Sixth Grade Social Studies. World Geography and Global Issues

Transcription

1 Sixth Grade Social Studies World Geography and Global Issues Source: 014/01/04/07/40/earth _640.jpg In an ever flattening world, nearly all Americans are affected by world events. The global impact of events comes not only from political and cultural forces, but also from the powerful intersection of an increasingly global economy. Traditional human concerns such as the use and allocation of scarce resources, leadership and decision making, and how to live peacefully in diverse groups tend to manifest themselves across the globe in a variety of ways. Using a geographic lens to explore global phenomena allows us to compare how humans in different places address similar issues. It also enables us to study broad patterns of human behavior and the global consequences of those actions. Knowledge, understanding, and application of geographic content and perspectives are essential to bring coherence to the causes and effects of physical and human events that occur on the Earth s surface. Across the world today and throughout human history, people have faced similar problems in their communities, countries, and regions. Many of the ways in which people have addressed these problems have roots in the social studies. We will be exploring at how common global issues related to geography, history, economics, and government issues play out in different places across Earth. Differences in the scope and severity of the problem, as well as potential solutions are often attributed to the physical geography and resources available to people, the economic and political systems involved, and the rich history of the people living in a region. Sometimes, the different resources available to solve a similar problem result in different solutions. Often times, the history of a region continues to influence current issues or problems. Since economic systems and governments vary across the world, the tools and processes available to solve similar problems may differ as well.

2 Sixth Grade World Geography and Global Issues The goal of this course is to explore common issues that face humanity. Despite the wide variation in geography, culture, history, and political and economic systems, the bond we share as members of humanity enable us to learn from each other as we address global issues. After all, we share the planet, so developing a global perspective will benefit our collective future. This course takes a global approach to world geography. It is designed to challenge you to think globally in exploring public issues and to analyze global or cross regional patterns and interactions. Such thinking and analyses are essential for you to be successful in an increasingly flat, interconnected world. This course contains the following units of study: Foundations of World Geography The World in Spatial Terms (Physical Geography) Population and Migration Culture Human-Environment Interactions Economics and World Trade Civics, Government, and Global Politics Source: Michigan Citizenship Collaborative Curriculum Page 2 of 25 Copyright by Oakland Schools August 4, 2015

3 Sixth Grade World Geography and Global Issues Unit 1: Foundations of World Geography Below are three questions we will be investigating in this unit. Read the questions and think about what you already know that can help you understand each one. Focus Questions 1. How can the approaches and perspectives of different social scientists help us understand our world 2. How can the five themes of geography help us understand our world 3. What makes an issue or problem global This unit will introduce you to the study of geography. While you have probably explored geographic concepts before, this course focuses on a global perspective. That means we are going to investigate the geography of the world. Since the world is rather big, we are going to start with some foundational ideas. What is geography Graphic.SS0601. MC3 Project Whether you know it or not, geography is a part of your every-day life. From the foods you eat to the type of home you live in, geography affects your life. Geography is the social studies field that investigates the earth and the ways humans interact with it. An expert on geography is called a geographer. Michigan Citizenship Collaborative Curriculum Page 3 of 25 Copyright by Oakland Schools August 4, 2015

4 Sixth Grade World Geography and Global Issues Geographers are social scientists who study Earth s physical features, how people use, modify, or adapt to those features, and the consequences of those actions. Geographers work in many different areas such as education, disaster response, city and county planning, community development, environmental management and more. As we begin our examination of geography, we will start by exploring two questions about places that may be familiar to you: Where is it and Why is it there Physical and Human Geography Below is a list of definitions for geography from different sources: Geography is the study of the earth as the home of people. Geography is the study of the patterns and processes of human (built) and environmental (natural) landscapes, where landscapes comprise real and perceived space. Geography studies the relationship between people and their environment. Geography is the study of humans interacting with their environment including the physical environment, the built environment and socially constructed spaces. Geography is a spatial perspective of all human and physical phenomena. Geography is the study of the interaction between people and environments. Geography is the study of relationships between humans and their environment by emphasizing a spatial and environmental perspective at a variety of scales. Many of the definitions refer to physical features of the earth and to people. This is because there are two different areas of geography: physical geography and human geography. Physical geography is the study of the natural characteristics of Earth. This includes the study of landforms, bodies of water, vegetation, and climate. Human geography is the study of the ways people interact with the earth. When geographers investigate how Graphic.SS MC3 Project Michigan Citizenship Collaborative Curriculum Page 4 of 25 Copyright by Oakland Schools August 4, 2015

5 Sixth Grade World Geography and Global Issues humans interact with the earth, such as building a bridge over a waterway or a large building in a city, then it involves human geography. Some other investigations that fall under human geography deal with culture, migration, and population. A common way to learn about geography is by studying small places first and then expanding to larger regions. This is known as expanding environments. When you learned about your local community, you probably used maps that enabled you to see human and physical features of your community. Similarly, when you explored Michigan in elementary school, you probably explored the natural beauty of Michigan its physical features such as Pictured Rocks, Sleeping Bear Dunes, and the Great Lakes. From bridges to buildings, Michigan also has many human features. Below are several geographic features found in Michigan. Indian Head, Pictured Rocks, Michigan Sleeping Bear Dunes, Michigan Satellite view of the Great Lakes Source: s_national_lakeshore The Mackinac Bridge Source: drive.htm The Capitol Building in Lansing Source: Great_Lakes_region_as_viewed_from_th e_moderate_resolution_imaging_spectr oradiometer_on_nasa%e2%80%99s_a qua_satellite_on_28_august_2010_at_1 330_Central_Daylight_Time.png One of the many lighthouses in Michigan Source: Source: an/files/styles/related/public/201103/thetoad_2.jpg Source: house/miwl.htm as posted in White Shoal Light, Lake Michigan, January 200. Flickr Creative Commons photo by C.W. Bash Michigan Citizenship Collaborative Curriculum Page 5 of 25 Copyright by Oakland Schools August 4, 2015

6 Sixth Grade World Geography and Global Issues Spatial Scales The world is a pretty big place. Spatial scales are the different lenses geographers and others use to explore the world. By breaking the world into smaller chunks and zooming in on specific places, we can see more details about the place. It may help to think of the different spatial scales as working like different camera lenses. Sometimes you want to zoom in and see the faces of the people in the picture. At other times you want to see the scenery around the people in the photograph. When you zoom out, you might not see the freckles on some of the faces, but you can see where the people are in relation to their environment. The same is true with spatial scales. We can zoom into a town and see the streets and houses. However, if we zoom out, we would be able to see where that town is in relation to the state, county, or continent. We will be using different spatial scales local, regional, interregional, and global to investigate our world. The pictures below show Michigan at different spatial scales. Local Global Sources: Advancements in Geography The field of geography continues to evolve. Advances in technology allow geographers to know more than ever before about our planet and how we interact with it. As geographers use new technology in their investigations, they are able to learn more about our world and how we live, work, and play there. Michigan Citizenship Collaborative Curriculum Page 6 of 25 Copyright by Oakland Schools August 4, 2015

7 Sixth Grade World Geography and Global Issues What is geographic inquiry Understanding the way in which social scientists investigate problems will help you conduct your own investigations about problems or issues facing your community and our world. Geographers use an inquiry process to answer geographic questions. While the inquiry process in general applies to all social scientists, the types of questions geographers ask, the evidence they use, and their ways of knowing vary in certain respects. By combining the perspectives of different social scientists, we get a more complete picture of our world and our place in it. Geographic inquiry is a method used for investigating geographic problems and issues. Similar to science, this process has steps that must be completed in the proper order. First, geographers must ASK geographic questions. Typically, geographers ask questions about where and why certain human and environmental conditions exist. Second, they must ACQUIRE geographic information. In this step, geographers use maps, geographic information systems (GIS), global positioning systems (GPS), online mapping, observations, surveys, photographs, mathematical models, satellite images, environmental data, and other geographic tools to gather information. Sometimes, gathering geographic information can lead to more questions, which will require you to gather even more information. Graphic.SS MC3 Project Once all of the information is gathered, the third step that geographers take is to ORGANIZE the information. Organizing the information may include the creation of maps, charts, diagrams or written documents. This requires re-reading the information and grouping similar information together. At this point, geographers may also see that they need to revise their question, have additional questions, or need more information. As with all inquiry and research, it is important to reflect on what information you find and consider how to refine your initial question and research. Michigan Citizenship Collaborative Curriculum Page 7 of 25 Copyright by Oakland Schools August 4, 2015

8 Sixth Grade World Geography and Global Issues The fourth task is to ANALYZE the geographic information. To look deeper into the information, geographers search for patterns and connections within the data. Analysis allows geographers to make predictions and inferences in order to answer the initial geographic questions. Sometimes, however, an analysis can raise new questions for investigation. If so, more research and organization may be needed. Finally, geographers will ANSWER the questions by making conclusions from the data they have collected and organized. However, it is not enough for a geographer to simply find an answer. An important part of the geographic inquiry process is communicating it to others. This may take the form of either print or electronic media. Throughout the year we will employ the geographic inquiry process as we study global problems and issues. Remember, geographers ASK, ACQUIRE, ORGANIZE, ANALYZE and ANSWER geographic questions. What Tools and Technologies Do Geographers Use Geographers use a variety of tools and technologies in investigating geographic questions. Maps and globes both represent the earth, but each has its own advantages and disadvantages. A Global Positioning System (GPS) can help geographers answer the question of Where is it Aerial photographs and satellite images can help geographers understand how places look today, and over time. Graphs, charts, and diagrams provide geographers with a means for recording, organizing or categorizing the data they collect to find patterns and trends. Once a geographer has an issue or question identified such as why is a river polluted, he or she needs to acquire geographic information that can be helpful in answering the question. In gathering this data, geographers use a variety of tools and technologies. What geographic tools do you think geographers use What geographic tools have you used Michigan Citizenship Collaborative Curriculum Page 8 of 25 Copyright by Oakland Schools August 4, 2015

9 Sixth Grade World Geography and Global Issues Maps Maps are probably the most common tool used to answer geographic questions. They provide a visual description or portrayal of the earth or parts of the earth. Maps can reflect a great variety of spatial scales. For instance, maps can represent a place such as a town, a country, or even as large as a continent. Maps illustrate information about geographic areas and every map has at least one purpose. For example, some maps show the natural features of a region such as rivers, lakes, or mountains. Maps may also show human features as well. Some common human characteristics found on maps include roads, railroad tracks, airports, or homes. Since maps can be used to represent a variety of different information, it is important to ask, What is the mapmaker trying to show me when first looking at a map. By orienting yourself to the map s purpose, it is easier to read and make sense of the information on the map. Maps have both advantages and disadvantages. One big advantage of maps is that they are convenient to carry. Another advantage is that maps can be made to represent a variety of different features about a place. However, maps do have a major limitation. Can you think of what this may be Let s try an experiment: Locate a cup or a mug. Place it on the floor beside your feet and stand over it. How would you draw what the cup looks like Now put the cup on a table in front of you, viewing it at eye level. Think about how the cup looks now. If you drew the cup from this perspective, would your two drawings look different It is likely that the drawings are different because you viewed the object from two very different perspectives, and each drawing represents a different perspective. Since the cup is three-dimensional, it is impossible to represent it in two dimensions such as a drawing without losing information. This is the same problem people face in creating maps. Earth is round and three dimensional, but maps are flat and two-dimensional. The only way to represent the spherical, three-dimensional earth on a flat, two-dimensional map is by stretching or distorting certain areas. Different cartographers (map makers) have used different ways, or projections, to represent the earth (a round three dimensional object) on a map. In doing so, some information on the map becomes inaccurate. Geographers refer to these inaccuracies as distortions. Some different aspects of a map that may Michigan Citizenship Collaborative Curriculum Page 9 of 25 Copyright by Oakland Schools August 4, 2015

10 Sixth Grade World Geography and Global Issues be distorted include distance, direction, or the size and shape of land and water bodies. What distortions do you see in the maps below Mercator Projection Robinson Projection Peters Projection Source: sourcebank/maps/page10.html Source: /Robinson_projection Source: Globes A spherical, three-dimensional representation of Earth is helpful because it will not have the distortions that a flat, two-dimensional map has. Like the earth, a globe is a round three dimensional object. As such, it is easier to represent the earth on a globe without distortions. Image Source: media.org/wiki/file:g EO_Globe.jpg Although globes may be a better way to represent the earth, they are not always convenient. Would you ever pack a globe in your car on a family vacation Probably not. Globes do not fit nicely in a vehicle s glove compartment. Another problem with globes is that they represent a large spatial scale. Such a large spatial scale will not contain the details necessary for most travelers such as street names or towns. Graphs, Charts and Diagrams Oftentimes, the information helpful to a geographer isn t available on a map or a globe. Instead this data may be represented in another format, such as a graph. Useful types of graphs might include line graphs, pie graphs, and bar graphs. Sometimes, the information might be extensive enough that the best way to represent it is in the form of a chart. Other information may be so complex that a diagram might be the best representation of the information. Since graphs, charts, and diagrams can serve different purposes, geographers use their best judgment in determining which format to use. Michigan Citizenship Collaborative Curriculum Page 10 of 25 Copyright by Oakland Schools August 4, 2015

11 Sixth Grade World Geography and Global Issues Aerial Photographs and Satellite Images When it is important to have very current or accurate information, photographs taken from a bird s eye or aerial view might be just what a geographer needs. If a shopping center is planned to be built near a wetland area, wouldn t it be helpful to see the extent of the wetlands through an aerial photo A satellite image is simply an image taken by one of the thousands of satellites that are circling Earth. These satellite images can provide very valuable information that would be difficult to get any other way. For instance, during Hurricane Sandy, meteorologists used satellite imagery to track the storm in order to accurately predict the storm s intensity and where and when it would reach land. This way, thousands of people were able to prepare for the storm. Global Positioning System Commonly referred to as GPS, global positioning systems use a network of satellites that continually orbit Earth to collect information about the location of a receiver, like your cell phone. The satellites send the receiver s exact position (latitude, longitude, elevation, and time) to Earth. This information is displayed on the receiver. Many cars and cell phones today have GPS systems. Imagine you are an archeologist trekking through a remote area. You are in search of a site that was previously spotted in a satellite image. GPS equipment would be very helpful for you to find the exact place you are looking to begin your exploration! Source: NDrive_GPS.jpg Source: ning_system GIS A geographic information system (GIS) integrates hardware, software, and data for capturing, managing, analyzing, and displaying all forms of geographically referenced information. GIS merges cartography, numerical data, and computer Michigan Citizenship Collaborative Curriculum Page 11 of 25 Copyright by Oakland Schools August 4, 2015

12 Sixth Grade World Geography and Global Issues science technology. It uses computers to create representations of places and allows the user to manipulate information about those places. GIS allows us to view, understand, question, interpret, and visualize data in many ways that reveal relationships, patterns, and trends in the form of maps, globes, reports, and charts. Applying Geographic Tools to Places Every area on Earth can be categorized one of three ways: rural, urban, or suburban. In rural areas, people do not live close to each other. There are few buildings, and homes are far apart from each other. There is lots of open space or farmland. People who live in rural areas are often referred to as living in the country. Source: Province In urban areas, there are many more people living closely together. Buildings are also close together, and there is minimal open land. People who live in urban areas are often said to live in cities. Below are urban areas that may be familiar to you. Downtown Detroit Ariel View of Chicago Source: Source: content/uploads/2012/12/ jpg In suburban areas, there are fewer buildings than in urban areas, but there are still usually open land areas as well. These are usually called satellite or bedroom towns because they are close to larger cities and many people who live in suburban areas commute to the nearby urban area for work. Michigan Citizenship Collaborative Curriculum Page 12 of 25 Copyright by Oakland Schools August 4, 2015

13 Sixth Grade World Geography and Global Issues Suburbs became popular with the invention of the automobile. Before that, suburban residents had to walk from the train to their homes, so houses were located a reasonable distance from train stations and homes were built closer to each other. Today, suburban areas are more spread out, and often characterized by specific zones for residential, commercial, and sometimes industrial use, instead of a single downtown core. Source: N08/ / The Five Themes of Geography The five themes of geography are a way of organizing information. Geographers and others use the five themes to help them study the world. The five themes are: location, place, human-environment interaction, movement and regions. These themes focus on different types of questions about an area under investigation. Since geographers use questions or problems to drive their investigations, the five themes of geography are a useful framework or thinking tool to organize geographic questions. We will use the five themes as we investigate questions related to world geography and global issues. Source: MC3 Project SS Location The theme of location asks the central geographic question: Where is it Geographers answer this question in two different ways: absolute and relative location. Perhaps you have used your home address or addresses in general, as a way of locating a place. This is using an absolute location. For example, let s pretend that your school s address is 222 Bluebird Lane. That address tells you exactly where the school is on Bluebird Lane. Michigan Citizenship Collaborative Curriculum Page 13 of 25 Copyright by Oakland Schools August 4, 2015

14 Sixth Grade World Geography and Global Issues However, not all places on Earth have an address. Addresses only work when there is a street and people have put a building at a particular place on that street. Consider this: How would you answer the question, Where is it when discussing the highest point in the Andes Mountains. There are no streets and buildings to use for an address. It would be impossible to give a street address to pinpoint the location. Because not all locations have a street address, geographers use a more complex form of absolute location to answer the question, Where is it They use a grid or coordinate system to identify the exact or precise place. By placing a grid over the earth, geographers can use the grid to pinpoint exact locations such as the top of the Andes Mountains. Source: Global Grid from the MC3 Project Relative location, on the other hand, gives a general idea of where a place is located in relation to another place. Relative location uses other places around the target location to answer the question, Where is it Some examples of using relative location are listed below: Michigan is north of Ohio. My street is two blocks after the grocery store on the corner. Turn right after at the gas station. California is on the west coast of the United States. It is next to the Pacific Ocean. It is north of Mexico and south of Oregon. People use both relative and absolute location to answer the question, Where is it Place The geographic theme of place asks the question, What is it like there To answer this question, geographers examine both natural and human characteristics of an area. Natural characteristics are the physical features that exist on Earth. Some examples The Mackinac Bridge is a human characteristic. Source: ac_bridge_sunset.jpg Michigan Citizenship Collaborative Curriculum Page 14 of 25 Copyright by Oakland Schools August 4, 2015

15 Sixth Grade World Geography and Global Issues include landforms such as mountains, valleys, and plains, as well as bodies of water like oceans, rivers, and lakes. Climate and vegetation in a place also are natural characteristics. Human characteristics refer to the people living in an area and the man-made features they put there. For example, the Mackinac Bridge is a manmade feature in Michigan. Homes, buildings, and roads are other human characteristics in your community. When people describe a place, they tend to use both natural and human characteristics. So, what is it like in Michigan Michigan is a state that is made up of two peninsulas Upper and Lower. Each is surrounded by water, known collectively as the Great Lakes on all but one side. The Upper and Lower peninsulas are joined by a bridge over the Straits of Mackinac. The Lower Peninsula has more people and has sandy beaches on its western shore. The Upper Peninsula varies from swampland in the northeast near Lake Superior, to Source: low mountains in the west. Michigan s capital city is Lansing. Media/images/composite- MI-1100w.png Other major cities include Detroit, Grand Rapids, Flint, and Ann Arbor. While much of the land in Michigan is used for farming, manufacturing plants exist near major and mid-sized cities. How would you describe your city or town What human and natural characteristics would you identify Human-Environment Interaction The third theme of geography is human-environment interaction. The question that drives this theme is, How do people interact with the environment People interact with their environment in one of three ways. They can use, modify, or adapt to the environment. People use the environment without changing it by enjoying the natural beauty of a place. Swimming in Lake Michigan or hiking among the cliffs, forests, and beaches of Pictured Rocks are some examples of how people use the environment in Michigan. Sometimes, however, when people use the environment, they end up changing it. In Michigan, we used our vast forests to build houses and the sand around our Pictured Rocks National Park Source: ile:indian_head_pictured_rocks_michiga n.jpg Michigan Citizenship Collaborative Curriculum Page 15 of 25 Copyright by Oakland Schools August 4, 2015

16 Sixth Grade World Geography and Global Issues shorelines to make glass for automobiles. A whole mining industry developed in the Upper Peninsula because of the rich mineral deposits found there. In all of these examples, people ended up modifying the environment by their actions. Other times, people modify their environment in order for it to serve a different purpose. For instance, in southeastern Michigan, some lakes are man-made. By draining the surrounding swamplands, people were able to use those areas for building. Children adapt to their environment by wearing warm clothes in the winter. Source: wiki/ski_suit People also adapt to their environment in a variety of ways. If you live in Michigan, you probably have experienced our very cold winters. As a result, homes are built with insulation and heating elements. We also wear warm coats and hats in the winter. How might people in Florida adapt to their climate differently than we do in Michigan Human-environment interactions can have positive and negative consequences for the environment. While attention is often given to negative consequences of human-environment interactions, such as factory pollution, humans can have positive effects on their environment. Sometimes, people plant trees to replace those lost in a fire. In recent years, experts and policy makers in Michigan have sought ways to prevent invasive species such as Asian carp from entering the Great Lakes from the Illinois River. Any modification to the environment to prevent Asian carp from entering the Great Lakes would be considered a positive consequence of human-environment interaction (unless, of course, the modification causes other problems). Movement When geographers investigate movement, they ask the question, How is this place connected to other places In doing so, they explore how and why people, goods, and ideas move in and out of a particular place. Transportation, migration, communication, and trade all fall within the theme of movement. Railroads provide a way to move people and goods. Source: Michigan Citizenship Collaborative Curriculum Page 16 of 25 Copyright by Oakland Schools August 4, 2015

17 Sixth Grade World Geography and Global Issues When you travel from your home to school by way of a school bus, walking, or a car, your actions are movements. When people relocate from one town to another, however, that type of movement is called migration. In exploring why people migrate, social scientists consider both push and pull factors. A push factor is a force that drives people away from a particular location. This could be for a variety of reasons including the lack of a job, lack of freedom, or poor climate. A pull factor is the force that draws people to a new location. A better job, more affordable housing, or other family members living in a certain location can act as pull factors. The chart below show several push and pull factors of migration. Source: ull.bmp Not only do people move, but goods move as well. Whether your school is in the middle of the Manistee National Forest area or located in the center of a major city like Lansing, your school receives food deliveries from vendors on big trucks that the kitchen uses to create the food that students eat. The computers in your computer lab were brought in from other places. These other places could be Michigan Citizenship Collaborative Curriculum Page 17 of 25 Copyright by Oakland Schools August 4, 2015

18 Sixth Grade World Geography and Global Issues located in your state, elsewhere in the country, or even from overseas! These important deliveries are examples of the movement of goods. People have invented and use different ways to transport goods from one location to another such as airplanes, ships, trains or trucks. People also have established different transportation routes for goods. Another question about movement that geographers investigate involves ideas. When you watch television, listen to the latest song by your favorite recording artist, or watch a movie, you are participating in the movement of ideas. Ideas move when they are transferred to others. Technology continues to make communication easier and more efficient. How do you communicate with others in a different place What types of communication systems do you use Source: verhode/ Region The fifth theme of geography is region. When geographers investigate this theme, they ask the question, How might one or more common geographic characteristics help us understand this place Almost every place has regions that are defined by common characteristics that hold an area together. Regions can be big or small. The name given to a Source: reat_lakes_region.png region usually provides a clue as to the common characteristic upon which the region is based. For example, the Great Lakes region is a Canadian-American region that includes the eight states in the United States that border the Great Lakes (Illinois, Indiana, Michigan, Minnesota, New York, Ohio, Pennsylvania and Wisconsin), as well as the Canadian province of Ontario. The characteristic that all of these places have in common is the Great Lakes. Michigan Citizenship Collaborative Curriculum Page 18 of 25 Copyright by Oakland Schools August 4, 2015

19 Sixth Grade World Geography and Global Issues To better understand the concept of regions, let s consider a grocery store and how it is organized. For instance, there is a cereal aisle and a fresh produce section. Stores are usually pretty good at grouping like items together. That is what regions are all about. Geographers use the theme of regions to help them limit or refine their investigations by asking, How can the place be divided into regions Michigan can be divided into a number of regions, depending on the common characteristic used for classification. One simple way to divide Michigan into regions is by separating it into two peninsulas. Another way geographers use the theme of regions is to connect an area to a larger area. Here, geographers would investigate the question, To which regions does this place belong Again, geographers look for places that share one or more common characteristics. For example, Michigan is part of the mid-west region of the United States, the Great Lakes region, or the eastern United States. The trick here is to determine what characteristic you are using to describe the place. For example, if we are investigating the Great Lakes region, we would be exploring places that border the Great Lakes. Regions can be very small, like the neighborhood in which you live, or they can be much larger, like the continents of the world. Whether big or small, regions help us see the connections between places around the globe. What common characteristic holds these states together What do you think this region is named Source: stern_united_states Michigan Citizenship Collaborative Curriculum Page 19 of 25 Copyright by Oakland Schools August 4, 2015

20 Sixth Grade World Geography and Global Issues Social Scientists Help Us Understand Our World Geographers, like all social scientists, use a variety of tools and technologies to assist them in answering questions. The tools of geographers range from maps and globes to GPS and GIS. However, geographers are not the only social scientists that investigate human behavior and society. Some others social scientists include historians, political scientists, economists, anthropologists, and sociologists. Each of these scientists Source: wiki/army_map_service investigates the human condition through different types of questions, tools, and lenses that drive their investigations. Historians The types of questions that historians ask relate to the past. Historians study our world by investigating people, events, and ideas of the past. But historians have one major problem. An event happens once and is no longer visible for people to explore. All that is left is the residue from that event the documents, artifacts, Source: photographs, and the like. So, historians Image Source: 1 have to act like detectives. They use he_year/2007#/media/file:old_book_bindings.jpg historical evidence artifacts, photographs, written records, and accounts by others to try to answer questions about the past. Historians use this evidence to reconstruct the past much like a detective investigating a crime scene tries to use evidence to understand what happened. If a historian were to investigate how a society transmits knowledge from one generation to another, they might ask some compelling questions such as How has schooling in this community changed over time To begin to answer this question, the historian would generate a series of supporting questions such as: When was the first school in this community created What did students do during the school day What classes did students take Michigan Citizenship Collaborative Curriculum Page 20 of 25 Copyright by Oakland Schools August 4, 2015

21 Sixth Grade World Geography and Global Issues How many students were in a classroom What was taught back then The historian would look for evidence to help them answer the questions they pose. School records, textbooks, lesson planning books, pictures, and yearbooks are some possible sources that may help the historian answer the questions above. Answering a question about changes over time requires the historian to make comparisons to today. To do so, he or she would investigate these same questions about school today. The historian may look at the same types of evidence school records, textbooks, as well as observe and interview students and teachers today. There are many pieces of evidence a historian could use to help answer the question, How has schooling in this community changed over time Political Scientists: Political scientists study power and authority and how people interact with respect to rules and laws. This involves an understanding of governments and citizenship. A government is a system that people use to exercise authority, distribute power, and regulate the conduct of people. Political scientists look at why governments are formed, what their purposes are, what kinds of political systems exist, and what Source: 1 specifically they do. They also study the role of citizens in a government. The questions they ask include Why is government needed, What does government do, How is government organized, On what values and principles is the government based and What role do citizens play in the government A political scientist investigating your school might ask themselves Who has power and authority in the school How do decisions get made Who gets to make the rules in the school Michigan Citizenship Collaborative Curriculum Page 21 of 25 Copyright by Oakland Schools August 4, 2015

22 Sixth Grade World Geography and Global Issues Economists: An economist studies how people produce, distribute, and consume goods and services. Put simply, they investigate how people and governments use resources to fulfill economic wants. They do this by exploring different kinds of economic systems, natural resources, human resources, and capital. They study scarcity, choice, and decision making, as well as specialization, trade, and Source: 1 interdependence among countries. They ask question such as What is produced, How is it produced, and Who gets what is produced An economist investigating school might ask themselves What wants or needs do schools fulfill What goods or services does the school provide What types of resources are needed to run a school Anthropologists: Anthropologists study how cultures develop among humans. They examine the elements that create a culture including social customs and beliefs. They look at how cultures change over time. Questions anthropologists might ask include How has the culture of these people influenced how they live What foods, Source: 1 clothing, or types of shelter are found among people who live within this culture How do the customs and beliefs of this group of people influence decisions they make in their community How do differences in cultures reflect how people solve similar human problems An anthropologist who is investigating schools would ask questions such as: How do people from different cultures pass on knowledge from one generation to another In what ways does a society s culture influence how a school is run Michigan Citizenship Collaborative Curriculum Page 22 of 25 Copyright by Oakland Schools August 4, 2015

23 Sixth Grade World Geography and Global Issues How might culture influence the length of the school day or of the school year How are cultural differences between the United States and China reflected in their schools Sociologists: Finally, sociologists explore human societies and how humans organize themselves in groups. They study social groups, social classes, behaviors, changes, and problems both in the past, present, and over time. They ask questions such as: How is this society structured How does social class affect people How does television influence our society How do people organize to solve problems Source: 1 A sociologist studying your school might ask themselves How does poverty affect schooling How do the different cultural backgrounds of students influence the activities a school provides How does a school community reach out to the elderly What role, if any, does religion play in the school How does the socioeconomic status, culture, or religion of students affect the school and the activities it provides Building a Global Perspective By using the questions, tools, and perspectives of different social scientists, we can get a detailed picture of human societies and human behavior. These different perspectives are necessary to obtain a more complete view of the human condition and how people respond to problems they face. Since the geography, systems of government, economic systems, culture, and history of people and places around the world vary, we will use all of these social science perspectives to help us understand the world and our place in it. Michigan Citizenship Collaborative Curriculum Page 23 of 25 Copyright by Oakland Schools August 4, 2015

24 Sixth Grade World Geography and Global Issues What Makes a Problem or Solution Global Human beings are meaning makers and problem solvers. Sometimes the problems people encounter affect just them or the people right around them. In those situations, it is easy to work together to find a solution. But what if a solution requires the cooperation of people from many different nations to ultimately solve it Or what if the problem is so big that it affects most or all of the people on the planet What are global problems Global problems are not just important problems, or problems that affect many people. Global problems affect the whole planet, and potentially all of the people who live on it. Examples of global problems include climate change, resource depletion, and ocean pollution. Since we share Earth with all of humanity, as well as other living organisms, these problems affect everyone. Let s look at an example climate change. It is a problem because the consequences of humanly-generated changes in the atmosphere can, in different ways according to region, affect everyone on the planet. In other words, the consequences are universal. Moreover, unless we profoundly change our collective behavior, climate change may well result in irreversible changes in the climatic conditions of life a measure of the deep vulnerability of human society. It is easy to see that there will be no easy solution to the problem. Global problems tend to be complex because they are connected to many other social studies concepts and issues. The causes of the present climate situation are clearly related to our economic systems, our attitudes about nature, our political organizations, our technological capacities and preferences, and the way we use limited resources. Sometimes, as in the example of climate change, solutions will involve not just all communities and every country, but will require cooperation, rather than individual approaches. Climate change is a global problem because solving it will require the cooperation of different people from different nations. Simply put, the example of climate change suggests that global problems are complex, intractable, and make human society as a whole very vulnerable. Michigan Citizenship Collaborative Curriculum Page 24 of 25 Copyright by Oakland Schools August 4, 2015

25 Sixth Grade World Geography and Global Issues The solution may be the deciding factor What if a problem cannot be solved by one person or one country alone Even a local event may require a global solution. In the United States most children are vaccinated against diseases such as measles, small pox, and polio. In the developing world however, 1.5 million children die each year from vaccine preventable diseases. There are multiple reasons for this. Countries in Africa lack the resources to combat this problem on their own. World organizations that have sought to eradicate these diseases rely on governments to report outbreaks, and in many countries in Africa this is underreported. To help save lives, people from around the world bring medical supplies to these developing areas in the hopes of treating and preventing these diseases from becoming global problems once again. These people have many problems they have to combat. Parents are not always able to afford to take time off of work to bring their children to receive vaccines. Misinformation about the vaccines has led to protests against organizations seeking to help. Global problems are often connected to each other. Poverty is another global problem and it leads to hunger, medical, and nutritional issues. In 1945, the United Nations was established. The United Nations is currently made up of 193 member states, which are countries. The United States is a member state and holds a leadership position in the United Nations organization. The United Nations is an international organization that seeks to address issues confronting humanity in the 21 st century such as climate change, sustainable development, human rights, disarmament, terrorism, health and humanitarian emergencies, and other global issues. Michigan Citizenship Collaborative Curriculum Page 25 of 25 Copyright by Oakland Schools August 4, 2015

26 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography Overarching Question: Sixth Grade Social Studies: World Geography and Global Issues Unit 1: Foundations of World Geography Big Picture Graphic How can a global perspective help me understand my world Previous Unit: 5 th Grade Integrated Early American History This Unit: Foundations of World Geography Next Unit: The World in Spatial Terms Questions To Focus Assessment and Instruction: 1. How can the five themes of geography help us investigate our world 2. How can the approaches and perspectives of different social scientists better help us understand our world 3. What makes an issue or problem global Types of Thinking Description Generalizing Identifying perspectives Issue Analysis Problem Solving Michigan Citizenship Collaborative Curriculum Page 1 of 10 Copyright by Oakland Schools August 11, 2015

27 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 2 of 10 Copyright by Oakland Schools August 11, 2015

28 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography High School Foundations (see High School World History and Geography) F1: World Historical and Geographical Habits of Mind and Central Concepts: Explain and use key conceptual devices world historians/geographers use to organize the past including periodization schemes (e.g., major turning points, different cultural and religious calendars), and different spatial frames (e.g., global, interregional, and regional). Unit Abstract This introductory unit extends students understanding of geographic thinking as they approach the study of world geography and global issues. After exploring several definitions of geography, students review and apply geographic concepts to different spatial scales. They use the expanding environments model of elementary school (self-school-community-state-country) to consider the questions: What is where and Why is it there. Students are then introduced to a method for geographic inquiry, using the drying up of the Aral Sea as a case study to model the process. They then apply the geographic inquiry process to new geographic issues. Next, students explore the tools and technologies of geographers such as globes, aerial photographs, and satellite images, and learn how new technology such as Global Position System (GPS) and Global Information Systems (GIS) provide geographers with new and detailed information about the Earth. They also review the five themes of geography as an organizing framework for geographic inquiry. Students deepen their knowledge of the five themes through a categorization exercise of global questions related to each theme. Focusing on a global perspective, they then use the five themes to describe Earth itself. Although the focus of this unit is world geography, students also explore the perspectives of other social scientists (historians, political scientists, economist, anthropologists, and sociologists). They consider how people using each of these perspectives would investigate a global phenomenon such as an earthquake. Students thus learn how information from a variety of social science fields provides a rich and detailed view of our world. Next, students take up the problem: What makes a problem or solution global Through cross-text comparisons they consider criteria for determining when something is of global significance. Students conduct a brief survey of what people identify as the most pressing global problem, compile their findings, and identify some global problems they would like to explore during the year. After an introduction and exploration activity of their geography textbooks, students consider the strengths and weaknesses of using a textbook as a resource for investigating global problems and solutions. The unit culminates with an exploration of the human population through a composite of the Earth s people using the book If the World Were a Village. Students then work in small groups to create and deliver a presentation on one of the ten topics from the book (e.g., population growth, pollution, hunger, poverty, energy, etc.) which will be explored in more detail in subsequent units. Content Literacy The development of content literacy skills is a critical component in this course and is integrated throughout the unit. Students engage in cloze note-taking activities in order to develop and strengthen this critical skill. They read information texts and engage in cross-text comparisons in developing criteria for determining what makes a problem or solution global in scope. Through direct instruction and small group work, students explore the features and structure of their Michigan Citizenship Collaborative Curriculum Page 3 of 10 Copyright by Oakland Schools August 11, 2015

29 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography geography textbook. They integrate visual information with text, determine the main ideas of a text selection, and describe how a selection of the textbook presents information. Finally, students begin a Global Investigator s Notebook which is used as a tool for reflective writing throughout the course. Focus Questions 1. How can the five themes of geography help us investigate our world 2. How can the approaches and perspectives of different social scientists help us understand our world 3. What makes an issue or problem global in scope Content Expectations 6 - G1.1.1: Describe how geographers use mapping to represent places and natural and human phenomenon in the world. 7 G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. 6 and 7 Draw a sketch map from memory of the world 1 showing the major regions (Canada, G1.1.2: United States, Mexico, Central American, South America, Caribbean, Africa, Asia, Europe, Australia/Oceania, Antarctica). 6 G1.2.2: Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology. 6 - G1.2.4: Use observations from air photos, photographs (print and CD), films (VCR and DVD) 7 - G1.2.3: as the basis for answering geographic questions about the human and physical characteristics of places and regions. 6 and 7 Use information from modern technology such as Geographic Positioning System G1.2.5: (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western/ Eastern Hemispheres to answer geographic questions. 6 and 7 Apply the skills of geographic inquiry (asking geographic questions, acquiring G1.2.6: geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the world. 2 6 and 7 Use the fundamental themes of geography (location, place, human environment G1.3.1: interaction, movement, region) to describe regions or places on earth. 1 The content expectation for sixth grade references only the western hemisphere, while the expectation for seventh grade addresses only the eastern hemisphere. They have been combined here to reflect a global perspective. 2 The references to Western and Eastern Hemisphere in the content expectation have been replaced with the word world. Michigan Citizenship Collaborative Curriculum Page 4 of 10 Copyright by Oakland Schools August 11, 2015

30 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography 6 and 7 Explain the locations and distributions of physical and human characteristics of Earth G1.3.2: by using knowledge of spatial patterns. 6 and 7 Explain the different ways in which places are connected and how those connections G1.3.3: demonstrate interdependence and accessibility. 6 and 7 Identify factors that contribute to conflict and cooperation between and among G4.4.1: cultural groups (control/use of natural resources, power, wealth, and cultural diversity). 6 and 7 Describe the effects that a change in the physical environment 3 could have on human G5.2.1: activities and the choices people would have to make in adjusting to the change. 4 6 and 7 Use historical perspective to analyze global issues faced by humans long ago and H1.4.3: today. 6 and 7 Explain the challenges to governments and the cooperation needed to address C4.3.3: international issues. 5 6 and 7 Explain and compare how economic systems (traditional, command, and market) E3.3.1: answer four basic questions: What should be produced How will it be produced How will it be distributed Who will receive the benefits of production 7 H1.2.5: Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. Common Core State Standards for Literacy in History and Social Studies RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. 3 Although the expectation describes these as changes to the physical environment, the list includes both human and natural causes. It is important to distinguish natural disasters from man-made changes for students. 4 The emphasis in this expectation is on how humans respond to the changes in their immediate environment. Other expectations address the changes to the earth as a whole or the impact on other locations. Additionally, the Michigan Content Expectations document lists specific examples such as drought in northern Mexico or Africa, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Indonesia, Central America, and the Caribbean, earthquakes in Mexico City, Colombia or Turkey, and flooding in Bangladesh. These examples have been removed from the expectation above because while all were current events when the expectations document was written, most are now historic in nature. Droughts, floods, earthquakes, volcanic eruptions continue to occur, and it is important for students to investigate these physical changes to the earth s surface and to consider how humans make choices in response to these changes. However, it is recommended that teachers use current examples in their classrooms so that students can use a decision making model in evaluating potential choices and teachers can take advantage of the multiple texts available for students through a variety of media outlets. 5 While the sixth grade expectation is limited to the Western Hemisphere, its seventh grade counterpart contains no such limitation. The phrase in the Western Hemisphere has been removed to reflect a global perspective. The examples listed in the expectation (e.g., migration and human rights) also have been removed to reflect the wealth of issues that have global implications. Michigan Citizenship Collaborative Curriculum Page 5 of 10 Copyright by Oakland Schools August 11, 2015

31 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography RH.6-8.2: RH.6-8.4: RH.6-8.7: RL.6.2: Determine the main ideas or information of a primary or a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Key Concepts five themes of geography geographic features geographic inquiry geographic thinking geographic tools and technologies global human vs. physical geography perspective social science fields (anthropology, civics, economics, geography, history, sociology) spatial scales Duration 4 weeks Lesson Sequence Lesson 1: What Is Geography Lesson 2: Geographic Inquiry Lesson 3: What Tools Do Geographers Use Lesson 4: How Can We Use the Five Themes of Geography to Investigate our World Michigan Citizenship Collaborative Curriculum Page 6 of 10 Copyright by Oakland Schools August 11, 2015

32 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography Lesson 5: What Other Social Scientists Help Us Understand Our World Lesson 6: What Makes a Problem or Solution Global Lesson 7: Analyzing a Geography Textbook Lesson 8: If the World Were a Village Instructional Resources Equipment/Manipulative Chart paper Computer for PowerPoint Presentation Folders (one per student) or spiral notebook for the Global Investigator s Notebooks Globe Highlighters Lined paper for the notebooks Markers Overhead Projector or Document Camera/Projector Scissors Student Resource A present-day map of the world. A student geography textbook such as Wiggins, Grant, et al. My World Geography: Boston, MA: Pearson, The Geography Guide. Info Please. 11 August 2015 < Geography Hall of Fame. Fact Monster. 11 August 2015 < Highest, Longest, Biggest, Largest, Deepest, Smallest of the World. Geography for School. 11 August 2015 < Mapmaker Interactive. National Geographic. 11 August 2015 < Smith, David J. If the World Were a Village. Tonawanda, NY: Kids Can Press, Top 10 Lists about Geography. 11 August 2015 < 10.com/science/geography/geography.htm>. World Geography Facts - Water. Kidz World. 11 August 2015 < What is Geography Royal Geographical Society Website. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 7 of 10 Copyright by Oakland Schools August 11, 2015

33 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography What is GIS YouTube. Esri Ireland. 11 August 2015 < ZFmAAHBfOU>. What is Global Citizenship Oxfam Education. 11 August 2015 < Teacher Resource Aral Sea Activities. National Geographic. 11 August 2015 < Collapse: How Societies Choose to Fail or Succeed. Wikipedia. 11 August 2015 < The disappearance of the Aral Sea. 11 August 2015 < The Earth Institute. Columbia University. 11 August 2015 < Egbo, Carol, Supplemental Materials (Unit 1, Lessons 1-8). Teacher-made materials. Oakland Schools, PowerPoint Unit 1, Lesson 2. Oakland Schools. 23 June August PowerPoint Unit 1, Lesson 3. Oakland Schools. 16 July August PowerPoint Unit 1, Lesson 5. Oakland Schools. 23 June August For Geography Teachers. Geography World. 11 August 2015 < Geography & Map Reading Room. Library of Congress. 11 August 2015 < Global Problem Lists. Nautilus Institute. 11 August 2015 < Google Earth Images. Google Earth. 11 August 2015 < GIS Minor. Westfield State University. 11 August 2015 < Globe Examples. 11 August 2015 < How Much is 7 Billion Kids Post. The Washington Post. 11 August 2015 < billion/2011/10/14/giqazom0mm_story.html>. Michigan Citizenship Collaborative Curriculum Page 8 of 10 Copyright by Oakland Schools August 11, 2015

34 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography If the World Were a Village Companion website. Mapping.com. 11 August 2015 < Just how big is 7 billion CNN World. 11 August 2015 < 31/world/world_7-billion_1_global-population-scale-population-referencebureau_s=PM:WORLD>. McNamara Terminal Map. Terminal Maps. Wayne County Metropolitan Authority. 11 August 2015 < Map of the Aral Sea. 11 August 2015 < New Zealand Earthquake Causes Widespread Damage. WTVY.com. 8 Sept August 2015 < News Stories. BBC. 11 August 2015 < Photographs of the Aral Sea. Association of American Geographers. 11 August 2015 < uleid=4&pageid=18>. Rischard, Jean-Francois. High Noon: 20 Global Problems, 20 Years to Solve Them, NY: Basic Books, The Ten Challenges in the Copenhagen Consensus, August 2015 < Teacher s Home Page. Education. National Geographic. 11 August 2015 < What is a Global Problem Nautilus Institute. 11 August 2015 < What is GIS Esri. 24 July 2013 < World of 7 Billion. Population Connection. 24 July 2013 < For Further Professional Knowledge De Blij, Harm. Why Geography Matters. New York: Oxford Press, The Power of Place. New York: Oxford Press, Fisher, Chris and Tony Binns, eds. Issues in Geography Teaching. NY: Routledge, Gersmehl, Phil. Teaching Geography. NY: Guilford Press, Rischard, J.F. High Noon: 20 Global Problems, 20 Years to Solve Them. NY: Basic Books, Michigan Citizenship Collaborative Curriculum Page 9 of 10 Copyright by Oakland Schools August 11, 2015

35 6 th Grade Social Studies: World Geography and Global Issues SS0601 Unit 1: Foundations of World Geography Michigan Citizenship Collaborative Curriculum Page 10 of 10 Copyright by Oakland Schools August 11, 2015

36 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 1 Lesson 1: What is Geography Big Ideas of the Lesson Geography is the study of the earth and ways humans interact with it. Geography is divided into two main areas: physical geography and human geography. Physical geography is the study of the natural characteristics of Earth including landforms, bodies of water, vegetation, and climate. Human geography is the study of how humans interact with Earth. Geography involves studying different spatial scales including local, regional, interregional, and global. Two important questions geographers try to answer are: Where is it and Why is it there Global citizenship requires an awareness of the world and a sense of one s place in it. Lesson Abstract: In this lesson students review geographic concepts they learned in elementary school and are then introduced to the content of this course (World Geography and Global Issues). They begin by analyzing and comparing several different definitions of geography. They next apply this information as they read an article defining geography. They are introduced to the concept of spatial scale as they review the expanding environments framework they used to study geography in grades two through five. Using prior knowledge of these different environments, students work in pairs to answer two questions about places they have studied in the past: Where is it and Why is it there Then, they analyze informational text on global citizenship and write a short paragraph describing the points in the article with which they agree. Finally, students view and discuss the scope and sequence of the course. Content Expectations: 6 and 7 - G1.1.2; G1.3.2 Common Core State Standards: RH.6-8.4; WHST Key Concepts geographic features human vs. physical geography spatial scales Teacher Note: Students need to begin their Global Investigator s Notebook (GLIN) in this lesson. It is recommended that students use a Duo Tang type folder with pockets for their notebook. Three-holed lined paper should be placed in the center of the folder. Reference materials, maps, Word Cards, etc., can be kept in the pockets. An alternative method is to use a spiral notebook with pockets for handouts. Lesson Sequence 1. Begin the lesson by asking students to draw a sketch map of the world from memory. Allow students 5-10 minutes to draw their maps. Then have them turn and share their maps with a partner. Teacher Note: This is an important beginning step so that students understandings and misconceptions can be visible to the teacher. This activity will be repeated at the end of Michigan Citizenship Collaborative Curriculum Page 1 of 4 Copyright by Oakland Schools August 11, 2015

37 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 1 the year and the maps compared. Collect the maps and keep them in a safe place. 2. If not done prior to this lesson, have students assemble their Global Investigator s Notebook (GLIN) as described in the Teacher Note prior to the Lesson Sequence section of this document. Ask students to use their Global Investigator s Notebook (GLIN) and write the following question in it: What is geography Instruct students to respond to the question and giving them a few minutes to write. Then have students exchange GLINs with a partner. Explain that students should read what their partner wrote and add a question or comment in writing. When they are finished have them return the GLINs to the owner. 3. Ask several students to share what they wrote and make a list of their ideas on the board or chart paper. Discuss similarities and differences between the ideas. Note that at this time you may wish to have students read the definition of geography in their textbook if you are using a geography textbook as a supplement for this course. 4. Give each student a copy of the Definitions of Geography located in the Supplemental Materials (Unit 1, Lesson 1). Explain that students should read the various definitions and highlight similarities among them. Be sure students read all of the definitions first before beginning to highlight the similarities. It may be advantageous for students to work with a partner to find similarities once they have read the definitions independently. Then, discuss the definitions with the whole class using the following questions: What words occurred in several of the definitions What patterns occurred among the definitions What definition do you think is most useful What definition do you think is least useful Why would a social studies term have so many definitions 5. Using Word Card #1, introduce the definition of geography used initially in this course. Then, use Word Cards #2 and #3 to discuss the two main divisions of geography: physical geography and human geography. Refer back to the Definitions of Geography and have students locate definitions that include both these components of geography. Have students mark their document by circling these words where they are found in the definitions. 6. Give each student a copy of the What is Geography A Visualization Exercise (an informational text selection) located in the Supplemental Materials (Unit 1, Lesson 1). Explain that students should read the text and complete the tasks on the sheet. Note that this could be given as a homework assignment. 7. Give students time to read the text and complete the visualization exercises within the document. After students compare their answers with a partner, have them complete the Reading and Reflecting sheet located in the Supplemental Materials (Unit 1, Lesson 1) in pairs. Then, lead a discussion and pose the following questions: What new information did this article add to your understanding of geography and the definitions of geography What was one thing that was hard to understand Why was one section of the text bulleted What are some geographic questions you have about our world Michigan Citizenship Collaborative Curriculum Page 2 of 4 Copyright by Oakland Schools August 11, 2015

38 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 1 List students responses to the last bullet on chart paper and post in the room. This list will be of use as you help students refine their understanding of global geography throughout the year. 8. Ask students to think about how geography was taught in grades 2 5. Write the term expanding environments on the board and explain that this is the framework commonly used in elementary school in geography. Explain that it means students begin by studying a relatively small area and then each subsequent year study larger and larger areas. Display a copy of the document Expanding Environments located in the Supplemental Materials (Unit 1, Lesson 1) or draw the same image on the board. Ask students to take out their Global Investigator s Notebook (GLIN) and draw the diagram. Then have them label each of the rings of the circle to show how they learned geography in grades 2-5. Note that a sample Expanding Environments Sample Diagram has been included in the Supplemental Materials (Unit 1, Lesson 1) for reference. Teacher Note: In grade 5, students studied Early American History and the meeting of the three regions of Africa, Europe and the Americas. This perspective is reflected in the diagram; however, some students may illustrate this idea in their diagram by identifying the entire world. 9. Display the Expanding Environments Sample Diagram and have students compare it to their own diagram. Explain to the class that in this course they will study the world. Ask students to add grade 6 to their diagram by drawing another outer circle (if necessary) to represent the world. Remind students that, as they learned in grades 2-5, geographers study places by asking questions. Have students write examples of these questions in their GLINs and then discuss what they have written. Write the following two questions on the board: Where is it Why is it there Ask how many students included these questions in their list in their GLIN. 10. Place students in pairs and give each pair a copy of the What is Where and Why is it There chart located in the Supplemental Materials (Unit 1, Lesson 1). Choose a human characteristic in your local community such as a bridge, shopping mall or park and have students write it in the appropriate space in the first row of the chart. Have pairs work together to answer the two questions on the chart for this place and have them discuss their answers. Then, have students complete their charts in pairs. Teacher Note: The places on the chart are places commonly studied in grades 3-5. Give students time to complete the chart and discuss their answers in the large group. Note that a chart showing sample answers has been included in the Supplemental Materials (Unit 1, Lesson 1) for reference. 11. Explain that the course this year will not only involve studying geography but also global problems and solutions, as well as global citizenship. Discuss with students what they think the term global citizenship means. Then, give them a copy of the Global Citizenship informational text selection located in the Supplemental Materials (Unit 1, Lesson 1) and ask them to read the text carefully. When they have finished have them write a short paragraph describing points in the text selection with which they agree. 12. Provide each student a copy of the Course Outline located in the Supplemental Materials (Unit 1, Lesson 1). Briefly discuss the content listed on the outline. Ask students how this information may help them become a more effective global citizen. Michigan Citizenship Collaborative Curriculum Page 3 of 4 Copyright by Oakland Schools August 11, 2015

39 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson Give each student a copy of the Studying Geography rating sheet located in the Supplemental Materials (Unit 1, Lesson 1) and review the introduction text at the top of the page. Have students complete the rating activity and then discuss how they have rated the usefulness of the different learning activities. Reference Section Content Expectations 6 and 7 Draw a sketch map from memory of the world 1 showing the major regions (Canada, G1.1.2: United States, Mexico, Central American, South America, Caribbean, Africa, Asia, Europe, Australia/Oceania, Antarctica). 6 and 7 Explain the locations and distributions of physical and human characteristics of Earth G1.3.2: by using knowledge of spatial patterns. Common Core State Standards RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Instructional Resources Equipment/Manipulative Folders (one per student) for the Global Investigator s Notebooks Lined paper for the notebooks Overhead projector or Document Camera/Projector Student Resource A student geography textbook such as Wiggins, Grant, et al. My World Geography: Boston, MA: Pearson, What is Geography Royal Geographical Society Website. 11 August 2015 < What is Global Citizenship Oxfam Education. 11 August 2015 < Teacher Resource Egbo, Carol, Supplemental Materials (Unit 1, Lesson 1). Teacher-made materials. Oakland Schools, The content expectation for sixth grade references only the western hemisphere, while the expectation for seventh grade addresses only the eastern hemisphere. They have been combined here to reflect a global perspective. Michigan Citizenship Collaborative Curriculum Page 4 of 4 Copyright by Oakland Schools August 11, 2015

40 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Lesson Graphic Organizer GEOGRAPHY Physical Geography Human Geography Where is it Why is it there local regional interregional global Michigan Citizenship Collaborative Curriculum Page 1 of 15 Copyright by Oakland Schools August 11, 2015

41 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Big Idea Card Big Ideas of the Lesson 1, Unit 1 Geography is the study of the earth and ways humans interact with it. Geography is divided into two main areas: physical geography and human geography. Physical geography is the study of the natural characteristics of Earth including landforms, bodies of water, vegetation, and climate. Human geography is the study of how humans interact with Earth. Geography involves studying different spatial scales including local, regional, interregional, and global. Two important questions geographers try to answer are: Where is it and Why is it there Global citizenship requires an awareness of the world and a sense of one s place in it. Michigan Citizenship Collaborative Curriculum Page 2 of 15 Copyright by Oakland Schools August 11, 2015

42 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Word Cards 1 geography the study of Earth and the ways people interact with the Earth Example: Geography involves studying about people and places. (SS060101) 2 physical geography the study of the natural characteristics of Earth Example: Physical geography includes the study of landforms, bodies of water, vegetation, and climate. (SS060101) 3 human geography the study of the ways people interact with Earth Example: Human geography includes the study of culture, migration, and population. (SS060101) 4 spatial scale the different sized containers or ways to group places together to organize investigations into human activities Example: Different spatial scales include local, regional, interregional, and global. (SS060101) Michigan Citizenship Collaborative Curriculum Page 3 of 15 Copyright by Oakland Schools August 11, 2015

43 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Definitions of Geography Geography is the study of earth as the home of people. Geography is the study of the patterns and processes of human (built) and environmental (natural) landscapes, where landscapes comprise real and perceived space. Geography studies the relationship between people and their environment. Geography is the study of the world and all that is in it; its peoples, its land, air, and water, its plants and animals, and all the connections among its various parts. Geography is the study of the interaction between people and environments. Geography is the physical-social science which describes, maps, and seeks to explain the interrelations between man and his physical environment. Geography is the science of place and space. Geographers ask where things are located on the surface of the earth, why they are located there. Geography is a social science that focuses on the spatial distribution of human and physical phenomena. Geography is the study of the physical world, its inhabitants, the interaction between the two, and the patterns and systems involved. Geography is the world and all that is in it. Geography is the study of pattern and process associated with the earth. Geography is the study of relationships between humans and their environment by emphasizing a spatial and environmental perspective at a variety of scales. Geography is a spatial discipline it is a perspective that seeks to understand patterns on Earth and the processes that created them. Geography is the study of humans interacting with their environment including the physical environment, the built environment and socially constructed spaces. Geography is a spatial perspective of all human and physical phenomena. Michigan Citizenship Collaborative Curriculum Page 4 of 15 Copyright by Oakland Schools August 11, 2015

44 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 What is Geography -- A Visualization Exercise Geography is the study of the earth s landscapes, peoples, places, and environments. It is, quite simply, about the world in which we live. Draw a picture of what geography means to you. Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography). Human geography concerns the understanding of how people live (lifeways), whereas physical geography concerns the understanding of physical landscapes and the environment. List some things that come to mind about you to distinguish human and physical geography. Human Geography Physical Geography (My Lifeways) (The World Around Me) Geography puts the understanding of humans and their physical world within the context of places and regions. Geography focuses on the great differences in cultures, political systems, economies, landscapes, and environments across the world, and the links between them. Understanding the causes of differences and inequalities between places and groups of people underlie much of the newer developments in geography. Look at A, B, and C on the map. 1. How might these places differ 2. How might the people in these places differ A B 3. In what ways may the people in these places be alike C Michigan Citizenship Collaborative Curriculum Page 5 of 15 Copyright by Oakland Schools August 11, 2015

45 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Geography is, in the broadest sense, an education for life and for living. Learning through geography whether gained through formal learning or experientially through travel, fieldwork, and expeditions helps us all to be more socially and environmentally sensitive, and informed and responsible citizens and employees. Geography informs us about: The places and communities in which we live and work; Our natural environments and the pressures they face; The interconnectedness of the world and our communities within it; How and why the world is changing, globally and locally; How our individual and societal actions contribute to those changes; The choices that exist in managing our world for the future; and The importance of location in business and decision-making. Fill in the bubble with one question related to geography that interests you. Source: What is Geography Royal Geographical Society Website. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 6 of 15 Copyright by Oakland Schools August 11, 2015

46 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Reading and Reflecting Directions: Based on your reading of the informational article, answer the questions below. BOLT What was one thing you learned from reading the article BULB What was one new idea you have BUMP What was one thing that was hard to understand Michigan Citizenship Collaborative Curriculum Page 7 of 15 Copyright by Oakland Schools August 11, 2015

47 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Expanding Environments Michigan Citizenship Collaborative Curriculum Page 8 of 15 Copyright by Oakland Schools August 11, 2015

48 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Expanding Environments Sample Diagram The Regions of Africa, Europe and the Americas The United States Michigan Our Community Michigan Citizenship Collaborative Curriculum Page 9 of 15 Copyright by Oakland Schools August 11, 2015

49 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 What is Where and Why is it There Grade Geographic Area Human Characteristic Where is it Why is it there 2 Our local community 3 Michigan Mackinac Bridge 3 Michigan the Michigan Capitol building 4 United States Hoover Dam 4 United States Statue of Liberty 5 The Early U.S. Jamestown Michigan Citizenship Collaborative Curriculum Page 10 of 15 Copyright by Oakland Schools August 11, 2015

50 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 What is Where and Why is it There Sample Answers Grade Geographic Area Human Characteristic Where is it Why is it there 2 Our local community 3 Michigan Mackinac Bridge At the Straits of Mackinac between the Upper and Lower Peninsulas It was built there to connect the two peninsulas. 3 Michigan the Michigan Capitol building 4 United States Hoover Dam In Lansing, Michigan In Nevada along the Colorado River. It was built there because Lansing is in the middle of the Lower Peninsula and people wanted the capitol to be centrally located. Water was needed in the region so a dam was placed on the Colorado River (the water was diverted to Las Vegas and the Imperial Valley of California). 4 United States Statue of Liberty Near New York City in the harbor It was placed where immigrants coming into New York City and Ellis Island could see it. 5 The Early U.S. Jamestown Along the James River in Virginia Early settlers wanted to build their settlement along a river and a few miles up the river to be safe from the Spanish. Michigan Citizenship Collaborative Curriculum Page 11 of 15 Copyright by Oakland Schools August 11, 2015

51 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Global Citizenship You may well have come across the notion of 'Global Citizenship', but what does it mean It is a term being used increasingly in educational circles, and consequently there are a variety of views about what it is. At Oxfam Education, we believe that Global Citizenship is more than the sum of its parts. It goes beyond simply knowing that we are citizens of the globe to an acknowledgement of our responsibilities both to each other and to the Earth itself. Global Citizenship is about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. It is about valuing the Earth as precious and unique, and safeguarding the future for those coming after us. Global Citizenship is a way of thinking and behaving. It is an outlook on life, a belief that we can make a difference. We see a Global Citizen as someone who: is aware of the wider world and has a sense of their own role as a world citizen; respects and values diversity; has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally; is outraged by social injustice; participates in and contributes to the community at a range of levels from local to global; is willing to act to make the world a more sustainable place; takes responsibility for their actions. Source: What is Global Citizenship Oxfam Education. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 12 of 15 Copyright by Oakland Schools August 11, 2015

52 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Unit 1: Foundations of World Geography Course Outline What is geography What do geographers do What tools do geographers use How can we use the five themes of geography to investigate our world What other social scientists help us understand our world What makes a problem a global problem Analyzing a geography textbook Unit 2: The World in Spatial Terms How can maps help us better understand the earth How can the global grid help us better understand the earth How does perspective and purpose influence the creation of maps What are the significant physical features of planet earth What are different ways to organize or regionalize the earth What opportunities and obstacles do the physical characteristics of Earth offer humans Describing the earth Natural hazards Natural disasters Case Study: The effect of earthquakes in different places Unit 3: Population and Migration Where are the people Population distribution and density Population growth Exploring a demographic transition model Why does the age of a population matter Migration Theories of migration Urbanization What are some global problems related to population Generating solutions to common urban problems Unit 4: Culture What is culture What are important characteristics of culture Cultural adaptation: How does where people live affect how people live Cultural landscapes: How do people shape the environment where they live How and why do cultures change What are some barriers and responses to cultural diversity What role do fads play in cultural change What is the impact of globalization on cultural diversity Are we heading toward one global culture How and why should we protect our cultural heritage Michigan Citizenship Collaborative Curriculum Page 13 of 15 Copyright by Oakland Schools August 11, 2015

53 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Unit 5: Human-Environment Interaction How do humans interact with the environment What are natural resources and how do people use them What are the consequences of using natural resources Energy Energy and climate change How and why do people modify the environment Land, air, and water: additions and removals What are some consequences of human modification of the environment How does technology impact the environment How does conflict impact the environment Unit 6: World Trade What is economics Comparing economic systems: What role does government play Why are some countries rich and others poor How did imperialism affect the future economic growth and development of colonized countries Why do countries trade How and why do countries restrict trade How has globalization affected the interactions between buyers and sellers Unit 7: Civics, Government, and Global Politics Why do people institute government Why are there different forms of government Dictatorships, Monarchies, Theocracies and Democracies To what extent do democracies promote freedom How and why do governments interact How can people address global, interregional, or regional problems Michigan Citizenship Collaborative Curriculum Page 14 of 15 Copyright by Oakland Schools August 11, 2015

54 6th Grade Social Studies SS60101 Unit 1: Foundations of World Geography Lesson 1 Studying Geography There are many ways to learn about global problems, solutions and how people work together to address these issues. Some are more useful than others. Use the following scale to rate the learning activities below. Place a check mark in the appropriate column. Not useful at all a little useful Useful very useful Memorizing a list of geography vocabulary terms Researching facts about one country in the world Learning about the causes of conflict between countries Memorizing the location of all the mountain ranges on Earth Learning about environmental problems facing people in different regions of the world. Learning about global trade Working with other students to try and come up with solutions for global problems Memorizing the location of major countries on each continent Learning to read a variety of maps Describe two other learning activities that could help you learn about global problems, solutions, and issues: Michigan Citizenship Collaborative Curriculum Page 15 of 15 Copyright by Oakland Schools August 11, 2015

55 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 2 Lesson 2: What Do Geographers Do Big Ideas of the Lesson Geographers use an inquiry-based process to study Earth and the ways people interact with it. This process involves asking geographic questions, acquiring geographic information, and organizing and analyzing the information to answer geographic questions. Geographers use a variety of sources and methods to carry out this inquiry process. Geographers use an inquiry process to study and solve a variety of problems from local to global spatial scales. Lesson Abstract: In this lesson students learn a method for geographic inquiry as foundational knowledge for the many global problems and solutions they will be exploring in this course. Students are introduced to the five questions of geographic inquiry through a short PowerPoint presentation relating to the drying up of the Aral Sea. The teacher then models applying the questioning process to a local problem relating to the pollution of a river. Students then apply what they have learned as they independently create an inquiry plan to investigate the problem of where to place a new park in a community. Content Expectations: 6 - G G and 7 - G1.2.6 Common Core State Standards: RH Key Concepts geographic inquiry geographic thinking social science fields (anthropology, civics, economics, geography, history, sociology) Lesson Sequence 1. Begin the lesson by asking students to take out their Global Investigator s Notebook (GLIN) and write two ideas that come to mind in answering the question, What is Geography Then, have them share ideas with a partner. 2. Explain that geography involves investigating problems and solutions on a variety of spatial scales from local to global. Remind students of the Expanding Environments diagram from the previous lesson which depicts these different spatial scales. Also explain that geographers use an inquiry method for these investigations. Explain to students that they will be introduced to this method with a PowerPoint presentation. Give each student a copy of the Geographic Michigan Citizenship Collaborative Curriculum Page 1 of 3 Copyright by Oakland Schools August 11, 2015

56 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 2 Inquiry chart located in the Supplemental Materials (Unit 1, Lesson 2). Explain that students will complete the chart by filling in information from the PowerPoint presentation. Teacher Note: A simple cloze technique has been used on the chart as a beginning step toward notetaking. 3. Use Slides 1-11 of the PowerPoint Unit 1, Lesson 2 to introduce geographic inquiry. Make sure students are adding the appropriate information to their chart as you discuss each slide. 4. Use Slides to introduce an example of geographic inquiry: the drying up of the Aral Sea. Note that you may wish to point out the Aral Sea on a globe in addition to using the map which has been included in the PowerPoint. Then, display Slide 15 and ask students what geographic questions are related to the Aral Sea issue. Discuss student responses and then display Slide Display Slide 17 and ask students what kind of geographic information would be useful in answering the questions they identified about the Aral Sea. Have them write a response in their Global Investigator s Notebook and then share the responses in the large group. Display Slide 18 and compare these ideas to those of the students using the following prompts: What ideas were in common Why do you think this was so What ideas were different Why do you think this was so 6. Use the same process (students recording their answers in their GLIN first, then discussing and adding to their chart) to discuss Slides Have students turn over or cover their charts. Display Slide 25 and have students write the five steps of geographic inquiry in the GLINs. Display Slide 26 and have students self-correct what they have written. 7. Explain that the process of geographic inquiry can be used to investigate local issues as well. Display the Pollution in the Rapid River question chart located in the Supplemental Materials (Unit 1, Lesson 2). Have students find a partner and distribute a copy of Pollution in the Rapid River to each pair. Instruct students to discuss the pollution problem described at the top of the sheet with their partner and then answer the questions on the chart. After students have had time to complete the activity with a partner, discuss their answers using the Pollution in Rapid River Teacher Reference Sheet located in the Supplemental Materials (Unit 1, Lesson 2) as a guide. Teacher Note: The PowerPoint used in the first part of the lesson can be easily adapted to use for the pollution problem if desired. 8. As an assessment, give each student a copy of the Geographic Inquiry: A New Park for Bayville question chart located in the Supplemental Materials (Unit 1, Lesson 2). Have students complete the chart independently. Note that a sheet showing sample answers has been included in the Supplemental Materials (Unit 1, Lesson 2). 9. In preparation for the next lesson, ask students to locate a map to share with the class. This could be a map in a book, a map downloaded from the Internet, a digital photograph of a map found in the community such as one along a hiking trail or in a mall, a road map, etc. Students will need to bring in a map for the next lesson. Michigan Citizenship Collaborative Curriculum Page 2 of 3 Copyright by Oakland Schools August 11, 2015

57 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 2 Reference Section Content Expectations 6 - G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) 7 - G1.2.3 as the basis for answering geographic questions about the human and physical characteristics of places and regions. 6 and 7 Apply the skills of geographic inquiry (asking geographic questions, acquiring G1.2.6: geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region. Common Core State Standards RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Instructional Resources Equipment/Manipulative Computer for PowerPoint presentation Folders (one per student) for the Global Investigator s Notebooks Globe, optional Overhead projector or Document Camera/Projector Teacher Resource Aral Sea Activities. National Geographic. 11 August 2015 < Egbo, Carol. Supplemental Materials (Unit 1, Lesson 2). Teacher-made materials. Oakland Schools, Powerpoint Unit 1, Lesson 2. Teacher-made materials. Oakland Schools. 31 July August Map of the Aral Sea. 11 August 2015 < Photographs of the Aral Sea. Association of American Geographers. 11 August 2015 < uleid=4&pageid=18>. Michigan Citizenship Collaborative Curriculum Page 3 of 3 Copyright by Oakland Schools August 11, 2015

58 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Lesson Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 1 of 9 Copyright by Oakland Schools August 11, 2015

59 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Big Idea Card Big Ideas of the Lesson 2, Unit 1 Geographers use an inquiry-based process to study Earth and the ways people interact with it. This process involves asking geographic questions, acquiring geographic information, and organizing and analyzing the information to answer geographic questions. Geographers use a variety of sources and methods to carry out this inquiry process. Geographers use an inquiry process to study and solve a variety of problems from local to global spatial scales. Michigan Citizenship Collaborative Curriculum Page 2 of 9 Copyright by Oakland Schools August 11, 2015

60 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Word Cards 5 geographic inquiry the method for investigating geographic problems and issues Example: Geographic inquiry involves seeking answers to geographic questions. (SS060102) Michigan Citizenship Collaborative Curriculum Page 3 of 9 Copyright by Oakland Schools August 11, 2015

61 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Chart for PowerPoint Presentation GEOGRAPHIC INQUIRY geographic questions Ask where, what,, and so what geographic information Use a variety of and such as maps, interviews, photographs, satellite images, textbooks, and websites. geographic information geographic data maps, graphs, charts, diagrams, and tables. Develop or summaries. Identify, understand,, and analyze information. Look for, relationships, and connections. Make and inferences. geographic questions. Develop based on the data collected, organized, and analyzed. Present the conclusions in oral and written. Michigan Citizenship Collaborative Curriculum Page 4 of 9 Copyright by Oakland Schools August 11, 2015

62 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Completed Chart for PowerPoint Presentation GEOGRAPHIC INQUIRY Ask geographic questions Ask where, what, why, and so what Acquire geographic information Use a variety of tools and sources such as maps, interviews, photographs, satellite images, textbooks, and websites. Organize geographic information Create maps, graphs, charts, diagrams, and tables. Develop oral or written summaries. Analyze geographic data Identify, understand, explain, and analyze information. Look for patterns, relationships, and connections. Make predictions and inferences. Answer geographic questions. Develop conclusions based on the data collected, organized, and analyzed. Present the conclusions in oral and written narratives. Michigan Citizenship Collaborative Curriculum Page 5 of 9 Copyright by Oakland Schools August 11, 2015

63 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Pollution in the Rapid River The Problem: People in Brucerton have noticed that the Rapid River is polluted at a certain section and are worried that the pollution will spread. They have asked the local government to do something about the pollution. Therefore, the Brucerton City Council has formed a committee led by a geographer to investigate the problem. GEOGRAPHIC INQUIRY Ask geographic questions What is the main question the committee needs to answer Acquire geographic information What are some pieces of information the committee should acquire in order to answer the question Organize geographic information How should the committee organize this information Analyze geographic data What are some things the committee should look for as they analyze the information Answer geographic questions. What would be the best way for the committee to share the results of their investigation Michigan Citizenship Collaborative Curriculum Page 6 of 9 Copyright by Oakland Schools August 11, 2015

64 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Pollution in Rapid River Teacher Reference Sheet The Problem: People in Brucerton have noticed that the Rapid River is polluted at a certain section and are worried that the pollution will spread. They have asked the local government to do something about the pollution. Therefore, the Brucerton City Council has formed a committee led by a geographer to investigate the problem. Ask geographic questions Acquire geographic information Organize geographic information Analyze geographic data GEOGRAPHIC INQUIRY What is causing the pollution in the Rapid River Photographs of the pollution Aerial photographs of the river including some from the past Maps of the river Water samples from the river taken at different times and in different places Interviews with people who live near the polluted section of river A chart could be made showing the results of the water sample tests A diagram showing the polluted section of the river could be created A map of the river showing potential causes of pollution such as drain pipes or factories could be created Current and past aerial photographs could be overlaid A report of information gathered from interviews could be written Potential causes of pollution that show up on maps or aerial photographs The kinds of chemicals that show up in the water samples Patterns that may exist in the interview data Evidence of when the pollution began that might show up in photographs of the river over time or in the interview evidence Answer geographic questions. The committee should prepare a written report with a summary of the data collected. They should then present the report and their findings to the City Council at an open meeting where citizens are invited to attend. Michigan Citizenship Collaborative Curriculum Page 7 of 9 Copyright by Oakland Schools August 11, 2015

65 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Geographic Inquiry: A New Park for Bayville The Problem: The community of Bayville has been given a grant to develop a new park. The city council wants to make sure they place the park in the best possible location. They have created a committee led by a geographer to choose the place. GEOGRAPHIC INQUIRY Ask geographic questions Acquire geographic information What is the main question the committee needs to answer What are some pieces of information the committee should acquire in order to answer the question Organize geographic information How should the committee organize this information Analyze geographic data What are some things the committee should look for as they analyze the information Answer geographic questions What would be the best way for the committee to share the results of their investigation Michigan Citizenship Collaborative Curriculum Page 8 of 9 Copyright by Oakland Schools August 11, 2015

66 6th Grade Social Studies: World Geography and Global Issues SS60102 Unit 1: Foundations of World Geography Lesson 2 Sample Answers The Problem: Geographic Investigation: A New Park for Bayville The community of Bayville has been given a grant to develop a new park. The city council wants to make sure they place the park in the best possible location. They have created a committee led by a geographer to choose the place. GEOGRAPHIC INQUIRY Ask geographic questions Acquire geographic information Organize geographic information What is the main question the committee needs to answer Where should the new park be located What are some pieces of information the committee should acquire in order to answer the question Maps of Bayville. Aerial photographs of Bayville Information on the existing parks in Bayville Interviews with citizens of Bayville Maps of park distribution in other communities Survey information regarding citizen ideas on where the park should be placed How should the committee organize this information Survey data could be summarized on a chart or table A map could be created of possible places for the park A written summary of citizen interviews could be developed. Analyze geographic data What are some things the committee should look for as they analyze the information Patterns that exist in citizen interviews and surveys Positive and negative factors regarding different site possibilities Answer geographic questions What would be the best way for the committee to share the results of their investigation The committee should prepare a report describing their choice of site for the park and clear explanations of why they chose this site. The report should be presented at a public meeting. Michigan Citizenship Collaborative Curriculum Page 9 of 9 Copyright by Oakland Schools August 11, 2015

67 6 th Grade Social Studies Unit 1, Lesson 2: Geographic Inquiry

68 Ask geographic questions

69 Ask geographic questions Ask where, what, why, and so what

70 Acquire geographic information

71 Acquire geographic information Use a variety of tools and sources such as maps, interviews, photographs, satellite images, textbooks, and websites.

72 Organize geographic Information

73 Organize geographic Information Create maps, graphs, charts, diagrams, and tables. Develop oral or written summaries.

74 Analyze geographic Information

75 Analyze geographic Information Identify, understand, explain, and analyze information. Look for patterns, relationships, and connections Make predictions and inferences.

76 Answer geographic questions

77 Answer geographic questions Develop conclusions based on the data collected, organized, and analyzed. Present the conclusions in oral and written narratives.

78 Geographic Inquiry An Example

79 Location of the Aral Sea Source:

80 Photographs of the Aral Sea Source: Photographs of the Aral Sea.

81 Ask geographic questions

82 Ask geographic questions What is causing the Aral Sea to dry up What effect is this having on people and the environment

83 What kind of geographic information could help answer these questions

84 What kind of geographic information could help answer these questions Satellite images taken over time Photographs of the area taken at ground level Interviews with people who live in the area Water samples from the Aral Sea Different types of maps of the area Information regarding a similar problem with a body of water in a different part of the world

85 How could this information be organized

86 How could this information be organized Create overlays of satellite images showing change over time Put water sample data into tables or graphs Create a written summary of interview data Draw diagrams showing how the size of the Sea has changed Create a map synthesizing the information from all the maps collected

87 How could this information be analyzed

88 How could this information be analyzed Try to establish when the drying up began Compare the Aral Sea data with that of another body of water with a similar problem Identify potential causes of the problem that show up on maps or aerial photographs Study the kinds of chemicals that show up in the water samples Look for patterns that may exist in the interview data

89 Answer geographic questions

90 Answer geographic questions Draw conclusions from the data and prepare a written report supporting the conclusions.

91 REVIEW Write the FIVE steps of geographic inquiry in your Global Investigator s Notebook.

92 REVIEW Ask Geographic Questions Acquire Geographic Information Organize Geographic Information Analyze Geographic Information Answer Geographic Questions

93 Property of Oakland Schools Copyright by Oakland Schools

94 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 3 Lesson 3: Geographic Tools and Technologies Big Ideas of the Lesson To acquire geographic information, geographers use a variety of tools and technologies. Maps are one of the most useful tools in geography. Maps are representations of places at a variety of spatial scales. Aerial photographs and satellite images are other useful representations of places. Because the earth is round, globes provide a more accurate representation of the whole Earth than a map. Technology such as Geographic Information Systems (GIS) can provide geographers with new and detailed information about the earth. Lesson Abstract: In this lesson students explore a variety of geographic tools and technologies used in geographic inquiry. It begins with a map sharing activity and a PowerPoint slide presentation which reviews a wide variety of maps students explored in the elementary grades. Students then briefly examine globes as representations of Earth. Students then participate in an inquiry activity using aerial photographs and satellite images. Finally, students explore how new technology such as Global Position System (GPS) and Global Information Systems (GIS) provide geographers with new and detailed information about the earth. Content Expectations: 6 G1.1.1; G G and 7 - G1.2.5 Common Core State Standards: RH Key Concepts geographic inquiry geographic tools and technologies spatial scales Teacher Note: Prior to this lesson ask students to locate a map to share with the class. This could be a map in a book, a map downloaded from the Internet, a digital photograph of a map found in the community such as one along a hiking trail or in a mall, a road map, etc. Lesson Sequence 1. Review the Geographic Inquiry organizer located in the Supplemental Materials (Unit 1, Lesson 3). Draw students attention to Step 2 of the organizer: Acquire Geographic Information. Explain that geographers use a variety of geographic tools and technologies to acquire information. Ask students to list examples of things they have used themselves in their Global Investigator s Notebook (GLIN). Have students share their lists with a partner and then with the Michigan Citizenship Collaborative Curriculum Page 1 of 6 Copyright by Oakland Schools August 11, 2015

95 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 3 whole class. 2. Using Word Card #6, explain that geographers use different geographic representations as tools. Then, using Word Card #7, explain that maps are probably the most common example of this type of tool. 3. Have students share the maps they were assigned to locate at the end of Lesson 2 and referenced in the Teacher Note above. Place students into small groups of four or five students to share their maps. Encourage groups to compare and contrast the maps by writing the following criteria on the board for students to compare: Spatial scale Amount of detail Map elements such as title, map key, compass rose, etc. Use of color If time permits, display the maps around the room and have students view the various examples or display examples on a document camera. 4. Use Slides 1 and 2 of the PowerPoint Unit 1, Lesson 3 to discuss the purposes of maps. Then, use slides 3-34 to review samples of maps used in the elementary geography lessons beginning with first grade. Ask students to identify a major purpose of each map as you move through the PowerPoint. The notes pages of the PowerPoints contain the source of each map. This information can be used to guide students to examine each map s purpose. 5. After completing the PowerPoint presentation, discuss the collection of maps shown in the slides using the following questions: In what ways did the maps become increasingly complex How were historic maps used How did the maps help you better understand the places you were studying 6. If time permits, you may wish to have students create maps at the following website: This site allows students to begin with a base map and then add layers of features to it such as rivers. Students can also access a wide variety of special purpose maps showing things such as population density and earthquakes. 7. Explain that as the previous activity has shown, maps are a very useful tool in geography. Then pose the following question: Do maps have any limitations Discuss student responses and guide students in understanding that one major limitation is that it is not possible to accurately represent the round Earth on a flat surface without distorting something, such as distance, direction, or size and shape of land and water bodies. 8. Display the Different Representations of the Earth located in the Supplemental Materials (Unit 1, Lesson 3). Explain that different cartographers, or map makers, have used different ways, or projections, to represent Earth on a flat map. Explain that in Unit 2 students will explore these different projections in greater depth. Michigan Citizenship Collaborative Curriculum Page 2 of 6 Copyright by Oakland Schools August 11, 2015

96 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 3 9. Ask students what geographic tool might be a better representation of the whole Earth than a map. Discuss their responses. Note that students are likely to know that a globe is a better tool for showing the entire Earth. Display a globe and discuss its usefulness. Then pose the question: Do globes have any limitations Discuss student responses and guide students in understanding that globes can be expensive, hard to take with you, and lack in detail. If time permits, display some of the globes shown at the following website: This site has a wide variety of globes including antique globes and levitating globes. 10. Distribute the Lesson Graphic Organizer located in the Supplemental Materials (Unit 1, Lesson 3) to students. Have students stop and jot some notes describing maps, globes, and charts on the organizer individually. Then, display a satellite image or aerial photograph of your school. Note that you can obtain one of these from Google Earth ( - requires downloading) or a similar website. Discuss the utility of these types of geographic representations. 11. Divide students into groups of three and give each group a set of the six Satellite Images and a copy of the Interpreting Satellite Images chart located in the Supplemental Materials (Unit 1, Lesson 3). Explain that these are recent images of sites that students learned about in fifth grade during their study of early American History. Explain that allow the sites have dramatically changed over time the images still hold clues that will help students identify the sites. 12. Before students begin the group work, quickly review the difference between rural and urban places. Have students describe some of the characteristics of rural and urban locations. Then have students work with their group members to describe the places shown in the images. Encourage them to describe the land and water features and try to determine if places are rural or urban. Then have students make educated guesses about what each place is and record their answer in the column labeled: Identify the place, Guess # When all the groups have finished, have them share their guesses with the whole class. Push students to support their guesses with evidence from the images. Then, offer the following clues for each image and allow them to make a second guess: Image 1 Clue: King George told the colonists they could no longer go over this mountain range and settle further west. Image 2 Clue: The first permanent English settlement in North America Image 3 Clue: The site of a famous party Image 4 Clue: The island where the English first tried to settle Image 5 Clue: The place where General Washington and his troops spent a very harsh winter Image 6 Clue: The city where the Declaration of Independence was written and signed. Have students share their second guesses 14. Discuss how technology has made the images used in the previous activity available to geographers. Allow students time to add a description to their Lesson Graphic Organizer for aerial photographs and satellite images. Michigan Citizenship Collaborative Curriculum Page 3 of 6 Copyright by Oakland Schools August 11, 2015

97 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson Use Word Card #9 to discuss GPS, a geographic tool that many students will be familiar with. Explain that the Global Positioning System (GPS) is a system which uses a network of Earthorbiting satellites to collect information about the location of a receiver. The satellites send the receiver s exact position (latitude, longitude, elevation, and time) to Earth; this information is displayed on the receiver. Note that if time permits you may wish to demonstrate GPS using a cell phone, GPS, device or a computer. Then have students add a description to the Lesson Graphic Organizer. 16. Using Word Card #10, introduce a second important geographic technology, Global Information Systems (GIS). Give each student a copy of the What is GIS informational article located in the Supplemental Materials (Unit 1, Lesson 3). Ask students to read the article and then write their own description of GIS in their GLIN. 17. Show students the short video introduction to GIS which can be found at either of the following websites: Teacher Note: Many county governments have GIS departments with a great deal of local geographic data at their websites. You may wish to access some of this data or even check into the possibility of a guest speaker for your classroom. A teacher reference guide on GIS has been included in the Supplemental Materials (Unit 1, Lesson 3) for your convenience. 18. Have students add a description to the Lesson Graphic Organizer to summarize a description of GIS technology. 19. Conclude the lesson by having students compare their descriptions on the Lesson Graphic Organizers with a partner to review the geographic tools and technologies explored in this lesson. Explain that students will be using these throughout the year as they explore global concepts and issues. Michigan Citizenship Collaborative Curriculum Page 4 of 6 Copyright by Oakland Schools August 11, 2015

98 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 3 Reference Section Content Expectations 6 - G1.1.1: Describe how geographers use mapping to represent places and natural and human phenomenon in the world. 6 G1.2.2: Explain why maps of the same place may vary, including cultural perspectives of the Earth and new knowledge based on science and modern technology. 7 G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. 6 and 7 Use information from modern technology such as Geographic Positioning System G1.2.5: (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western/Eastern Hemispheres to answer geographic questions. Common Core State Standards RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Instructional Resources Equipment/Manipulative Globe Overhead projector or Document Camera/Projector Student Global Investigator Notebooks Student Resource A student geography textbook such as Wiggins, Grant, et al. My World Geography: Boston, MA: Pearson, Mapmaker Interactive. National Geographic. 11 August 2015 < What is GIS YouTube. Esri Ireland. 11 August 2015 < ZFmAAHBfOU>. Teacher Resource Egbo, Carol, Supplemental Materials (Unit 1, Lesson 3). Teacher-made materials. Oakland Schools, PowerPoint Unit 1, Lesson 3. Oakland Schools. 31 July August GIS Minor. Westfield State University. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 5 of 6 Copyright by Oakland Schools August 11, 2015

99 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 3 Google Earth Images. Google Earth. 11 August 2015 < Globe Examples. 11 August 2015 < McNamara Terminal Map. Terminal Maps. Wayne County Metropolitan Authority. 11 August 2015 < What is GIS Esri. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 6 of 6 Copyright by Oakland Schools August 11, 2015

100 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Lesson Graphic Organizer Maps Aerial Photos and Satellite Images Globes Global Positioning System (GPS) Graphs Charts Diagrams Global Information Systems (GIS) Michigan Citizenship Collaborative Curriculum Page 1 of 20 Copyright by Oakland Schools August 11, 2015

101 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Big Idea Card Big Ideas of the Lesson 3, Unit 1 To acquire geographic information geographers use a variety of tools and technologies. Maps are one of the most useful tools in geography. Maps are representations of places at a variety of spatial scales. Aerial photographs and satellite images are other useful representations of places. Because the earth is round, globes provide a more accurate representation of the whole Earth than a map. Technology such as Geographic Information Systems (GIS) can provide geographers with new and detailed information about the earth. Michigan Citizenship Collaborative Curriculum Page 2 of 20 Copyright by Oakland Schools August 11, 2015

102 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Word Cards 6 geographic representation a description or portrayal of Earth or parts of Earth Example: A map is a representation of an actual location or place. 8 globe a spherical, or ball-shaped, model of the entire planet (SS060103) Example: A globe shows the true relative size and shape of the continents. (SS060103) 7 map a visual representation of an area Example: Maps are representations of places, but not the actual places themselves. 9 Global Positioning System (GPS) (SS060103) a system that uses a network of earthorbiting satellites to pinpoint absolute location Example: Many people use a GPS device in their cars. (SS060103) 10 Global Information Systems (GIS) computer or Internetbased mapping technology Example: The traffic update on the evening news uses geographic information systems. (SS060103) Michigan Citizenship Collaborative Curriculum Page 3 of 20 Copyright by Oakland Schools August 11, 2015

103 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Geographic Inquiry Michigan Citizenship Collaborative Curriculum Page 4 of 20 Copyright by Oakland Schools August 11, 2015

104 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Different Representations of the Earth Mercator Projection Peters Projection Robinson Projection Michigan Citizenship Collaborative Curriculum Page 5 of 20 Copyright by Oakland Schools August 11, 2015

105 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Satellite Images 1 2 Michigan Citizenship Collaborative Curriculum Page 6 of 20 Copyright by Oakland Schools August 11, 2015

106 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson Michigan Citizenship Collaborative Curriculum Page 7 of 20 Copyright by Oakland Schools August 11, 2015

107 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson Michigan Citizenship Collaborative Curriculum Page 8 of 20 Copyright by Oakland Schools August 11, 2015

108 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Interpreting Satellite Images # Describe the place Identify the place Guess #1 Identify the place guess # Michigan Citizenship Collaborative Curriculum Page 9 of 20 Copyright by Oakland Schools August 11, 2015

109 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Interpreting Satellite Images Sample Answers # Describe the place Identify the place Guess #1 Identify the place guess #2 1 An area that has some farms but no cities. It also has rocks or sand. Answers will vary Appalachian Mountains 2 A piece of land that might be a peninsula. It has a road connecting it to something else. There are trees in some areas and what looks like small roads. Parts of it look like a dried-up area. Answers will vary Jamestown 3 A big city near water with lots of docks and buildings. It has several bridges and a lot of straight roads. It looks like there is a large downtown area in the center. Answers will vary Boston 4 Two narrow islands off the mainland. The mainland has a lot of green which might be fields. It looks like there is a bridge connecting the two islands and a bridge connecting one with the mainland. Answers will vary Roanoke Island 5 A green park-like area with a lot of houses around it that look like subdivisions. There s a river running alongside it. Answers will vary Valley Forge 6 An urban area with two rivers, one which is bigger than the other. There are bridges and docks. At the outer edges is rural area. It looks like a big metropolitan area. Answers will vary Philadelphia Michigan Citizenship Collaborative Curriculum Page 10 of 20 Copyright by Oakland Schools August 11, 2015

110 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 What is GIS A geographic information system (GIS) integrates hardware, software, and data for capturing, managing, analyzing, and displaying all forms of geographically referenced information. GIS allows us to view, understand, question, interpret, and visualize data in many ways that reveal relationships, patterns, and trends in the form of maps, globes, reports, and charts. A GIS helps you answer questions and solve problems by looking at your data in a way that is quickly understood and easily shared. GIS technology can be integrated into any enterprise information system framework. GIS benefits organizations of all sizes and in almost every industry. There is a growing awareness of the economic and strategic value of GIS. The benefits of GIS generally fall into five basic categories: Cost Savings and Increased Efficiency Better Decision Making Improved Communication Better Recordkeeping Managing Geographically What Can You Do with GIS GIS gives us a new way to look at the world around us. With GIS you can: Map Where Things Are Map Quantities Map Densities Find What's Inside Find What's Nearby Map Change Source: What is GIS 8 July Michigan Citizenship Collaborative Curriculum Page 11 of 20 Copyright by Oakland Schools August 11, 2015

111 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Teacher Reference Sheet: GIS From the US Geological Survey Geographic information system (GIS) technology can be used for scientific investigations, resource management, and development planning. For example, a GIS might allow emergency planners to easily calculate emergency response times in the event of a natural disaster, or a GIS might be used to find wetlands that need protection from pollution. What is a GIS A GIS is a computer system capable of capturing, storing, analyzing, and displaying geographically referenced information; that is, data identified according to location. Practitioners also define a GIS as including the procedures, operating personnel, and spatial data that go into the system. How does a GIS work Relating information from different sources The power of a GIS comes from the ability to relate different information in a spatial context and to reach a conclusion about this relationship. Most of the information we have about our world contains a location reference, placing that information at some point on the globe. When rainfall information is collected, it is important to know where the rainfall is located. This is done by using a location reference system, such as longitude and latitude, and perhaps elevation. Comparing the rainfall information with other information, such as the location of marshes across the landscape, may show that certain marshes receive little rainfall. This fact may indicate that these marshes are likely to dry up, and this inference can help us make the most appropriate decisions about how humans should interact with the marsh. A GIS, therefore, can reveal important new information that leads to better decision making. Many computer databases that can be directly entered into a GIS are being produced by Federal, State, tribal, and local governments, private companies, academia, and nonprofit organizations. Different kinds of data in map form can be entered into a GIS (figs. 1a, 1b, 1c, 1d, 1e, 1f, and 2). A GIS can also convert existing digital information, which may not yet be in map form, into forms it can recognize and use. For example, digital satellite images can be analyzed to produce a map of digital information about land use and land cover (figs. 3 and 4). Likewise, census or hydrologic tabular data can be converted to a maplike form and serve as layers of thematic information in a GIS (figs. 5 and 6). Michigan Citizenship Collaborative Curriculum Page 12 of 20 Copyright by Oakland Schools August 11, 2015

112 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Figure 1a. U.S. Geological Survey (USGS) digital line graph (DLG) data of roads. Figure 1b. USGS DLG of rivers. Figure 1c. USGS DLG of contour lines (hypsography). Figure 1d. USGS digital elevation (DEM). Figure 1e. USGS scanned, rectified topographic map called a digital raster graphic (DRG). Figure 1f. USGS digital orthophoto quadrangle (DOQ). Michigan Citizenship Collaborative Curriculum Page 13 of 20 Copyright by Oakland Schools August 11, 2015

113 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Figure 2. USGS geologic map. Figure 3. Landsat 7 satellite image from which land cover information can be derived. Figure 4. Satellite image data in figure 3 have been analyzed to indicate classes of land uses and cover. Michigan Citizenship Collaborative Curriculum Page 14 of 20 Copyright by Oakland Schools August 11, 2015

114 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Figure 5. Part of a census data file containing address information. Figure 6. Part of a hydrologic data report indicating the discharge and amount of river flow recorded by a particular streamgage that has a known location. Data Capture Data capture putting the information into the system involves identifying the objects on the map, their absolute location on the Earth's surface, and their spatial relationships. Software tools that automatically extract features from satellite images or aerial photographs are gradually replacing what has traditionally been a time-consuming capture process. Objects are identified in a series of attribute tables the "information" part of a GIS. Spatial relationships, such as whether features intersect or whether they are adjacent, are the key to all GIS-based analysis. Data integration A GIS makes it possible to link, or integrate, information that is difficult to associate through any other means. Thus, a GIS can use combinations of mapped variables to build and analyze new variables (fig. 7). Figure 7. Data integration is the linking of information in different forms through a GIS. Michigan Citizenship Collaborative Curriculum Page 15 of 20 Copyright by Oakland Schools August 11, 2015

115 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 For example, using GIS technology, it is possible to combine agricultural records with hydrography data to determine which streams will carry certain levels of fertilizer runoff. Agricultural records can indicate how much pesticide has been applied to a parcel of land. By locating these parcels and intersecting them with streams, the GIS can be used to predict the amount of nutrient runoff in each stream. Then as streams converge, the total loads can be calculated downstream where the stream enters a lake. Projection and registration A property ownership map might be at a different scale than a soils map. Map information in a GIS must be manipulated so that it registers, or fits, with information gathered from other maps. Before the digital data can be analyzed, they may have to undergo other manipulations projection conversions, for example that integrate them into a GIS. Projection is a fundamental component of mapmaking. A projection is a mathematical means of transferring information from the Earth's three-dimensional, curved surface to a two-dimensional medium paper or a computer screen. Different projections are used for different types of maps because each projection is particularly appropriate for certain uses. For example, a projection that accurately represents the shapes of the continents will distort their relative sizes. Since much of the information in a GIS comes from existing maps, a GIS uses the processing power of the computer to transform digital information, gathered from sources with different projections, to a common projection (figs. 8a and b). Figure 8a. An elevation image classified from a satellite image of Minnesota exists in a different scale and projection than the lines on the digital file of the State and province boundaries. Figure 8b. The elevation image has been reprojected to match the projection and scale of the State and province boundaries. What is Special about GIS The way maps and other data have been stored or filed as layers of information in a GIS makes it possible to perform complex analyses. Michigan Citizenship Collaborative Curriculum Page 16 of 20 Copyright by Oakland Schools August 11, 2015

116 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Figure 9. Sources of pollution are represented as points. The colored circles show distance from pollution sources and the wetlands are in dark green. Topological modeling Have there ever been gas stations or factories that operated next to the swamp Were any of these uphill from and within 2 miles of the swamp A GIS can recognize and analyze the spatial relationships among mapped phenomena. Conditions of adjacency (what is next to what), containment (what is enclosed by what), and proximity (how close something is to something else) can be determined with a GIS (fig. 9). Networks When nutrients from farmland are running off into streams, it is important to know in which direction the streams flow and which streams empty into other streams. This is done by using a linear network. It allows the computer to determine how the nutrients are transported downstream. Additional information on water volume and speed throughout the spatial network can help the GIS determine how long it will take the nutrients to travel downstream (figs. 10a and b). Figure 10a. A GIS can simulate the movement of materials along a network of lines. These illustrations show the route of pollutants through a stream system. Flow directions are indicated by arrows. Figure 10b. Flow superimposed on a digital orthophoquad of the area. Overlay Using maps of wetlands, slopes, streams, land use, and soils, the GIS might produce a new map layer or overlay that ranks the wetlands according to their relative sensitivity to damage from nutrient runoff. Michigan Citizenship Collaborative Curriculum Page 17 of 20 Copyright by Oakland Schools August 11, 2015

117 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 Data output A critical component of a GIS is its ability to produce graphics on the screen or on paper to convey the results of analyses to the people who make decisions about resources. Wall maps, Internetready maps, interactive maps, and other graphics can be generated, allowing the decision makers to visualize and thereby understand the results of analyses or simulations of potential events (fig. 20). Framework for cooperation The use of a GIS can encourage cooperation and communication among the organizations involved in environmental protection, planning, and resource management. The collection of data for a GIS is costly. Data collection can require very specialized computer equipment and technical expertise. Standard data formats ease the exchange of digital information among users of different systems. Standardization helps to stretch data collection funds further by allowing data sharing, and, in many cases, gives users access to data that they could not otherwise collect for economic or technical reasons. Organizations such as the University Consortium for Geographic Information Science ( and the Federal Geographic Data Committee ( seek to encourage standardization efforts. Emergency response planning The Wasatch Fault zone runs through Salt Lake City along the foot of the Wasatch Mountains in north-central Utah (fig. 11). Figure 11. Map of the area surrounding the USGS Sugar House 7.5-minute quadrangle, Salt lake City, Utah, showing the location of the Wasatch Fault zone. A GIS was used to combine road network and earth science information to analyze the effect of an earthquake on the response time of fire and rescue squads. The area covered by the USGS Sugar House 7.5-minute topographic quadrangle map was selected for the study because it includes both undeveloped areas in the mountains and a part of Salt Lake City. Detailed earth science information was available for the entire region. Michigan Citizenship Collaborative Curriculum Page 18 of 20 Copyright by Oakland Schools August 11, 2015

118 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 The road network from a USGS digital line graph includes information on the types of roads, which range from rough trails to divided highways (fig. 12). The locations of fire stations were plotted on the road network. A GIS function called network analysis was used to calculate the time necessary for emergency vehicles to travel from the fire stations to different areas of the city. The network analysis function considers two elements: (1) distance from the fire station, and (2) speed of travel based on the type of road. The analysis shows that under normal conditions, most of the area within the city will be served in less than 7 minutes and 30 seconds because of the distribution and density of fire stations and the continuous network of roads. The accompanying illustration (fig. 13) depicts the blockage of the road network that would result from an earthquake, assuming that any road crossing the fault trace would become impassable. The primary effect on emergency response time would occur in neighborhoods west of the fault trace, where travel times from the fire stations would be noticeably lengthened. Figure 12. Before faulting. Road network of area covered by the Sugar House quadrangle plotted from USGS digital line graph data, indicating the locations of fire stations and travel times of emergency vehicles. Areas in blue can receive service within 2½minutes, area in green within 5 minutes, areas in yellow within 7½ minutes, and areas in magenta within 10 minutes. Areas in white cannot receive service within 10 minutes. Figure 13. After faulting, initial model. Network analysis in a GIS produces a map of travel times from the stations after faulting. The fault is in red. Emergency response times have increased for areas west of the fault. The Salt Lake City area lies on lake sediments of varying thicknesses. These sediments range from clay to sand and gravel, and most are water-saturated. In an earthquake, these materials may momentarily lose their ability to support surface structures, including roads. The potential for this phenomenon, known as liquefaction, is shown in a composite map portraying the inferred relative stability of the land surface during an earthquake. Areas near the fault and underlain by thick, loosely consolidated, water-saturated sediments will suffer the most intense surface motion during an earthquake (fig. 23). Areas on the mountain front with thin surface sediments will experience Michigan Citizenship Collaborative Curriculum Page 19 of 20 Copyright by Oakland Schools August 11, 2015

119 6th Grade Social Studies: World Geography and Global Issues SS60103 Unit 1: Foundations of World Geography Lesson 3 less additional ground acceleration. The map of liquefaction potential was combined with the road network analysis to show the additional effect of liquefaction on response times. The final map shows that areas near the fault, as well as those underlain by thick, water-saturated sediments, are subject to more road disruptions and slower emergency response than are other areas of the city (fig. 24). Figure 23. Map of potential ground l liquefaction during an earthquake. The least stable areas are shown by yellows and oranges, the most stable by grays and browns. Figure 24. After faulting, final model. A map showing the effect of an earthquake on emergency travel times is reduced by combining the liquefaction potential information from figure 23 with the network analysis from figure 22. The future of GIS Environmental studies, geography, geology, planning, business marketing, and other disciplines have benefitted from GIS tools and methods. Together with cartography, remote sensing, global positioning systems, photogrammetry, and geography, the GIS has evolved into a discipline with its own research base known as geographic information sciences. An active GIS market has resulted in lower costs and continual improvements in GIS hardware, software, and data. These developments will lead to a much wider application of the technology used by government, business, and industry. GIS and related technology will help analyze large datasets, allowing a better understanding of terrestrial processes and human activities to improve economic vitality and environmental quality. For more information Good places to learn more about GIS technology and methods include the geography department of your local university, the GIS site at your county planning department, your state department of natural resources, or a USGS Earth Science Information Center (ESIC). To locate your nearest ESIC, call ASK-USGS, visit ASK-USGS web site, or visit Michigan Citizenship Collaborative Curriculum Page 20 of 20 Copyright by Oakland Schools August 11, 2015

120 6 th Grade, Unit 1 Lesson 3: Geographic Tools and Technologies MAPS

121 Every map serves a purpose. Every map advances an interest. Every map has a story to tell. (Kaiser & Wood, 2001, Seeing Through Maps, p.4)

122

123 West Treeville N Oak Street Maple Main Street Street East Pine Street South Map Key river school city hall park factory house store lake fire station

124 Factory Government Offices Shopping Area Park Waterford, Michigan

125

126

127

128

129 Michigan Average Temperature Map Michigan Average Precipitation Map

130

131

132

133

134 The People of the Three Fires

135

136

137 Canada United States Mexico

138

139

140

141 MYSTERY MAP

142 West Middle West Northeast Southwest Southeast

143

144

145 Native American Regions Pacific Northwest (blue) Desert Southwest (yellow) Great Plains (brown) Eastern Woodland Peoples east of the Mississippi River (green)

146 The World in 1507

147 The World in 1581

148 John Smith s Map of New England

149

150

151

152 Property of Oakland Schools

153 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 4 Lesson 4: How Can We Use the Five Themes of Geography to Investigate our World Big Ideas of the Lesson The five themes of geography provide a framework or tool for studying different places. The five themes can be applied to places as small as a neighborhood or to places as large as the earth itself. The five themes are Location, Place, Human/Environment Interaction, Movement and Regions. A good way to remember this is MR. HELP (Movement, Region, Human/Environment Interaction, Location, and Place). Each theme is connected to a series of questions geographers ask about places. Lesson Abstract: In this lesson students explore the five themes of geography as an organizing framework for geographic inquiry. It begins with a carousel activity in which students work in small groups to access prior knowledge of the themes by listing ideas, concepts, and terms associated with each of the themes. Students then review geographic questions related to each theme and complete a categorization activity that expands their question bank. This activity provides a set of questions that will be explored in subsequent units. Finally, students apply what they have learned by using the five themes to describe the earth itself. Content Expectations: 6 and 7 - G1.3.1 Common Core State Standards: RH.6-8.4; WHST Key Concepts five themes of geography geographic features geographic inquiry geographic tools and technologies Teacher Note: As preparation for this lesson label five large pieces of chart paper with the following: Location, Place, Human/Environment Interaction, Movement, Regions. Lesson Sequence 1. Engage students in a quick review of the geographic tools and technologies explored in Lesson 3. Then, write the term framework on the board. Ask students to define the term in their own words. Explain that in social studies, a framework is an organizing structure or tool used to study a certain subject like geography. Remind students that they used a geographic framework when they studied Michigan in grade 3 and the United States in grade 4. Ask students to identify the name of this framework. If no one remembers, guide students in remembering that the framework was called the five themes of geography. Michigan Citizenship Collaborative Curriculum Page 1 of 4 Copyright by Oakland Schools August 11, 2015

154 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 4 2. Have students take out their Global Investigator s Notebook (GLIN) and write any of the five themes that they remember. Then, put them in small groups and see if together group members can identify all five themes. 3. Give each student a copy of the Lesson Graphic Organizer located in the Supplemental Materials (Unit 1, Lesson 4). Explain that this was the organizer they used in grades 3, 4, and 5. Remind students of the acronym MR. HELP to help them remember the five themes: M movement R regions HE human/environment interaction L location P place 4. Engage students in a carousel activity. To do so, tape the charts you prepared for this lesson (see Teacher Note above) in five different locations in the room. Create five small groups of students and give each group a different colored marker. Explain that groups will be moving around the room in a circle, from poster to poster. Each group will add ideas, concepts, and terms they remember about the five themes. 5. Assign each group a poster at which to begin. Have students add ideas to the poster. Then, using a signal such as a bell, instruct the groups to move to the next poster after a few minutes. Continue the process until students have rotated through each chart. 6. With the whole class, review the posters one at a time discussing the information written on them. Try to reach consensus on any piece of information over which there is a conflict. For example, if something inaccurate has been written, work together to correct it. 7. Note that information students are likely to remember includes the following: Location: maps, longitude, latitude, the equator, continents, relative location, absolute location, direction Place: natural characteristics, human characteristics, landforms, specific landforms such as mountains, bodies of water, specific bodies of water such as oceans, climate, vegetation, plants Region: dividing up places into smaller parts, the UP and LP of Michigan, continents, specific regions like the Midwest, Native American regions, regions of a community like a residential area Human/Environment Interaction: how people use natural resources, examples of specific resources like soil, changing to fit the earth, specific examples of adaptation like seasonal clothing and different housing styles, people changing the Earth to fit them, specific examples of change such as water pollution, environmental problems Movement export, import, trade transportation, specific modes of transportation like air flight, the Internet, migration, immigration, push and pull factors, If you find students are struggling with this activity, read some of the terms above and ask students to identify to which theme they best connect. Michigan Citizenship Collaborative Curriculum Page 2 of 4 Copyright by Oakland Schools August 11, 2015

155 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 4 8. Using the Lesson Graphic Organizer handed out in Step 3, review the questions associated with each of the five themes. Then, explain that as students explore global issues this year they will be adding several questions to this list which will expand their understanding of the five themes. 9. Divide students in pairs and give each pair the two pages of the Categorization Activity located in the Supplemental Materials (Unit 1, Lesson 4). Explain that partners should cut the Category Cards apart and place them on their desk. Then, they should cut apart the Question Cards and organize them under the categories. Teacher Note: There are many question cards available in the materials. To shorten this step, reduce the number of question cards used or instruct students to find at least one or two questions for each category. 10. Give students time to complete the activity. Then, give each pair a copy of the Categorization Activity Sample Answer Sheet located in the Supplemental Materials (Unit 1, Lesson 4) and have them match their categorization against the one shown on the sheet. Make sure to allow students to challenge the Sample Answer Sheet since some question strips could reasonably go in more than one category. For example, students could argue that the question How does soil affect agriculture types and crops which on the Sample Answer Sheet has been put under the categories of both PLACE and HUMAN/ENVIRONMENT INTERACTION. While soil of a place affects the crops that will grow there (place), agriculture is also a way humans interact with the soil (human-environment interaction). 11. Remind students that the five themes can be applied to places on a variety of spatial scales from places as small as a neighborhood to large regions such as continents. Ask students if they think the five themes could be applied to something as large as the earth itself. Discuss their responses and explain that as a way of applying what they have learned they will now use the five themes to describe the earth. 12. Give each student a copy of Describe the Earth Using the Five Themes chart located in the Supplemental Materials (Unit 1, Lesson 4). Review the chart with students. As you discuss the section of the chart on the theme of Place guide students in developing criteria for choosing significant human and natural characteristics of the earth. For example, consider the following questions: Is something significant just because it is big Is something significant if many of the earth s people know about it Does it have to be visible from outer space to be significant 13. Allow time for students to complete the chart. Note that this could also be done as a homework assignment. If time permits, you may even want students to access resources such as atlases or some of the websites listed in the Student Resource section of this lesson. 14. Have students share their charts in small groups and then with the large group. Note that a chart showing Sample Answers has been included in the Supplemental Materials (Unit 1, Lesson 4) as a reference. 15. Conclude the lesson with an optional writing activity, by having students imagine that they are Michigan Citizenship Collaborative Curriculum Page 3 of 4 Copyright by Oakland Schools August 11, 2015

156 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 4 an extraterrestrial visitor from another planet visiting Earth for the first time. Using the information on the chart they developed in Step 13, have them write an Observation Report. Reference Section Content Expectations 6 and 7 Use the fundamental themes of geography (location, place, human environment G1.3.1: interaction, movement, region) to describe regions or places on earth. Common Core State Standards RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Instructional Resources Equipment/Manipulative Chart paper and markers Overhead Projector or Document Camera/Projector Scissors enough for students to work in pairs Student Global Investigator Notebooks Student Resource A student geography textbook such as Wiggins, Grant, et al. My World Geography: Boston, MA: Pearson, The Geography Guide. Info Please. 11 August 2015 < Geography Hall of Fame. Fact Monster. 11 August 2015 < Highest, Longest, Biggest, Largest, Deepest, Smallest of the World. Geography for School. 11 August 2015 < Top 10 Lists about Geography. 11 August 2015 < 10.com/science/geography/geography.htm>. World Geography Facts - Water. Kidz World. 11 August 2015 < Teacher Resource Egbo, Carol, Supplemental Materials (Unit 1, Lesson 4). Teacher-made materials. Oakland Schools, Michigan Citizenship Collaborative Curriculum Page 4 of 4 Copyright by Oakland Schools August 11, 2015

157 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Lesson Graphic Organizer Theme Location Where is it Questions What is its absolute location What is its relative location Place What is it like there What are its natural characteristics What are its human characteristics Human/Environment Interaction How do people interact with the environment How have people used the environment How have people adapted to the environment How have people modified or changed the environment Movement How is the place connected to other places How and why have people, goods, and ideas moved in and out of the place Regions How might common geographic characteristics help us understand this place How can the place be divided into regions To what regions does the place belong Michigan Citizenship Collaborative Curriculum Page 1 of 8 Copyright by Oakland Schools August 11, 2015

158 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Big Idea Card Big Ideas of the Lesson 4, Unit 1 The five themes of geography provide a framework or tool for studying different places. The five themes can be applied to places as small as a neighborhood or to places as large as the earth itself. The five themes are Location, Place, Human/Environment Interaction, Movement and Regions. A good way to remember this is MR. HELP (Movement, Region, Human/Environment Interaction, Location, and Place). Each theme is connected to a series of questions geographers ask about places. Michigan Citizenship Collaborative Curriculum Page 2 of 8 Copyright by Oakland Schools August 11, 2015

159 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Word Cards 11 five themes of geography an organizing framework for geographic inquiry Example: The five themes of geography are location, place, human/environment interaction, movement and regions. (SS060104) Michigan Citizenship Collaborative Curriculum Page 3 of 8 Copyright by Oakland Schools August 11, 2015

160 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 CHART PAPER SET-UP: FIVE THEMES OF GEOGRAPHY LOCATION: Where is it PLACE: What is it like there REGION: How might common characteristics help us understand this place MOVEMENT How is this place connected to other places HUMAN-ENVIRONMENT INTERACTION: How do people interact with the environment Michigan Citizenship Collaborative Curriculum Page 4 of 8 Copyright by Oakland Schools August 11, 2015

161 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Categorization Activity Category Cards: LOCATION PLACE REGIONS HUMAN/ENVIRONMENT INTERACTION MOVEMENT Question Cards: How can we divide Earth into separate places How have increasing levels of interaction in communication, travel, and foreign exchange impacted the earth and its people How does climate affect water availability and vegetation How does a water deficit or surplus in a place impact people How does soil affect agriculture types and crops How do humans respond to geographical advantages and limitations Why are certain features or places where they are How do people decide where to locate new human features How does global interdependence impact people as consumers and producers What imprints do religion and human belief systems leave on places How can the earth be viewed as a single environmental system What role does technology play in the modification of the environment What factors are shaping current human migration How do cultural attitudes toward use and conservation of the environment differ What is cultural diffusion and how does it impact the exchange of ideas How has technology allowed us to shrink space and distance What patterns do physical processes like traveling weather patterns, flowing water, and plate tectonics create How is population affected by factors such as birth rate, death rate, and population growth Michigan Citizenship Collaborative Curriculum Page 5 of 8 Copyright by Oakland Schools August 11, 2015

162 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Questions Sample Categorization Location Why are certain features or places where they are How do people decide where to locate new human features Place How does climate affect water availability and vegetation How does soil affect agriculture types and crops How does a water deficit or surplus in a place impact people What imprints do religion and human belief systems leave on places Human/ Environment Interaction How do humans respond to geographical advantages and limitations How can the earth be viewed as a single environmental system What role does technology play in the modification of the environment How does a water deficit or surplus in a place impact people How do cultural attitudes toward use and conservation of the environment differ How does soil affect agriculture types and crops Movement How has technology allowed us to shrink space and distance How have increasing levels of interaction in communication, travel, and foreign exchange affected the earth and its people What factors are shaping current human migration What is cultural diffusion and how does it impact the exchange of ideas How does global interdependence impact people as consumers and producers Regions How can we divide Earth into separate places What patterns do physical processes like traveling weather patterns, flowing water, and plate tectonics create Michigan Citizenship Collaborative Curriculum Page 6 of 8 Copyright by Oakland Schools August 11, 2015

163 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Describe the Earth Using the Five Themes Location Where is Earth One significant Natural Characteristic: Place One significant Human Characteristic: One way people have used Earth: Human/ Environment Interaction One way people have adapted to Earth: One way people have modified Earth: Movement One way Earth is connected to another place: Regions One way to divide Earth into regions: Michigan Citizenship Collaborative Curriculum Page 7 of 8 Copyright by Oakland Schools August 11, 2015

164 6th Grade Social Studies: World Geography and Global Issues SS60104 Unit 1: Foundations of World Geography Lesson 4 Describe Earth Using the Five Themes Sample Answers Location Where is the Earth Earth is the third planet from the sun in our solar system of nine planets. Earth is in the Milky Way galaxy. Regions Movement Human/ Environment Interaction Place One significant Natural Characteristic: Mt. Everest The Sahara Desert The Oceans The Amazon Rainforest One significant Human Characteristic: Large cities like Shanghai, China The Great Wall of China The United Nations Headquarters The pyramids of Egypt One way people have used Earth: People have used the soil for agriculture all over the earth. People have used forests across the Earth for lumber, firewood, etc. People have used the oceans for shipping, food, and water. One way people have adapted to Earth: People have used technology such as air conditioners to cool their homes in the summer and furnaces to heat their homes in the winter. People wear layers of clothing in the winter when it is cold and lighter clothing when it is hot. People build their homes differently and with different materials based on the climate and the types of natural disasters that happen there. One way people have modified Earth: People have sped up climate change. People have cut down many different kinds of forests. People have filled in wet areas and coastal areas to create more land for building. People have killed off some species of animals which are now extinct. One way Earth is connected to another place: Earth has been connected to the moon. Earth is connected to other planets in the solar system. One way to divide the earth into regions: Hemispheres Continents Language regions Cultural regions Michigan Citizenship Collaborative Curriculum Page 8 of 8 Copyright by Oakland Schools August 11, 2015

165 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 5 Lesson 5: How Do Other Social Scientists Help Us Understand Our World Big Ideas of the Lesson Other social scientists besides geographers can help us understand our world. These other social scientists include historians, economists, political scientists, anthropologists, and sociologists. Each of these social science fields uses a different perspective or lens and asks different types of questions to understand our world. By considering these different perspectives, we get a more complete view of people and places around the world. Lesson Abstract: In this lesson students broaden their understanding of the social sciences. They review the perspectives of historians, economists, political scientists, and anthropologists they studied in previous grades and add a new perspective that of sociologists. The lesson begins with a PowerPoint presentation during which students take guided notes relating to different concepts and issues studied in each of these social science fields. Then, they apply what they have learned by describing how each of the social scientists might investigate an earthquake. Content Expectations: 6 and 7 - H1.4.3; G5.2.1; E H1.2.5 Common Core State Standards for Literacy in History and Social Studies: RH Key Concepts perspective social science fields (anthropology, civics, economics, geography, history, sociology) Lesson Sequence 1. Ask students to briefly summarize the main focus of the first four lessons of this unit in their Global Investigator s Notebook. Prompt student thinking by asking them what they have learned so far about geography. Give students time to write and then have them share ideas in the large group. Guide students in understanding that these lessons focused on how the tools, technologies, and questions geographers use enable them to investigate our world. 2. Remind students that there are other social scientists besides geographers. Ask them to identify ones they remember from elementary social studies. Display the Connecting Back to Fourth Grade graphic organizer located in the Supplemental Materials (Unit 1, Lesson 5) to discuss the four social scientists studied at that grade level. Ask students if they remember the type of social scientist added in 5 th grade. Discuss their responses. If no one can remember anthropologist write the term on the board and explain that these social scientists study culture. Michigan Citizenship Collaborative Curriculum Page 1 of 3 Copyright by Oakland Schools August 11, 2015

166 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 5 3. Give each student a copy of the PowerPoint Notes chart located in the Supplemental Materials (Unit 1, Lesson 5). Explain that students will be completing the chart by filling in information from the PowerPoint presentation. Teacher Note: A simple cloze technique has been used on the chart as a beginning step toward note-taking. 4. Use Slide 1 of the PowerPoint Unit 1, Lesson 5 to discuss the idea of different perspectives among different social scientists. Explain that some people refer to these different perspectives as viewing the world through different lenses. 5. Use Slides 2 7 of the PowerPoint Unit 1, Lesson 5 to discuss the different social scientists and their perspectives. Note that you may wish to relate each slide to a school or local topic. For example, what might historians study about your school What might economists study about your school Make sure to remind students to complete their chart as you discuss each slide. Teacher Note: While anthropologists can be either biologically or culturally oriented, the definition used in this course is limited to cultural anthropologists. Students will be introduced to the field of biological anthropology in the seventh grade curriculum. Teachers may want to share this information with their students. 6. Explain that studying the world and its people through the perspectives of different social scientists helps give us a more detailed and complete view. Display the Earthquake Photographs located in the Supplemental Materials (Unit 1, Lesson 5). Explain that different social scientists would investigate a natural hazard like an earthquake in different ways. 7. Give each student a copy of the Different Perspectives on Earthquakes chart located in the Supplemental Materials (Unit 1, Lesson 5). Explain that students should think carefully about the perspectives of each of the different social scientists they have studied in this lesson and describe one question relating to earthquakes each might investigate. If necessary, model the process by discussing the perspective of a geographer with the whole group. A geographer may ask a question such as, What caused the earthquake. Note that a chart showing sample answers has been included in the Supplemental Materials (Unit 1, Lesson 5) for reference. If students need support in this activity, the teacher could place students in pairs for the activity or read each of the questions below (one at a time) and have the pairs discuss and decide which social scientist would be most likely to ask it. How do social customs and belief of people affect their understanding of earthquakes How do people organize themselves to respond to natural disasters What is the impact of an earthquake on the economy of the affected area How does the government deal with the aftermath of an earthquake How have people responded to previous earthquakes in this area What types of social structures and networks do people create to respond to natural disasters in this region What types of building codes could reduce damage and loss of life in the future Michigan Citizenship Collaborative Curriculum Page 2 of 3 Copyright by Oakland Schools August 11, 2015

167 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 5 8. When students have completed the activity have them share their ideas in pairs or small groups and then with the whole class. 9. Explain that as they explore different global problems and solutions during the year they need to think about how different social scientists would approach these issues. 10. If time permits, you may wish to have students use the Lesson Graphic Organizer located in the Supplemental Materials (Unit 1, Lesson 5) as the foundation for a more complex web in which they add ideas about each of the six types of social scientists. Reference Section Content Expectations 6 and 7 Use historical perspective to analyze global issues faced by humans long ago and H1.4.3: today. 6 and 7 Describe the effects that a change in the physical environment could have on human G5.2.1: activities and the choices people would have to make in adjusting to the change. 6 and 7 Explain and compare how economic systems (traditional, command, and market) E3.3.1: answer four basic questions: What should be produced How will it be produced How will it be distributed Who will receive the benefits of production 7 H1.2.5: Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. Common Core State Standards for Literacy in History and Social Studies RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Instructional Resources Equipment/Manipulative Computer for PowerPoint presentation Overhead Projector or Document Camera/Projector Student Global Investigator Notebooks Teacher Resource New Zealand Earthquake Causes Widespread Damage. WTVY.com. 8 Sept August Egbo, Carol, Supplemental Materials (Unit 1, Lesson 5). Teacher-made materials.oakland Schools, Powerpoint Unit 1, Lesson 5. Oakland Schools. 3 August Michigan Citizenship Collaborative Curriculum Page 3 of 3 Copyright by Oakland Schools August 11, 2015

168 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Lesson Graphic Organizer Geographer Political Scientist Historian Social Scientists Economist Anthropologist Sociologist Michigan Citizenship Collaborative Curriculum Page 1 of 10 Copyright by Oakland Schools August 11, 2015

169 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Big Idea Card Big Ideas of the Lesson 5, Unit 1 Other social scientists besides geographers can help us understand our world. These other social scientists include historians, economists, political scientists, anthropologists, and sociologists. Each of these social science fields uses a different perspective or lens and asks different types of questions to understand our world. By considering these different perspectives, we get a more complete view of people and places around the world. Michigan Citizenship Collaborative Curriculum Page 2 of 10 Copyright by Oakland Schools August 11, 2015

170 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Word Cards Teacher Note: While anthropologists can be either biological or cultural, the definition used in this course is limited to cultural anthropologists. Students will be introduced to the field of biological anthropology in the seventh grade curriculum. Teachers may want to share this information with their students when discussing anthropology or anthropologists. 12 historian a social scientist who is trained to study and write about the past Example: Historians study people, events, and ideas of the past. 13 political scientist a social scientist who is trained to study government and citizenship Example: Political scientists study the structure and functions of government. (SS060105) (SS060105) 14 economist a social scientist who is trained to study the production, distribution, and consumption of goods and services Example: Economists study scarcity and choice. (SS060105) 15 anthropologist a social scientist who is trained to study the cultural development of humans Example: Anthropologists study elements of culture and cultural change. (SS060105) Michigan Citizenship Collaborative Curriculum Page 3 of 10 Copyright by Oakland Schools August 11, 2015

171 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 16 sociologist a social scientist who is trained to study human societies and how humans organize in groups Example: Sociologists study social groups, social classes, and social problems. (SS060105) Michigan Citizenship Collaborative Curriculum Page 4 of 10 Copyright by Oakland Schools August 11, 2015

172 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Connecting Back to Fourth Grade Michigan Citizenship Collaborative Curriculum Page 5 of 10 Copyright by Oakland Schools August 11, 2015

173 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 What do they study PowerPoint Notes This includes Historian Time and chronology Historical People, events, and ideas of the past Continuity and Causes and effects Political Scientist Purposes of government Different kinds of governments of governments Values and principles upon which governments are based The role of in government Economist Different kinds of economic systems Productive resources (natural, human, capital) and choice Specialization, trade, and interdependence Anthropologist Elements of culture Social customs and Cultural Cross-cultural issues Cultural history Sociologist Social groups Social Social behavior Social change Social Michigan Citizenship Collaborative Curriculum Page 6 of 10 Copyright by Oakland Schools August 11, 2015

174 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 What do they study PowerPoint Notes Completed Chart This includes Historian the past Time and chronology Historical evidence People, events, and ideas of the past Continuity and change Causes and effects Political Scientist Government and Citizenship Purposes of government Different kinds of governments Functions of governments Values and principles upon which governments are based The role of citizens in government Economist How people produce, distribute and consume goods and services Different kinds of economic systems Productive resources (natural, human, capital) Scarcity, choice, and decision making Specialization, trade, and interdependence The role of government in an economy Anthropologist The cultural development of humans Elements of culture Social customs and beliefs Cultural change Cross-cultural issues Cultural history Sociologist Human societies and how humans organize in groups Social groups Social class Social behavior Social change Social problems Michigan Citizenship Collaborative Curriculum Page 7 of 10 Copyright by Oakland Schools August 11, 2015

175 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Earthquake Photographs Source: New Zealand Earthquake Causes Widespread Damage. WTVY.com. 8 Sept August 2015 < Michigan Citizenship Collaborative Curriculum Page 8 of 10 Copyright by Oakland Schools August 11, 2015

176 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Different Perspectives on Earthquakes What is a question relating to earthquakes that this social scientist might investigate Sociologist Anthropologist Economist Political Scientist Historian Michigan Citizenship Collaborative Curriculum Page 9 of 10 Copyright by Oakland Schools August 11, 2015

177 6th Grade Social Studies: World Geography and Global Issues SS60105 Unit 1: Foundations of World Geography Lesson 5 Different Perspectives on Earthquakes Sample Answers What is a question relating to earthquakes that this social scientist might investigate Historian How have people dealt with earthquakes in the past Political Scientist What is the role of government in dealing with the aftermath of an earthquake Economist What is the impact of an earthquake on the economy of a country Anthropologist How do social customs and beliefs of people affect their understanding of earthquakes How does this understanding influence earthquake preparedness and response Sociologist How do people organize themselves to respond to natural disasters What types of social structures and networks do people create to address preparedness or responses to natural disasters Michigan Citizenship Collaborative Curriculum Page 10 of 10 Copyright by Oakland Schools August 11, 2015

178 6 th Grade, Unit 1, Lesson 5 Perspectives of Different Social Scientists

179 Historians study the past This includes: Time and chronology Historical evidence People, events, and ideas of the past Continuity and change Causes and effects

180 Political Scientists study government and citizenship This includes: Purposes of government Different kinds of governments Functions of governments Values and principles upon which governments are based The role of citizens in government

181 Economists study how people produce, distribute, and consume goods and services This includes: Different kinds of economic systems Productive resources (natural, human, capital) Scarcity, choice, and decision making Specialization, trade, and interdependence

182 Anthropologists study the cultural development of humans This includes: Elements of culture Social customs and beliefs Cultural change Cross-cultural issues Cultural history

183 Sociologists study human societies and how humans organize in groups This includes: Social groups Social class Social behavior Social change Social problems

184 Geographer Political Scientist Historian Social Scientists Economist Anthropologist Sociologist

185 Property of Oakland Schools Copyright by Oakland Schools

186 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 6 Lesson 6: What Makes a Problem or Solution Global Big Ideas of the Lesson Global problems are problems that affect the earth and potentially all its people. Examples of global problems include climate change, resource depletion, poverty, urbanization, and energy. Global problems are often interconnected or linked together. Global solutions are solutions to problems that require more than a few nations to help address it. Solving global problems requires cooperation of different people from different nations. Lesson Abstract: In this lesson, students grapple with the question: What makes a problem or solution global They begin by trying to answer the question in small groups and then work as a large group to come to consensus on an answer. Next, they read a short essay which attempts to answer the question and compare that text to the answer they generated as a class. As a homework assignment, they survey people asking them to identify what they think is currently the most pressing global problem. Building on their survey data, students examine four different lists of global problems and compare and contrast the lists. In a culminating activity, they work in small groups to identify three global problems they would like to explore during the year. Content Expectations: 6 and 7 - G1.2.6; G1.3.3; G4.4.1 Common Core State Standards for Literacy in History and Social Studies: RH.6-8.1, 2; RL.6.2. Key Concepts global Lesson Sequence 1. Remind students that the focus of geography in this course is world or global geography. Ask students to list what they consider to be the most serious global concerns or problems currently facing the world s people in their Global Investigator s Notebook. Give students time to write and then have them share ideas in the large group. Make a master list of the problems they identified on chart paper or an overhead transparency. 2. Divide students into groups of four and give each group four copies of the News Stories sheet and one copy of the News Stories Group Recording Sheet located in the Supplemental Materials (Unit 1, Lesson 6). Assign a recorder for each group. Explain that students should read the short news stories and explain the problem described in each. Then, they should decide whether or not they consider the problem global. Encourage them to discuss criteria for what makes a problem global. Finally, they should give supporting evidence Michigan Citizenship Collaborative Curriculum Page 1 of 4 Copyright by Oakland Schools August 11, 2013

187 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 6 for their yes or no answer. 3. Give groups time to complete the activity. Monitor their discussions and be sure the groups make notes as to the criteria for identifying global problems they discuss (far right column of the chart). When groups have finished, discuss each of the eight news stories in the large group and have small groups state whether or not they considered each to be a global problem or not. Use the following questions in your discussion: What global problems did you identify in the news stories How did you decide that a problem was a global problem Could any of the problems which you decided were not global problems become global problems What criteria for establishing whether or not a problem is a global problem can we agree on (Hint: Ask students to finish the statement, A problem is global if it. ) 4. Give each student a copy of the short text selection What are Global Problems located in the Supplemental Materials (Unit 1, Lesson 6). Explain that students should read the text and list the criteria for identifying global problems the author describes. When students have completed the reading and writing activity, discuss the text in the large group using the following questions: What criteria did the author identify for determining if a problem is a global problem How do these criteria compare to the criteria we established as a class What specific global problem did the author mention What does the author have to say regarding the solution of global problems Do you agree with the author s description of a global problem Why or why not 5. As a homework assignment, give each student a copy of the Survey chart located in the Supplemental Materials (Unit 1, Lesson 6).Explain that students should survey five different people and ask them what they think is the most serious global problem in the world today. Students should record answers on the chart. 6. Have students share and compare their survey data in a small group of three or four students each. Then, return to the chart you began in Step 1 and add any new problems to the chart. Guide students in identifying connections between different problems listed. For example, the problem of resource depletion is clearly connected to the problem of rapid population growth. 7. Maintaining their groups from Step 6, give each group a set of the four different Global Problems lists located in the Supplemental Materials (Unit 1, Lesson 6). Explain that these lists were generated by different groups and people. Have students compare and contrast the four lists by highlighting similarities. 8. Discuss the four lists with the whole class and make a list of the common problems identified on the lists. Compare this list to the list you created in Step 1 of the lesson. Guide students in synthesizing the lists into a final list of five to ten global problems students are interested in investigating. The list will be used for independent research projects throughout the year. Teacher Note: Throughout the course, teachers are encouraged to add in current events as Michigan Citizenship Collaborative Curriculum Page 2 of 4 Copyright by Oakland Schools August 11, 2013

188 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 6 they relate to concepts addressed in the curriculum. This lesson provides a good opportunity to preview any current events related to global problems. 9. Next, ask students to consider what would make a solution to a problem a global solution. Write students ideas on the board. Explain to students that sometimes problems may not be global in scope, but need a global solution to resolve them. For example, it would take many nations working together to address problems such as stopping terrorism, climate change, pollution of oceans, etc. Similar problems that call for a global solution may involve ethnic conflicts or natural disasters where the nation involved or nations in the region cannot adequately address the problem. 10. Have students reconvene in their groups from Steps 6 and 7. Have the groups explore the four different Global Problems lists to identify which ones consider solutions as part of their criteria. Guide students to recognize that the first list that contains such criteria -- Sharing our humanity: Problems whose size and urgency requires a global commitment and Sharing our rulebook: Problems needing a global regulatory approach. 11. Conclude the lesson by having students write an exit slip in which they identify two criteria that would make a problem or solution global in scope. Reference Section Content Expectations 6 and 7 Apply the skills of geographic inquiry (asking geographic questions, acquiring G1.2.6: geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the world. 1 6 and 7 Explain the different ways in which places are connected and how those connections G1.3.3: demonstrate interdependence and accessibility. 6 and 7 Identify factors that contribute to conflict and cooperation between and among G4.4.1: cultural groups (control/use of natural resources, power, wealth, and cultural diversity). 6 and 7 Explain the challenges to governments and the cooperation needed to address C4.3.3: international issues. 2 1 The references to Western and Eastern Hemisphere in the content expectation have been replaced with the word world. 2 While the sixth grade expectation is limited to the Western Hemisphere, its seventh grade counterpart contains no such limitation. The phrase in the Western Hemisphere has been removed to reflect a global perspective. The examples listed in the expectation (e.g., migration and human rights) also have been removed to reflect the wealth of issues that have global implications. Michigan Citizenship Collaborative Curriculum Page 3 of 4 Copyright by Oakland Schools August 11, 2013

189 6th Grade Social Studies: World Geography and Global Issues SS Unit 1: Foundations of World Geography Lesson 6 Common Core State Standards for Literacy in History and Social Studies RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: RL.6.2. Determine the main ideas or information of a primary or a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Instructional Resources Equipment/Manipulative Highlighters Overhead Projector or Document Camera/Projector Student Global Investigator Notebooks Teacher Resource Collapse: How Societies Choose to Fail or Succeed. Wikipedia. 11 August 2015 < The Earth Institute. Columbia University. 11 August 2015 < Egbo, Carol, Supplemental Materials (Unit 1, Lesson 6). Teacher-made materials. Oakland Schools, Global Problem Lists. Nautilus Institute. 11 August 2015 < News Stories. BBC. 11 August 2015 < Rischard, Jean-Francois. High Noon: 20 Global Problems, 20 Years to Solve Them, NY: Basic Books, The Ten Challenges in the Copenhagen Consensus, August 2015 < What is a Global Problem Nautilus Institute. 11 August 2015 < Michigan Citizenship Collaborative Curriculum Page 4 of 4 Copyright by Oakland Schools August 11, 2013

190 6th Grade Social Studies: World Geography and Global Issues SS60106 Unit 1: Foundations of World Geography Lesson 6 Lesson Graphic Organizer Global problems affect Earth and potentially all its people Global solutions require more than a few nations to help address it Global problems are often interconnected. climate change resource depletion poverty urbanization energy Solving global problems requires cooperation of different people from different nations Michigan Citizenship Collaborative Curriculum Page 1 of 11 Copyright by Oakland Schools August 11, 2015

191 6th Grade Social Studies: World Geography and Global Issues SS60106 Unit 1: Foundations of World Geography Lesson 6 Big Idea Card Big Ideas of the Lesson 6, Unit 1 Global problems are problems that affect the earth and potentially all its people. Examples of global problems include climate change, resource depletion, poverty, urbanization, and energy. Global problems are often interconnected or linked together. Global solutions are solutions to problems that require more than a few nations to help address it. Solving global problems requires cooperation of different people from different nations. Michigan Citizenship Collaborative Curriculum Page 2 of 11 Copyright by Oakland Schools August 11, 2015

192 6th Grade Social Studies: World Geography and Global Issues SS60106 Unit 1: Foundations of World Geography Lesson 6 Word Cards 17 global worldwide or involving most of the earth Example: Climate change and resource depletion are examples of global problems. (SS060106) Michigan Citizenship Collaborative Curriculum Page 3 of 11 Copyright by Oakland Schools August 11, 2015