the Strait of
Juan de Fuca, the Strait of Georgia, Puget Sound, and
the inland waterways in the region. The name,
proposed in 1988, is a tribute to the native Coast
Salish people who inhabited the region.
For more information and the map shown at right go
to Salish Sea.
From About.com: Geography, Matt’s Geography
Blog by Matt Rosenberg.
2
NCGA Newsletter
January 2010
Geographic Awareness Needed
By David Keling
Editor’s Note: Franklin Shaw is away on geographic
assignment. His commentary will return in a later issue
of the NCGA Newsletter. The following column is
reprinted from the October 28, 2009 issue of The
Washington Times.
Examples of the lack of geographic awareness
displayed by politicians, business leaders, and even
beauty queens, are legion.
Who can forget presidential candidate John
McCain's 2008 gaffe on "Good Morning America"
when he referred to the Iraq-Pakistan border (he
meant the Afghanistan-Pakistan border, of course).
Yet it's likely most Americans following the
campaigns would not have known his statement
was geographically inaccurate.
In recent months, growing concern over a
potential apocalypse in 2012, along with recent
tsunamis and earthquakes in the Pacific region,
melting Arctic ice and the war in Afghanistan set
tongues wagging around the world about the
future of our planet. Our ability to address this
future is very much linked to geographic
awareness, or the lack thereof.
If we put uninformed hysteria, conspiracy
theories and, yes, political missteps, aside, there are
legitimate challenges facing societies as they
struggle to understand and manage a dynamic and
changing planet.
Wars, natural disasters, climate change,
environmental pollution and species extinction all
grab headlines from time to time and stir debate
about appropriate responses, policy needs or
infrastructural challenges.
Yet there seems to be a palpable sense of
policy paralysis on critical issues such as global
climate change, and dysfunctional responses to
disasters like Hurricane Katrina in New Orleans
appear more the norm than the exception.
What U.S. policymakers desperately need is
a better understanding of the why of where. Deeper
geographic awareness can help officials anticipate
problems and respond proactively rather than be
caught unprepared and unsure of how to react.
Never before in the history of the United
States have the political consequences of a lack of
geographic awareness been so critical to the future
of the entire planet yet so ignored by the media
and the general public. This is not a partisan issue,
either, as both political parties have demonstrated
a palpable ignorance about the world's geography
ever since World War II, when the United States
assumed its position as global hegemon.
Presidents from Theodore Roosevelt to Franklin D.
Roosevelt benefited from sage advice provided by
the president's geographer, but no chief executive
since FDR has really understood the value of
geographical analysis.
It's not surprising, then, that World War II
was the last major military success for the United
States (Grenada and Panama don't really count),
with misadventures in Vietnam, the Middle East,
Central America and, recently, Afghanistan and
Iraq damaging to America's standing around the
world and to its role as a global leader.
The United States remains one of the few
advanced societies where it is possible for most
citizens to move from kindergarten to
postgraduate life without any exposure to
geography as an analytical science.
A very substantial number of the country's
policymaking elite graduate from top-flight
universities where geography is not taught. This
embarrassing list of elite institutions includes
Harvard, Tufts, Columbia, Wellesley, Princeton
and Yale.
Would the recent course of history have
been different if George W. Bush had taken classes
in regional or human geography at Yale or the
Harvard Business School, or if Donald H.
Rumsfeld had studied political geography at
Princeton? Would President Obama be better
prepared to handle the Afghanistan and Iran
challenges if he had studied geography at
Occidental, Columbia or Harvard? How can the
United States take a leading role in a global society
when so many public policymakers head to
Washington with such a geographically challenged
background?
continued on page 4
3
NCGA Newsletter
January 2010
Geographic Awareness Needed
continued from page 3
For decades, geographers have noted
that the key to better planning for wars,
disasters, climate shifts or any other major
force of change is a broader understanding of
their spatial dimensions. They also have
demonstrated time after time that a lack of
geographic awareness about the peoples and
places affected by war, natural and other
disasters often exacerbates the misery and
compounds the challenges to effective
recovery. New technologies such as
geographic information and global
positioning systems can help build awareness
about changing environments, and they can
provide the foundation upon which
meaningful spatial analysis, and thus
appropriate policy, is created.
Technology alone, however, is not the
answer. Developing greater geographic
awareness among policymakers and the
general public is crucial if our society is to
manage serious challenges like natural
disasters, climate change and conflict more
successfully. Failure in this endeavor is not an
option, as we stand to lose our leadership
credibility, quality of life and, ultimately, our
security if geographic ignorance continues
unabated.
David Keeling is a member of the American
Geographical Society Writers' Circle and professor
of geography at Western Kentucky University,
Don’t miss the
Giant Traveling
Map at the NCCSS
Social Studies
Conference
February 25-26 in
Greensboro.
The 26x 34 foot map
will be on display
for you to explore.
Websites You Can Use
Social & Demographic Trends – Pew
Research Center
The Pew Research Center's Social & Demographic
Trends project studies behaviors and attitudes of
Americans in key realms of their lives, including
family, community, health, finance, work and
leisure. The project explores these topics by
combining original public opinion survey research
with social, economic and demographic data
analysis.
Patchwork Nation
Patchwork Nation is a reporting project that aims
to explore what is happening in the United States
by examining different kinds of communities over
time. The effort divides America's 3,141 counties
into 12 community types based on certain
demographic characteristics, such as income
level, racial composition, employment and
religion. Manipulate data on a variety of maps.
Map and Timeline of Unemployment
This map displays U.S. unemployment by county
from January 2007 to July 2009. This choropleth
map displays the deepening recession
dramatically.
Cell Size and Scale
For our science friends, this is a fascinating look
at the comparative sizes of cells compared to a
coffee bean. This interactive site compares size
from an amoeba to a carbon atom.
The McFarthest Place
How far is the nearest McDonald’s restaurant?
From the Strange Maps website this map shows
the density and distribution of McDonald’s
restaurants in the continental United States. It
also identifies where you can go to be the
farthest away from the nearest Golden Arches.
The Nine Nations of China
We tend to imagine China as a monolith: 1.3 billion
people sharing the same language, history, and
culture. The truth is far more interesting. China is a
mosaic of several distinct regions, each with its own
resources, dynamics, and historical character. See this
article and interactive map from The Atlantic.
4
NCGA Newsletter
January 2010
A Classroom Strategy
Patsy Hill, North Carolina Geographic Alliance
Sponges
What is a Sponge:
The purpose of a sponge activity is to eliminate dead time with self-directed content related
activities when a group or individuals have finished their assigned tasks.
What are they?
•
•
•
•
Activities related to lesson content
Used to promote continuous student participation
Used as a follow-up to a lesson
Enrichment or reinforcement
Characteristics if Sponges?
•
•
•
•
•
•
Easy entry, easy exit
High proportion of success
Many correct answers
Congruent to objectives
Fun
Easy to monitor
Where can you put them?
•
•
•
•
•
At the bottom of the page
On transparency/Chalkboard
In a “Sponge” box
In a learning center or bookshelf
Orally from the teacher
Sponge Possibilities
You know your students and your content. Be creative. Do not make more work for
yourself. It must be self-directed and easy to monitor. Be sure they are fun and you may
want to come up with some type reward for completion. An extra point or two on the
assignments worked well for me.
I have given a list of some suggestions that I have used on the next page. You may want to try
some of them to get you started.
5
NCGA Newsletter
January 2010
A Classroom Strategy
. . . continued
Sponge Possibilities: A Starter List
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Art activity (illustrate the lesson using no words)
Puzzles or mazes (I do not use word finds)
Brainstorming (words related to the subject)
How many words can you make from …?
Task cards
Game corner (chess, checkers, dominoes, cards)
Log or journal entry
List things made of steel etc.
Memory: Make a deck of memory cards related to the place being studied. You need two
cards and the student turns face down and tries to find pairs. Use pictures or vocabulary
for the cards. This can be played alone or in pairs.
Atlas work: Find the places being studies or would like to visit and make a list and the
page found.
Provide a reading related to the subject from a magazine or newspaper.
Use an atlas or map of the region being studied. Students look for different landforms.
They may list them and provide a sketch.
Draw a picture of a place you have been or would like to go in the future. The student
may choose to make up a place.
Put the vocabulary words from the lesson in alphabetical order.
Do word art with the vocabulary words. Use crayons or markers.
Illustrate vocabulary words
Look back thought the assigned pages in the text. Close the text. Use drawing paper and
sketch a scene from your mind that you saw in your textbook. Go to the text and check
how closely you remembered. Record the page number of your picture on your drawing
Use picture books (older kids like these too) and have students read one when they are
finished. Find ones related to your area of study.
This is a very narrow list. I hope it will just start your mind creating “Sponges” for your class. I
found success with these in my classroom.
Resources: Cooperative Learning, Spencer Kagan
Ideas used by Patsy Hill
Check teacher resource books and the Internet for ideas.
Patsy Hill is a retired elementary teacher from Guilford County and an NCGA teacher consultant.
6
NCGA Newsletter
January 2010
Geographic Potpourri
by Steve Pierce, NCGA
Test your knowledge of geography with these
questions.
1. Kenai and Seward are peninsulas
associated with which U. S. State?
2. The Mexican state of Chihuahua
borders which two U.S. states?
3. The Mozambique Channel separates
what island from the mainland of
Africa?
4. What plateau is the world’s highest in
average elevation?
5. Which countries lie astride the Strait of
Hormuz?
6. Uluru is a natural feature and
landmark of which country?
7. In which U.S. states will you find the
northern and southern ends of the
Appalachian Trail?
8. Canada’s James Bay is bounded by
which two provinces?
9. Which U.S. state capital has the
highest elevation?
10. The Oresund Link is a bridge and
tunnel that links which two countries?
12. Kinshasa and Brazzaville are two
capital cities separated by what river?
13. Which two countries lie on New
Guinea, the world’s second largest
island in area?
14. Polynesia, Melanesia and Micronesia
are island regions found in which
ocean?
15. The capital cities of North and South
Dakota lie on the banks of which river?
16. Which U.S. state capitals have the
highest and lowest populations?
17. Llanos are plains that are associated
with which continent?
18. What sea lies between the Dardanelles
and Bosporus Straits?
19. Which two rivers form the main
tributaries of the Nile River?
20. Tonle Sap is a lake connected to the
Mekong River in which Southeast
Asian country?
See page 10 for answers
11. Port Said is located at the entrance of
what strategic canal?
7
NCGA Newsletter
January 2010
New Essential Standards
Proposed for Social Studies
The NC Department of Public Instruction has published its
new Essential Standards for K-12 Social Studies for public
review.
The new standards are being developed under ACRE:
Accountability and Curriculum Reform Effort, the state's
comprehensive initiative to redefine the Standard Course of
Study for K-12 students, the student testing program and the
school accountability model.
The new essential standards are a significant departure from
the current social studies goals and objectives in the NC
Standard Course of Study. Most significantly the new
standards move away from a regional study of the world in
grades 5 – 7 to a more chronological study of the world,
nation and state in grades 6 – 8.
You can download the proposed Essential Elements for Social
Studies at the ACRE website at this URL:
http://www.ncpublicschools.org/acre/standards/phase2/
The period for public review is open until February 15.
Instructions for the feedback page is on the above website.
The timeline for Social Studies is for implementation in 20122013.
My Wonderful World is a
National Geographic-led
campaign—backed by a
coalition of national
business and non-profit
organizations—to expand
geographic learning in
school, at home, and in
communities. We want to
give kids the power of
global knowledge. In the
campaign's first year,
more than 55,000 people
like you signed up to show
their support.
Click on the Link
http://www.mywonderful
world.org/
NCGA RESPONSE
If you teach social studies at any grade level you are urged to
read over these newly proposed essential standards. As noted
above they are a substantial departure in emphasis, sequence
and content from the current curriculum.
The NCGA will be writing a response to these changes. Please
send your comments to Steve Pierce, NCGA Coordinator
with your comments on the proposed changes. The NCGA is
concerned about the shift in focus from cultural and physical
geography to the more historical approach proposed.
Remember February 15 is the deadline for public comment,
so get your comments in soon.
Join the Campaign
You'll receive a monthly
My Wonderful World enewsletter and get
everything you need-news about just
announced programs, tips
for getting your kids
excited about exploring
the world, links to the
latest free resources,
information about
contests and student
competitions, and much
more.
8
NCGA Newsletter
January 2010
A Few Good Books for the Global Classroom
Sue Elder, NCGA
Interest Level Grades K-3
14 Cows for America by Carmen Agra Deedy in collaboration with Wilson Kimeli Naiyomah.
Illustrated by Thomas Gonzalez. Copyright 2009.
Presents an illustrated tale of a gift of fourteen cows given by the Maasai people of Kenya to the U.S.
as a gesture of comfort and friendship in the wake of the attacks of September 11, 2001.
One World, One Day by Barbara Kerley. Copyright 2009.
Photographs and poetic text describe the shared daily activities of people around the world. The
author’s note states that the people of the world have much in common and that we should embrace
our commonality to help us become more tolerant of our differences. By showing everyday activities
carried out by people in all parts of the world, she strives to show how kids around the world share a
day together.
Interest Level Grades 3-6
If America Were a Village: A Book about the People of the United States written by David J. Smith.
Illustrated by Shelagh Armstrong. Copyright 2009.
David Small, author of If the World Were a Village, simplifies the United States into a village of one
hundred people to help readers understand ethnic origins, religions, wealth, and other demographic
details.
Afghan Dreams: Young Voices of Afghanistan by Tony O'Brien and Mike Sullivan. Photographs by
Tony O'Brien. Copyright 2008.
Presents stories of young people in Afghanistan, including street workers, students, and pickpockets,
who long for peace in their neighborhoods.
The Most Fantastic Atlas of the Whole Wide World by the Brainwaves. Illustrated by Lisa Swerling
and Ralph Lazer. Written by Simon Adams. 2008
A fun and factual look at the countries of the world, following a camel trek to the pyramids of Egypt,
dropping in on an Australian beach party, chasing a golf game across North America, and including
other informative and amusing adventures. This combination of facts with detailed, humorous art will
entice many young readers who will find new details with each visit. A fun item for browsing.
A Song for Cambodia by Michelle Lord. Illustrated by Shino Arihara. Copyright 2008
A biography of Arn Chorn-Pond who, as a young boy in 1970s Cambodia, survived the Khmer Rouge
killing fields because of his skill on the khim, a traditional instrument, and later went on to help heal
others and revive Cambodian music and culture.
Continued on the next page
9
NCGA Newsletter
January 2010
A Few Good Books for the Global Classroom - continued
Interest Level Grades 5-8
Elephant Run by Roland Smith. Copyright 2007
Nick's father and others are taken prisoner when his plantation in Burma is invaded by the Japanese
in 1941, leaving Nick and his friend Mya to risk their lives in order to free them from the POW
camp. This novel is filled with intrigue, danger, surprising plot twists, and suspense.
The Lincolns: A Scrapbook Look at Abraham and Mary by Candace Fleming. Copyright 2008
This dual biography of Abraham Lincoln and his wife, Mary, uses photographs, letters, engravings,
and cartoons to look at their childhoods, courtship, marriage, children, and other joys and traumas
of their years together,including their deaths.
Sue Elder is a media coordinator at Jones Global Magnet School in Greensboro. She serves as the
NCGA Public Engagement Coordinator for the My Wonderful World Campaign
Answers to Geographic Potpourri
1.
2.
3.
4.
5.
Alaska
Texas and New Mexico
Madagascar
Tibet Plateau in Asia
Iran, United Arab Emirates,
and Oman
6. Austalia (Uluru is sometimes
called Ayers Rock)
7. Maine (northern) and
Georgia (southern)
8. Quebec and Ontario
9. Santa Fe (7,000 feet)
10. Denmark and Sweden
11. Suez Canal
12. Congo River
13. Indonesia and Papua New
Guinea
14. Pacific Ocean
15. Missouri River
16. Phoenix, AZ (highest);
Montpelier, VT (lowest)
17. South America (found in
Colombia and Venezuela)
18. Sea of Marmara
19. Blue Nile and White Nile
20. Cambodia
2010 Winter Olympic Games - Answers
Feb. 12 -George Vancouver; 13 - Victoria; 14 - Strait of Georgia; 15 - Vancouver Island;
16 - Strait of Juan de Fuca; 17 - Alaska, Washington, Idaho, and Montana; 18 - Rocky
Mountains, Cascade Range, Coast Mountains; 19 - Fairweather Mountain; 12,979 ft.;
20 - Inside Passage; 21 - Fjords; 22 - Alberta; 23 - Yukon and Northwest Territories;
24 - Calgary, Alberta in 1988; 25 - Columbia River; 26 - Sumi, Quatchi, and Miga;
27 - Cross-country skiing and rifle target shooting; 28 - Curling
10
NCGA Newsletter
January 2010
African Folk Tales: A Lesson Plan
Upper Elementary and Middle Grades
By Patsy Hill, North Carolina Geographic Alliance
Geography Standards
Standard 6: Understand how culture and experiences influence people’s
perception of places and regions.
Standard 17: Understand how to apply geography to interpret the past.
Language Arts:
NC Standard Course of study 2.03: Read a variety of text including folk tales.
Objective: To read and understand the elements of folk tales and relate them to Africa’s culture and
geography.
Background:
Ways of Communicating
There are many folk tales from Africa. Folk tales and myths serve as a means of handing down
traditions and customs from one generation to the next. The storytelling tradition has thrived for
generations because of the absence of printed material. The forceful movement of people into slavery
brought many of the same folk tales to North American, South America, and the West Indies. The tales
were spread by word of mouth.
Introduction: A Unit of Study
Introduce students to Africa. Be sure they understand that Africa is not a country. Show them Africa on
the map and globe. Point out some of the countries. This part of the lesson will depend on the grade
level. Some map study can be done with all elementary students.
Introduce folk tales by showing a collection of books. Choose one that you as the teacher really enjoy.
Read this book to the class and discuss what makes this story a folktale. Tell students that they will be
learning about folktales that come from Africa.
In the plan you will find several folktales you might want to use in this study. There is many more,
check your media center and public library. There are titles and activities provided in this plan. Very
young children may need for the teacher to read to them and do simple activity. Older elementary
students may be able to complete more on their own. Use these suggestions in order or skip around.
You may want to use one or all. Enjoy!
*ANANSI
Anansi, the Spider is one of the major trickster figures in African fold tales. This spider can be wise,
foolish, amusing or even lazy-but always there is a lesson to be learned form Anansi.
Activity: Secure a selection of trickster tales in which Anansi plays the key role. There are many
picture books available including Gerald McDermott’s Caldecott award winning Anansi the Spider.
Continued on the next page
11
NCGA Newsletter
January 2010
African Folk Tales - continued
Keep track of the transformations of the spider (changing shape and form), the way the spider plays its
tricks to get what it wants, the other characters in the story, and so on.
Creative Writing: As a class, group or individual students can create a trickster tale and write it on an
oval shape (representing a spider body). Make a story started from one of the books the class has read
Students finish the story and make a colorful book cover, with four dangling legs on each side
The Dilemma Tale:
Select a good story and read it just so far and then close the book. Have students suggest different
endings. After the suggestions, read the ending. This can lead to many versions of the same tale, and
students can begin to get an idea of why many tales are similar yet different.
The Voice of the Drum:
Language can be conveyed by drums. The Ashanti and other West African tribes, just by the rhythms and
intervals in beating drums using their fingers, the flat of their hand, or the thumb, can convey messages
and be understood over long distance.
Activity:
Decorate containers with story illustrations. A skin top can be made form chamois (available in the auto
repair section of a variety store). Using their hands, students can make a variety of sound and learn to
beat the drum as a story accompaniment.
Africa Map Shape:
Cut out a giant shape of Africa from orange paper and place it on the bulletin board. Students can learn
the names of the rivers, major cities, crops, where various tribes live, etc. and can place this information
on the sunny orange continent shape. Have them pinpoint locations of story setting from books they
read. The ABC Book Ashanti to Zulu by Margaret Musgrove gives valuable information about the people.
Uncle Remus Tales
These are very well-known folk tales from Africa. In the Uncle Remus stories, Bre’r Rabbit is the
outstanding trickster. The class can hold a storytelling festival. They can make masks and puppets for
their stories.
Animals Study:
In the African folk tales, the stories reflect the culture where animals are abundant, consequently, the
monkey, elephant, giraffe, lion, zebra, crocodile, and rhinoceros appear frequently along with a wide
variety of birds such as the ostrich, the secretary bird, and the eagle.
The animals and birds take on human characteristics of greed, jealousy, honesty loneliness, etc. Through
their behavior, many valuable lessons are learned. Also, the surroundings in which the tales take place
reveal the vastness of the land and educate the reader about the climate, such as the dry season when it
hasn’t rained for several years, or the rainy season when the hills are slick with mud. The acacia trees
swaying in a gentle breeze, muddy streams that are home to fish, hippos and crocodiles, moss covered
rocks and giant ant hills, give the reader a sense of the variety of life in this parched or lush land in this
part if the world.
Continued on the next page
12
NCGA Newsletter
January 2010
African Folk Tales - continued
Activities:
The stories about such animals as the rhinoceros, the hippopotamus, and the crocodile can lead to some
spelling challenges. It also provides an opportunity to learn more about the animals, their habitat,
whether they ate predator or prey, and so on. Students can make an Animal Book for their study of readlive animals in nature. The class can make a mural
String Stories:
Making a simple loop from string and telling a tale with the string by twisting and turning the string
represent different parts of the story, is one of the oldest forms of storytelling in the world. In parts of
Africa, the native children who cannot speak a word of English can often communicate with Englishspeaking visitors using a string story. It is a way of getting acquainted without words, and is a form of
communication as different cultures share string stories.
The Cat’s Cradle is one of the most well known string stories. No one knows exactly where it originated.
An excellent resource book is Strings on your Fingers, How to Make String Figures, by Harry and Elizabeth
Helfman, with illustrations by William-Meyerriecks (New York: Morrow, 1965)
The Lion King:
This type of tale is from Africa, where lions live in the wild. It s the idea that the Lion, King of the Beasts,
lets his victim go for one reason or another, and then this good deed is rewarded in the end by the victim
saving the life of the lion. Students can read The Lion King or act out the story with puppets.
Closing:
Invite a librarian or someone who enjoys telling stories for children to the class. If this is not possible,
secure a videotape or a recording from the local library.
Contact the local Historical Society or the Department for African Studies at a nearby college or university,
and arrange to have a guest speaker come and talk about this distant land. Often guests bring samples
with them such as kente cloth, masks, drums, batiks, thumb piano, wood carvings, and dolls for students
to enjoy.
Make a display of the class map of Africa and display finished work done by the children.
Resources:
Pearson Education, Inc.
National Geographic
Folk Tales in Reading
Patsy Hill is a retired elementary teacher from Guilford County and an NCGA teacher consultant.
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NCGA Newsletter
January 2010
Using Science Fiction and Fantasy in the Classroom
Jeanie Robinson, NCGA
*Based on a Power Point Presentation created for graduate class by Jeanie Robinson, Missy
Hampton-Hogan and Patricia Hartley*
Link to the Presentation: PowerPoint or PDF
What is Science Fiction/Fantasy?
Science fiction is the ultimate “what if” story. The stories imagine a possible future or they
reconceptualize the past. For good science fiction, construction of an alternative time or place is
critical. However, the plot can be mystery, romance, adventure or comedy. Good science fiction
has elements of science or scientific principals and internal consistencies.
Think of Star Trek. One reason the show has lasted as long as it has is the internal consistencies.
Mr. Spock is always logical to a fault. Mr. Scott always saves the Enterprise within seconds of its
destruction. The transporter always has the same limitations. Good science fictions sets
boundaries and stays within those boundaries.
Types of Science Fiction
There are two types of science fiction. The “hard” type of science fiction contains scientific facts,
scientific accuracy and future technology. Examples of this type are Star Trek, Star Wars, The
Time Machine and Frankenstein. The second type is “soft” type of science fiction deals with
philosophy, psychology and social themes. This type of science fiction is the basis of most
novels currently written for middle and high school students. These novels are suitable for
students because they appeal to their sense of wonder and fairness.
Advantages and Disadvantages of Using Science Fiction
The most obvious disadvantage of using science fiction is the controversy that surrounds some
of the books. Sometimes students feel the books are “far fetched” or have too many “big”
words. The biggest complaint from students however, is that they would rather watch the
movie.
The advantages of using science fiction greatly outweigh the disadvantages. Science fiction
allows for the integration of math and science into the lessons. Science fiction can help students
work out difficult issues such as racism without referring to any particular race here on our
own planet. Science fiction teaches visualization and sparks creativity in our students. Finally,
science fiction can just be entertaining for our students.
Continued on the next page
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NCGA Newsletter
January 2010
Using Science Fiction and Fantasy in the Classroom
Continued from previous page
Strategies for Using Science Fiction in the Classroom
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Have students create comic strips or cartoon squares depicting important scenes from the
book.
Using Movie Maker or Animoto have students create their own movie using images
relevant to the book.
Compare/Contrast Sci-Fi to Non-fiction texts with graphic organizer
Multi-media presentation (PPT, brochure)
Compare/Contrast visual perceptions (book vs. movie)
Show a scene or episode from a science fiction television program or movie to allow
students to grasp difficult concepts such as time travel before reading the novel
What are some good Science Fiction novels to use in the Classroom?
Mists of Avalon
Dragon Keeper series by Donita Paul
http://www.donitakpaul.com/books/dragonkeeper/index.html
Uglies by Scott Westerfield
http://www.scottwesterfeld.com/books/uglies.htmPretties by Scott Westerfield
Scorpion King
City of Ember
http://www.jeanneduprau.com/books.shtml
Golden Compass
The Devil’s Arithmetic by Jane Yolen
Most of all have fun using science fiction in your class. You will find that this genre lends itself
to some serious discussion with your students on a high cognitive level that will truly amaze
and surprise you.
Jeanie Robinson is a teacher consultant with the NCGA and teaches at the Caldwell Career Center
Middle College in Caldwell County.
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NCGA Newsletter
January 2010
2010 Winter Olympiad – Vancouver, British Columbia, Canada
The Winter Olympic Games will be held February 12 – 28, 2010 in Vancouver, British Columbia,
Canada. Here is a geography question a day about the Olympic Games and its venue.
Begin on February:
12. For whom is the city of Vancouver named?
13. While Vancouver is the largest city in British Columbia, it is not the provincial capital. What city
serves as the capital of BC?
14. What body of water lies immediately west of Vancouver?
15. What island lies west of Vancouver?
16. What body of water separates Vancouver Island from the U.S. state of Washington?
17. Which U.S. states border British Columbia?
18. Much of British Columbia is mountainous. Name one of the major ranges in the province.
19. What mountain and elevation is British Columbia’s highest point?
20. What coastal body of water does British Columbia share with Alaska?
21. Much of British Columbia’s Pacific coast is like Norway’s west coast. What physical feature
created by glaciers do these coasts have in common?
22. Which Canadian Province lies east of British Columbia?
23. Which Canadian Territories lie north of British Columbia?
24. Where and when were the Winter Olympics previously held in Canada?
25. Which major river that forms the border between the U.S. states of Washington and Oregon has
its source in British Columbia?
26. There are three official mascots of the Vancouver Games. Name them.
27. The biathlon combines what two sports in one event?
28. What sport uses heavy granite stones and brooms and is played on ice?
Website for the 2010 Winter Olympic Games:
http://www.vancouver2010.com/
Answers on page 10
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NCGA Newsletter
January 2010
A Map/Chart You Can Use
Chart taken from: Geographic Travels with Catholicgauze! December 20, 2009
http://catholicgauze.blogspot.com/2009/12/comparing-american-and-chinese-imports.html
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NCGA Newsletter
January 2010
GRAPHIC ORGANIZERS
Contributed by Melissa Hockaday, NCGA Teacher Consultant
Graphic organizers are tools that help students display and organize information. This is a vital
step if we want our students to use information and to employ higher order thinking skills. These
organizers can be used in many disciplines – a great interdisciplinary tool.
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January 2010
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NCGA Newsletter
January 2010
Dump and Clump
Directions: Read the words in the Dumpster. Consider how these
words are related and different. Then, pull your words out of the
dumpster and clump them into categories. Finally, assign your
category labels and write a summary sentence describing each category.
The Dumpster
The Clumpster
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NCGA Board of Directors
Sue Elder
[email protected]
Jeanie Robinson
[email protected]
Jane Forde
[email protected]
Patrick Vernon
[email protected]
Patsy Hill
[email protected]
Ellie Wilson
[email protected]
Melissa Hockaday
[email protected]
Steve Pierce, Coordinator
[email protected]
Penny Maguire
[email protected]
Dr. James Young, ASU
[email protected]
Tammy Nelson
[email protected]
The North Carolina Geographic Alliance is dedicated to the enhancement of geography education in North Carolina
through professional development and public awareness.
North Carolina
Geographic Alliance
Department of Geography and Planning
Appalachian State University
Boone, NC 28608