Sample Pages are from the What I Need to Know to Successfully Teach World Geography to ALL Students book (teacher book). This book contains the content in the student book, the reformatted Standards for Students, plus strategies and tips for teaching the content and answers to all the worksheets and activities. There are 155 pages in the WINK teacher book and sixty in the student book. Included samples are: 1) Reformatted Standards for Students (as in teacher book). This document will need to be copied for students since the student book did not have room for this critical section of the book. 2) Student Worksheet with Answers (worksheets without answers are in the student book 3) Student Worksheet with maps (as in teacher and student book) 4) Strategy from the Strategies section of the teacher book (twentyfour strategies total) Please note: Sample pages have been put into PDF so that fonts and graphics will transfer electronically and are thus a bit smaller than the actual print. All samples are copyrighted materials. Contact Information: Bobbie J. Cutlip Gary L. Cutlip PO Box 2463 Abingdon, VA 24212 bobbiecutlip@comcast.net gary.dreaming@comcast.net 276 623-1617 or 276 356-3204 (phone) 703 997-4331 (fax) Bobbie J. Cutlip What I Need to Know WG
BASIC GEOGRAPHIC SKILLS WG-1a Geographic information may be acquired from a variety of sources. Geographic information supports the process of inquiry into the nature of countries, cities, and environments. Using a variety of sources supports the process of geographic inquiry. How does using a variety of sources support the process of geographic inquiry? Variety of sources GIS (Geographic Information Systems) Field work Satellite images Photographs Maps, globes Data bases Primary sources Diagrams WG-1b Latitude and longitude define absolute location. Relative location describes the spatial relationships between and among places. Areas can be represented using a variety of scales. The amount of detail shown on a map is dependent on the scale used. A directional indicator (e.g., compass rose) identifies map orientation. Maps distort spatial relationships when compared with the globe. What are some uses of latitude and longitude? How is relative location used to describe places? Why are different scales necessary for developing map representations? Why is a directional indicator (e.g., compass rose) necessary on a map? How do maps distort spatial relationships when compared with the globe? Concepts Scale Absolute location Latitude Longitude Relative location Orientation Map distortion Map projections Mercator Robinson Polar WG-1c Mental maps are based on objective knowledge and subjective perceptions. People develop and refine their mental maps through both personal experience and learning. Mental maps serve as indicators of how well people know the spatial characteristics of certain places. How do people use mental maps to organize information? How are perceptions reflected in mental maps? How can mental maps be developed and refined? Uses of mental maps Carry out daily activities (e.g., route to school, shopping) Give directions to others Understand world events Ways mental maps can be developed and refined Comparing sketch maps to maps in atlases or other resources places in terms of reference points (e.g., the equator, prime meridian) places in terms of geographic features and land forms (e.g., west of the Mississippi River, north of the Gulf of Mexico) places in terms of the human characteristics of a place (e.g., languages, types of housing, dress, recreation, customs and traditions) WG-1d A map is a visual representation of geographic information. What are ways that maps show information? What are the major types of thematic maps? Standard ways that maps show information Symbols Color Lines Boundaries Contours Types of thematic maps Population (e.g., distribution and density) Economic activity Resource Language Ethnicity Climate Precipitation Vegetation Physical Political 58 Virginia Department of Education 2008 Curriculum Framework for World Geography, as arranged by Bobbie J. Cutlip
REGIONAL CONCEPTS (WG-3) The geographical theme, region, is used to simplify the study of the earth s geography. What are Physical Regions? (Regions simplify the world for study and understanding.) Sahara Desert region area with arid (desert) climate; located in northern Africa; it is getting larger (desertification). Taiga region the areas with large coniferous* forests; located in the subarctic climate areas of Canada (North America) and Siberian Russia (Asia). *meaning cone bearing Rainforests areas of lush vegetation located in the tropical rainforest climate zones (low latitude); found on or near the equator latitude line; most are suffering from deforestation. Great Plains an area of grasslands found in the central area of North America; it is an area of great agricultural activity (wheat belt, dairy belt); it is also where tornado alley is found. Low Countries regions of the world that are either at sea level (0 feet) or below sea level in elevation. Examples: Bangladesh (South Asia) and Netherlands (Europe). Language: What are Cultural Regions? Latin America Spanish speaking; an exception is Brazil which is Portuguese speaking. Francophone world is comprised of more than 40 French speaking countries or regions in the world. Ethnic: Chinatowns many major cities have sections where a large percentage of the residents are of Asian ethnic background. Ex: New York City Kurdistan an area in the Middle East that includes a portion of Turkey, Syria, Jordan, Iraq, and the former Soviet Union; home of the Kurds, who would like their own nation and have declared a capital and even has its own flag. Religion: Islam religion that is dominant in the Middle East; also dominant in the country Indonesia. Buddhism religion that is dominant in Asia. Economic: Wheat Belt areas where large quantities of wheat are grown easily; found in the Great Plains area of the United States and also in the North European Plain of Europe. European Union (EU) an economic organization of European countries to eliminate trade barriers. Political: North Atlantic Treaty Organization (NATO) an organization of countries the members of which agree to help provide security for one another. African Union (AU) an organization of African countries that eliminates African trade barriers and tries to promote democracy in Africa. Regional names and identities may change over time. People have changed their perceptions of the following: Middle East the region may also be called Southwest Asia; many in the world identify it as the Arab world because of the large numbers of people living in the region that are of the Arab ethnic group. Sun Belt the southern section of the United States. It stretches from southern California to southern Florida. Because of the mild climate, it has become the fastest growing region of the United States. Rust Belt the area in the United States just to the south of the Great Lakes. The area was once an industrial center, but has become less populated and industrialized because of the great migration to the Sun Belt. It is named for the many abandoned, rusting buildings that are found in the region. Cross /Cutlip 11 What I Need to Know WG-3
SUB-SAHARAN AFRICA (WG-4) Identify the following: (Use map resource) A 21 15 B Sahara Desert 6 3 23 13 2 10 14 5 7 8 19 18 12 1 9 4 16 C 22 17 20 11 Countries: 1. Kenya 2. Chad 3. Gabon 4. Mozambique 5. South Africa 6. Nigeria 7. Sudan 8. Democratic Republic of Congo 9. Tanzania 10. Botswana 11. Madagascar 12. Ethiopia Deserts: 13. Namib 14. Kalahari Bodies of Water: 19. Nile River Cities: 15. Niger River 20. Lake Tanganyika A. Dakar 16. Zambezi River 21. Atlantic Ocean B. Lagos 17. Indian Ocean 22. Lake Victoria C. Johannesburg 18. Red Sea 23. Congo River COUNTRIES The most important countries in Africa are South Africa, Gabon, Botswana, Democratic Republic of Congo, Sudan, Chad, Mozambique, Madagascar, Nigeria, Ethiopia, Tanzania, and Kenya. The level of importance of each is determined by GDP, land size, and population. GDP Gross domestic product refers to the total value of goods and services produced in a country in one year. South Africa Gabon Botswana Land Size Land size refers to the total square miles or kilometers of a country. Democratic Republic of Congo Sudan Chad Mozambique Madagascar Population Population refers to the total number of people living in a country. Nigeria Ethiopia Democratic Republic of Congo South Africa Tanzania Kenya Cross/Cutlip 48 WG-4 (Sub-Saharan Africa)
Strategy #14: Summarize It! (All content) Many of the standards for World Geography are basic with the content presented as listings and not necessarily in-depth. We have found that students have difficulty grasping these basic concepts if not instructed with background information. For example, students might remember that Hinduism is practiced primarily in India if they learn background information on the major components of Hinduism. We have found it advantageous to take classroom time to summarize the major conflicts, types of government systems, types of economic systems, and the religions of the world. This strategy is effective as a summary following instruction on each of the topics. Our students love summary pages and often refer to them as study guides. This type of summary sheet also makes learning this type of information easier to learn by using the summary sheet for an overview or pre-teaching activity. For some students this may be just the tool to make some of the world issues click. Once given the larger picture of the subject, the details become manageable. Once students see a visual of major world conflicts or see the major types of governments or world religions, they can refer to them as they try to build the neural networks for constructing their own knowledge banks. One additional advantage of developing and using summary sheets such as these is for students who need to go beyond the basics of the standards. These sheets work well for students with expanded interests, as well as for group projects. Some students may even serve as your teaching assistants by developing summary sheets such as these on other topics. It s an excellent challenge for the students and might even provide you with a usable sheet for other classes. (This type activity might make an optional choice in the Tic Tac Toe strategy.) Cross/Cutlip 113 What I Need to Know WG