4-8 Minnesota Academic Standards in History and Social Studies
Table of Contents: Geography Lessons |
STRAND |
SUB-STRANDS |
STANDARDS |
BENCHMARKS |
V.
GEOGRAPHY |
A.
Concepts of Location |
1.
The student will identify and locate major physical and cultural features that played an important role in the history of the United States. |
|
V.
GEOGRAPHY |
A.
Concepts of Location |
2.
The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.
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|
V.
GEOGRAPHY |
A.
Concepts of Location |
3.
The student will identify and locate major countries, events and cultural features that played an important role in the history of the United States.
|
1.
Students will locate on a map or globe the major empires of the late 19 th Century and their largest overseas territories.
2.
Students will locate the major source countries for immigration to the United States during the years 1877-1916.
3.
Students will describe how the landownership patterns laid out by the French, English, Spanish, and the United States Public Land Survey created different landscapes in different parts of the country.
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V.
GEOGRAPHY |
B.
Maps and Globes |
1.
The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge.
|
1.
Students will use political and thematic maps to locate major physical and cultural regions of the world and ancient civilizations studied.
2.
Students will locate and map areas of major world religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions.
3.
Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States.
4.
Students will distinguish differences among uses of, and limitations of, different kinds of thematic maps to describe the development of Minnesota.
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V.
GEOGRAPHY |
B.
Maps and Globes |
2.
The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth.
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V.
GEOGRAPHY |
C.
Physical Features and Processes |
1.
The student will use basic terminology describing basic physical and cultural features of continents studied.
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|
V.
GEOGRAPHY |
C.
Physical Features and Processes |
2.
The student will identify and locate geographic features associated with the development of the United States.
|
|
V.
GEOGRAPHY
|
C.
Physical Features and Processes
|
3.
The student will identify and locate geographic features associated with the development of Minnesota.
|
1.
Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States.
2.
Students will identify physical features that shaped settlement and life-ways of the Dakota and the Ojibwe and analyze their impact.
3.
Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19th Century.
4.
Students will identify physical features that either hindered or promoted the industrialization of the state.
|
V.
GEOGRAPHY |
C.
Physical Features and Processes |
4.
The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. |
1.
Students will describe the major physical features of the United States and the regions of the world they study.
2.
Students will describe physical systems in the atmosphere and Earth’s crust, and the regional patterns of climate and landforms associated with them.
3.
Students will describe patterns of vegetation and landforms in the United States and around the world.
|
V.
GEOGRAPHY |
C.
Physical Features and Processes |
5.
The student will give examples of physical systems and describe their role in shaping life on Earth. |
1.
Students will describe how the major regions of the world they study are interconnected through physical processes such as wind and/or ocean currents.
2.
Students will describe natural hazards, the physical processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage.
|
V.
GEOGRAPHY |
D.
Interconnections |
1.
The student will give examples that demonstrate how people are connected to each other and the environment. |
1.
Students will identify factors that drew people to their local communities.
2.
Students will analyze how the physical environment influences human activities.
|
V.
GEOGRAPHY |
D.
Interconnections |
2.
The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States.
|
1.
Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States.
2.
Students will analyze how changes in transportation affected settlement of the country. |
V.
GEOGRAPHY |
D.
Interconnections |
3.
The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota.
|
1.
Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.
2.
Students will analyze how changes in transportation affected settlement of the state.
3.
Students will explain the importance of site features in the establishment of Minnesota’s largest cities.
4.
Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects.
5.
Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.
6.
Students will describe the settlement pattern of Minnesota’s largest immigrant groups.
7. Students will use regions to analyze modern agriculture in Minnesota. |
V.
GEOGRAPHY |
D.
Interconnections |
4.
The student will identify how technology made some parts of Minnesota more valuable at particular times in history.
|
1.
Students will explain how Minnesota is connected to the rest of the world through international trade, and analyze the impact of this connection. |
V.
GEOGRAPHY |
D.
Interconnections |
5.
The student will describe how humans influence the environment and in turn are influenced by it.
|
1.
Students will recognize changes over time in nearby landscapes, resulting from human occupation.
|
V.
GEOGRAPHY |
D.
Interconnections |
6.
The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans’ occupation of the Earth’s surface.
|
1.
Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.
2.
Students will describe the patterns of languages on the surface of the Earth and identify patterns of change.
3.
Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change.
4.
Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.
5.
Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change.
6.
Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change.
7.
Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography.
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V.
GEOGRAPHY |
D.
Interconnections |
7.
The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment.
|
1.
Students will analyze the way peoples’ perception of regions vary and are affected by individual perspective and culture.
2.
Students will provide examples at differing scales of how regions are important to people as symbols for unifying society.
3.
Students will describe how physical processes affect different regions of the world.
4.
Students will interpret regional variation in the relationships among soil, climate, plant and animal life, and landforms.
|
V.
GEOGRAPHY |
E.
Essential Skills |
1.
The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales. |
1.
Students will demonstrate the ability to obtain geographic information form a variety of print and electronic sources.
2.
Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.
3.
Students will locate major political and physical features of the United States and the world.
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V. A. 1.1. Students will locate and name all 50 states, territories, mountain ranges, major river valleys, state capitals and cities, as studied.
V. A. 1.2. Students will locate the areas that were the major source regions for immigrants to the United States from 1800 to 1877.
V. A. 2.1. Students will locate major Minnesota ecosystems, topographic features, continental divides, river valleys, and cities.
Coon Rapids (Grades 7-8)
Students will navigate through learning activities about the development and predict future growth of Coon Rapids. |
V. A. 3.1. Students will locate on a map or globe the major empires of the late 19 th Century and their largest overseas territories.
V. A. 3.2. Students will locate the major source countries for immigration to the United States during the years 1877-1916.
US Immigration (Grades 4-8)
This lesson is designed to help students understand United States Immigration History by analyzing data and creating graphs.
|
V. A. 3.3. Students will describe how the landownership patterns laid out by the French, English, Spanish, and the United States Public Land Survey created different landscapes in different parts of the country.
V.B.1.1. Students will use political and thematic maps to locate major physical and cultural regions of the world and ancient civilizations studied.
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community.
|
V.B.1.2. Students will locate and map areas of major world religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [A] [B] [C] [D] [E] [E part 2] [F] [G] [H] [I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum. |
V.B.1.3. Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States.
V.B.1.4. Students will distinguish differences among uses of, and limitations of, different kinds of thematic maps to describe the development of Minnesota.
V.B.2.1. Students will create a variety of maps to scale.
If You Build It, Will They Come? Webquest (Grades 4-8)
In two lessons, students will investigate Duluth, MN to understand its current state of urban redevelopment.
Red River Valley: An Urban Landscape (Grades 4-8)
Students will investigate the development of and changes in urban landscapes of the Red River Valley.
Additional Resources: Slide Show
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community. |
V.B.2.2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have.
If You Build It, Will They Come? Webquest (Grades 4-8)
In two lessons, students will investigate Duluth, MN to understand its current state of urban redevelopment.
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community. |
V.C.1.1. Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [ A] [ B] [ C] [ D] [ E] [ E part 2] [ F] [ G] [ H] [ I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum.
|
V.C.1.2. Students will describe and locate major physical features in their local community and analyze their impact on the community.
V.C.2.1. Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States.
V.C.3.1. Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States.
V.C.3.2. Students will identify physical features that shaped settlement and life-ways of the Dakota and the Ojibwe and analyze their impact.
V.C.3.3. Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19 th Century.
V.C.3.4. Students will identify physical features that either hindered or promoted the industrialization of the state.
If You Build It, Will They Come? Webquest (Grades 4-8)
In two lessons, students will investigate Duluth, MN to understand its current state of urban redevelopment.
Why Is A City Located Where It Is? (Grades 7 -12)
Students will analyze how transporation influenced the development of Stillwater, Minnesota. Students will use the same techniques to analyze the impact of transporation on teh origination and development of their own community. Additional Resource: Slide Show
Red River Valley: An Urban Landscape (Grades 4-8)
Students will investigate the development of and changes in urban landscapes of the Red River Valley.
Additional Resources: Slide Show |
V.C.4.1. Students will describe the major physical features of the United States and the regions of the world they study.
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today. |
V.C.4.2. Students will describe physical systems in the atmosphere and Earth’s crust, and the regional patterns of climate and landforms associated with them.
Internal Forces Shaping the Earth and Plate Tectonics (Grades 7-8)
This lesson explores how changes take place within the earth. We will identify three basic layers of the earth, the earth’s internal forces, the history of plate movement (Pangaea), and understand how plates move. |
V.C.4.3. Students will describe patterns of vegetation and landforms in the United States and around the world.
V.C.5.1. Students will describe how the major regions of the world they study are interconnected through physical processes such as wind and/or ocean currents.
V.C.5.2. Students will describe natural hazards, the physical processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage.
V.D.1.1. Students will identify factors that drew people to their local communities.
V.D.1.2. Students will analyze how the physical environment influences human activities.
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community.
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [A] [B] [C] [D] [E] [E part 2] [F] [G] [H] [I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum. |
V.D.2.1. Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States.
V.D.2.2. Students will analyze how changes in transportation affected settlement of the country.
V.D.3.1. Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.
V.D.3.2. Students will analyze how changes in transportation affected settlement of the state.
V.D.3.3. Students will explain the importance of site features in the establishment of Minnesota’s largest cities.
V.D.3.4. Student s will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects.
V.D.3.5. Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.
US Immigration (Grades 4-8)
This lesson is designed to help students understand Minnesota Immigration History by looking at primary source documents. |
V.D.3.6. Students will describe the settlement pattern of Minnesota’s largest immigrant groups.
Reading Immigration Graphs and Charts (Grades 6-8)
Students will be able to research, read graphs and charts, and look for key information on the internet about immigration trends in Minnesota. |
V.D.3.7. Students will use regions to analyze modern agriculture in Minnesota.
V.D.4.1. Students will explain how Minnesota is connected to the rest of the world through international trade, and analyze the impact of this connection.
IMPORTING/EXPORTING MINNESOTA! (Grades 7-8)
Minnesota exports over $24 billion in products and services every year. This lesson will first examine the prevalence and impact of imported goods in the lives of Minnesotans, and then focus on what Minnesota in turn exports to the rest of the world and the importance of that international trade. |
V.D.5.1. Students will recognize changes over time in nearby landscapes, resulting from human occupation.
Red River Valley: An Urban Landscape (Grades 4-8)
Students will investigate the development of and changes in urban landscapes of the Red River Valley.
Additional Resources: Slide Show
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today. |
V.D.6.1. Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.
V.D.6.2. Students will describe the patterns of languages on the surface of the Earth and identify patterns of change.
A Way of Life (Grade 8)
Students will see how culture shapes how we look at the world, others and ourselves. |
V.D.6.3. Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [A] [B] [C] [D] [E] [E part 2] [F] [G] [H] [I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum. |
V.D.6.4. Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.
V.D.6.5. Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change.
V.D.6.6. Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change.
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today. |
V.D.6.7. Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography.
ALL IS ONE: ANYLYZING THE EFFECTS OF GLOBAL CLMATE CHANGE (Grade 7)
Pre- and Post-Test
Article Investigation
Understanding How Climate Change Effects Regions of the World
Global Climate Change Using Statistics to Create a Choropleth Map
This lesson is positioned about half way through a much larger unit on the topic of “global climate change” (GCC). Students will already have examined several important issues about global climate change such as: the use of the terms “global warming” versus “global climate change”, the debate within the scientific community about the causes and the severity of the situation, and how the greenhouse gas effect works. After this lesson, students will conclude the unit by examining the international reaction to GCC (Kyoto Protocol, Bali Roadmap, etc.). Students will also turn inward and consider a more local approach to the concerns raised (reducing carbon footprints - reduce, reuse, recycle!). In this particular lesson, students are using statistics to create and analyze two choropleth maps, one on carbon emissions and one on deaths attributed to climate change.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [A] [B] [C] [D] [E] [E part 2] [F] [G] [H] [I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum. |
V.D.7.1. Students will analyze the way peoples’ perception of regions vary and are affected by individual perspective and culture.
THE EXPANSION OF ISLAM
(Grade 4)
Appendix [A] [B] [C] [D] [E] [E part 2] [F] [G] [H] [I]
Appendix A (Key)
The students will identify and explain the location of the Middle East, the Five Pillars of Islam, and the Crusades. The students will understand how this major world religion and these historical events were influenced by geography. This lesson uses the Core Knowledge curriculum. |
V.D.7.2. Students will provide examples at differing scales of how regions are important to people as symbols for unifying society.
V.D.7.3. Students will describe how physical processes affect different regions of the world.
V.D.7.4. Students will interpret regional variation in the relationships among soil, climate, plant and animal life, and landforms.
V.E.1.1. Students will demonstrate the ability to obtain geographic information form a variety of print and electronic sources.
If You Build It, Will They Come? (Grades 4-8)
In two lessons, students will investigate Duluth, MN to understand its current state of urban redevelopment.
Additional Resource: Webquest
Me on the Map - Lesson 1 (Grades 4-8)
Students study city, county, state, country, and continent and will identify on a map and determine the population of the city, county, state, country and continent that they reside in. Students also study the difference between rural and urban and gain find locations on a grid map and using the index of an atlas.
Me on the Map - Lesson 2 (Grades 4-8)
Students will understand city, county, state, country, and continent by making a booklet called me on the map. Also identify and determine population of the city, county, state, country and continent that they reside in.
Red River Valley: An Urban Landscape (Grades 4-8)
Students will investigate the development of and changes in urban landscapes of the Red River Valley.
Additional Resources: Slide Show
Eagan Roads: once slow, now zooms-how my city did grow (Grades 4-8)
Students will use census data, computer technology and maps to learn how Eagan’s population was affected by the construction of 35E.
US City Quality of Life Analysis and Comparison (Grades 7 -12)
Students will be introduced to the concept of creating and measuring, “quality of life”, criteria for large cities. Students will manipulate U.S. census data to analyze and compare quality of life criteria for the fifty U.S. cities with the highest population.
Using Poetry to Teach the Theme of Place (Grade 8)
One of the big questions that geographers answer using the framework of the five themes is: What is a location like? Geographers use the theme of place to describe a location based on its human and physical features. This theme describes what sorts of work people do, what games they play, what sorts of houses they live in, and what the landscape looks like.
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community.
Geography Reading Extravaganza (Grades 4-8)
This lesson uses a variety of reading strategies with fiction/nonfiction books in the geography classroom.
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V.E.1.2. Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.
If You Build It, Will They Come? Webquest (Grades 4-8)
In two lessons, students will investigate Duluth, MN to understand its current state of urban redevelopment.
Red River Valley: An Urban Landscape (Grades 4-8)
Students will investigate the development of and changes in urban landscapes of the Red River Valley.
Additional Resources: Slide Show
Eagan Roads: once slow, now zooms-how my city did grow (Grades 4-8)
Students will use census data, computer technology and maps to learn how Eagan’s population was affected by the construction of 35E.
Using Poetry to Teach the Theme of Place (Grade 8)
One of the big questions that geographers answer using the framework of the five themes is: What is a location like? Geographers use the theme of place to describe a location based on its human and physical features. This theme describes what sorts of work people do, what games they play, what sorts of houses they live in, and what the landscape looks like.
Geography of Sport: Using the Five Themes (Grades 4-8)
This series of lessons presents various activities to teach the five fundamental themes of geography using information from sports. The prevalence of sports in daily life confirms its importance in American culture. By using sports content to demonstrate the geographical themes of location, place, human-environment interaction, movement and region, teachers can meet students’ interests while fulfilling curricular goals and learning standards for geography.
Geography of Sport: World Games (Grades 4-8)
This series of lessons begins with International Games, moves to the International Children’s Games and concludes with Children’s Games Around the World. In each section the focus is on location and distribution of sports and games. While using sports content to demonstrate the concepts of location and distribution, teachers can meet students’ interests and fulfill curricular goals and learning standards for geography.
Extreme Sports (Grades 4-8)
This lesson presents a variety of activities to teach geography using extreme sports as a vehicle to meet students’ interests. The focus of the lessons is to enable students to think geographically and develop map analysis skills, particularly of the local community.
Trading Places Game (Grades 4-8)
To create awareness and enthusiasm for learning about the documents which helped shape our government, and the freedoms and rights we have as Americans today. |
V.E.1.3. Students will locate major political and physical features of the United States and the world.
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