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.
|
|
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.
|
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.
|
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.
|
|
V.
GEOGRAPHY |
C.
Physical Features and Processes |
1.
The student will use basic terminology describing basic physical and cultural features of continents studied.
|
|
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.
|
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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|
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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.
ANCIENT INCA TRANSPORTATION
(Grades 4 – 8 / 6th grade Ancient Civilations)
This lesson will take place during the teaching of a unit that focuses on the ancient Maya and Inca civilizations. The students will have prior knowledge concerning the Inca civilization before the start of this lesson.
The purpose of this lesson is to provide students with knowledge/information concerning the ancient Inca roadway system. Within this lesson, the students will focus on how the physical environment of the region affected the Inca roadway system. The students will also compare and contrast the ancient Inca roadway system to the current United States roadway system.
|
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.
WESTWARD TRAVELERS ON THE OREGON TRAIL
(Grades 4-8)
After the students have a great wealth of knowledge of the Oregon Trail and the reasons behind settlers making the trek to the West, students will map their mock journey from Davenport, Iowa to Oregon City on a blank United States map, highlighting the physical landscape of their pathways. During their mock adventure, they will be required to keep a journey log to track the interactions with the physical features of the landscape and how they overcame them or succumbed to them. |
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.
Using Maps to Vote
(Grade 8)
Students in this lesson will be learning to read maps that describe the area in which they live. The maps will focus on the various voting regions that they live in (township, city, district of the county, state legislature, and national legislature). They will use these maps to study their community and try to identify its major issues. From that exercise, they will try to find the candidates whose ideas best address the issues of their 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.
ANCIENT INCA TRANSPORTATION (Grades 4 – 8 / 6th grade Ancient Civilations)
This lesson will take place during the teaching of a unit that focuses on the ancient Maya and Inca civilizations. The students will have prior knowledge concerning the Inca civilization before the start of this lesson.
The purpose of this lesson is to provide students with knowledge/information concerning the ancient Inca roadway system. Within this lesson, the students will focus on how the physical environment of the region affected the Inca roadway system. The students will also compare and contrast the ancient Inca roadway system to the current United States roadway system.
IT'S GREEK TO ME or WHERE IN THE WORLD IN GREECE IS MRS. B?
(Grades 3-4 for Gifted/Talented Classroom)
Lesson 1: Students will view digital photos in a Power point presentation slideshow compiled by the instructor from a trip to Greece in the summer of 2008. Students will view the ancient ruins and other cultural human imprint locations as well as present day photos of Greece. They will be asked to focus with the eyes of a geographer (examples - geologic history, interpreting cultural and disturbance histories from the evidence at hand, and looking at plant adaptations) as well as several of the Fundamental Themes of Geography
Lesson 2: Working in teams, students will research the differences in development of the two city-states of Athens and Sparta referenced to geographic location as well as other factors.
FACTORS THAT ENABLE A CIVILIZATION TO FLOURISH (Grade 7)
A civilization flourishes for a variety of reasons. Groups of people began to settle next to rivers, which enabled them to live more sedentary lifestyles rather than nomadic lifestyles. Students will understand that these small agricultural societies grew into larger civilizations as people established systems of irrigation next to rivers, collected a surplus of food, specialized in various jobs, and developed a government.
|
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.
WESTWARD TRAVELERS ON THE OREGON TRAIL
(Grades 4-8)
After the students have a great wealth of knowledge of the Oregon Trail and the reasons behind settlers making the trek to the West, students will map their mock journey from Davenport, Iowa to Oregon City on a blank United States map, highlighting the physical landscape of their pathways. During their mock adventure, they will be required to keep a journey log to track the interactions with the physical features of the landscape and how they overcame them or succumbed to them. |
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.
CLIMATE CHANGE
(Grades 4 – 8)
This lessons serves as the culminating unit/lesson at the end of the climate regions unit. It is a great lesson to be done interdisciplinary with both science and English.
IT'S GREEK TO ME or WHERE IN THE WORLD IN GREECE IS MRS. B?
(Grades 3-4 for Gifted/Talented Classroom)
Lesson 1: Students will view digital photos in a Power point presentation slideshow compiled by the instructor from a trip to Greece in the summer of 2008. Students will view the ancient ruins and other cultural human imprint locations as well as present day photos of Greece. They will be asked to focus with the eyes of a geographer (examples - geologic history, interpreting cultural and disturbance histories from the evidence at hand, and looking at plant adaptations) as well as several of the Fundamental Themes of Geography
Lesson 2: Working in teams, students will research the differences in development of the two city-states of Athens and Sparta referenced to geographic location as well as other factors.
GEOGRAPHY AND ECONOMY OF COLONIAL REGIONS IN AMERICA
(Grades 7 – 8)
This lesson is intended to build students’ understanding of the development of the colonial regions in the mid-18th century. It includes components of economics, geography, and history. The goal is to shape students’ understanding of how physical environments affect the way people make a living in different regions. Ultimately, this understanding will aid students’ ability to comprehend sectional differences that would eventually lead to the American Civil War.
GUNS, GERMS & STEEL
(Grades 7-12)
This lesson is intended to introduce students to the era of Spanish expansion into the Americas. The big idea of this lesson is to have students pursue the question: “Why did the Europeans conquer and colonize the Americas, rather than the Native Americans conquer Europe?” Students will analyze how geography influences warfare, read a selection of Jared Diamond’s “Guns, Germs & Steel,” (p. 68-74), participate in a carousel brainstorming discussion, and complete a writing assignment.
FACTORS THAT ENABLE A CIVILIZATION TO FLOURISH
(Grade 7)
A civilization flourishes for a variety of reasons. Groups of people began to settle next to rivers, which enabled them to live more sedentary lifestyles rather than nomadic lifestyles. Students will understand that these small agricultural societies grew into larger civilizations as people established systems of irrigation next to rivers, collected a surplus of food, specialized in various jobs, and developed a government.
|
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.
THE UNAUTHORIZED IMMIGRANT IN MINNESOTA
(Grade 7)
This lesson will focus on understanding the reasons behind the movement of unauthorized (illegal) immigrants from Mexico to Minnesota and help develop an informed opinion about the subject.
SHOULD ILLEGAL IMMIGRANTS BE ALLOWED A CHANCE AT THE "AMERICAN DREAM"?
(Grade 8)
Students will read articles on illegal immigration that point out the advantages and disadvantages of illegal immigration, as well as an article with a proposed solution. They will then complete a graphic organizer discussion web during the reading, answer discussion questions on their article, and split into groups with people who read different articles and discuss what they have read (jigsaw). They will form their own opinion on the topic through substantive conversation, and then take action by choosing a project that helps them to express their opinion, while demonstrating a balanced viewpoint on the topic.
IMMIGRATION AND MINNESOTA
(Grades 4-8)
Recently, immigration has been a hot topic in the local and national news--especially in Minnesota where immigrants have made news headlines for various reasons. Many of the news stories tell of immigration raids that highlight undocumented workers or criminal acts. Many students may begin to wonder why immigrants come to Minnesota in the first place. This lesson examines past and present immigrant groups in Minnesota and their reasons for leaving their homes. In addition, students will examine the pull factors that attract immigrants to our state.
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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.
SHOULD ILLEGAL IMMIGRANTS BE ALLOWED A CHANCE AT THE "AMERICAN DREAM"?
(Grade 8)
Students will read articles on illegal immigration that point out the advantages and disadvantages of illegal immigration, as well as an article with a proposed solution. They will then complete a graphic organizer discussion web during the reading, answer discussion questions on their article, and split into groups with people who read different articles and discuss what they have read (jigsaw). They will form their own opinion on the topic through substantive conversation, and then take action by choosing a project that helps them to express their opinion, while demonstrating a balanced viewpoint on the topic. |
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.
CLIMATE CHANGE
(Grades 4 – 8)
This lessons serves as the culminating unit/lesson at the end of the climate regions unit. It is a great lesson to be done interdisciplinary with both science and English. |
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.
TIBET'S AUTONOMY
(Grades 6-8)
Students of geography will explore the current issue of Tibet and China’s actions in Tibet in a context of cultural and political regions. Students will analyze how and why the Chinese government has included the region of Tibet as a part of its Republic. Students will examine how the region has changed over time, why the Chinese government has changed its political status recently, and how a variety of perspectives can exist about this change. First, students will examine a physical and cultural map of the region and explore the effects of a railroad running from China to Tibet. Second, they will read a synopsis of China’s history with Tibet, the controversies surrounding Tibet, and the reasons why China is interested in Tibet. Third, they will read the recent United States House of Representatives Resolution 1077 and decode it for meaning. Fourth, they will read the Chinese government’s response to Resolution 1077. Finally students will form an opinion as to whether or not Tibet should be a culturally autonomous region, an independent nation, or maintain its present status in China. They will then write their opinion in a letter to their Representative in the House. |
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.
CULTURAL CONNECTIONS THROUGH GLOBALIZATION
(Grade 8)
Students will be discussing what they know about globalization and then expanding on their prior knowledge. They will look at it from a personal point of view by assessing items in their day-to-day life that come from another country, and also by looking at select US companies that sell items elsewhere. They will be categorizing items, mapping places, and forming an opinion on the issue of globalization. Important Note: This lesson is an adaptation of the National Geographic Society’s Expedition lesson “Products Across Borders” available online at: http://www.nationalgeographic.com/xpeditions/lessons/11/g68/products.html |
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.
IT'S GREEK TO ME or WHERE IN THE WORLD IN GREECE IS MRS. B?
(Grades 3-4 for Gifted/Talented Classroom)
Lesson 1: Students will view digital photos in a Power point presentation slideshow compiled by the instructor from a trip to Greece in the summer of 2008. Students will view the ancient ruins and other cultural human imprint locations as well as present day photos of Greece. They will be asked to focus with the eyes of a geographer (examples - geologic history, interpreting cultural and disturbance histories from the evidence at hand, and looking at plant adaptations) as well as several of the Fundamental Themes of Geography
Lesson 2: Working in teams, students will research the differences in development of the two city-states of Athens and Sparta referenced to geographic location as well as other factors. |
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.
IT'S GREEK TO ME or WHERE IN THE WORLD IN GREECE IS MRS. B?
(Grades 3-4 for Gifted/Talented Classroom)
Lesson 1: Students will view digital photos in a Power point presentation slideshow compiled by the instructor from a trip to Greece in the summer of 2008. Students will view the ancient ruins and other cultural human imprint locations as well as present day photos of Greece. They will be asked to focus with the eyes of a geographer (examples - geologic history, interpreting cultural and disturbance histories from the evidence at hand, and looking at plant adaptations) as well as several of the Fundamental Themes of Geography
Lesson 2: Working in teams, students will research the differences in development of the two city-states of Athens and Sparta referenced to geographic location as well as other factors.
RESOURCES OF THE NORTH AND SOUTH DURING THE CIVIL WAR
(Grades 6 – 8)
Students will learn about regional differences between the North and the South during the time period leading up to the Civil War and during the Civil War. Students will learn the difference between the economies and how that affected the war effort of each region.
GUNS, GERMS & STEEL
(Grades 7-12)
This lesson is intended to introduce students to the era of Spanish expansion into the Americas. The big idea of this lesson is to have students pursue the question: “Why did the Europeans conquer and colonize the Americas, rather than the Native Americans conquer Europe?” Students will analyze how geography influences warfare, read a selection of Jared Diamond’s “Guns, Germs & Steel,” (p. 68-74), participate in a carousel brainstorming discussion, and complete a writing assignment.
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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.
IT'S GREEK TO ME or WHERE IN THE WORLD IN GREECE IS MRS. B?
(Grades 3-4 for Gifted/Talented Classroom)
Lesson 1: Students will view digital photos in a Power point presentation slideshow compiled by the instructor from a trip to Greece in the summer of 2008. Students will view the ancient ruins and other cultural human imprint locations as well as present day photos of Greece. They will be asked to focus with the eyes of a geographer (examples - geologic history, interpreting cultural and disturbance histories from the evidence at hand, and looking at plant adaptations) as well as several of the Fundamental Themes of Geography
Lesson 2: Working in teams, students will research the differences in development of the two city-states of Athens and Sparta referenced to geographic location as well as other factors.
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.
THE FIVE THEMES OF GEOGRAPHY
(Grades 4 – 8)
Students will gain an understanding of what it means to be a geographer and look at the world geographically.
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V.E.1.3. Students will locate major political and physical features of the United States and the world.
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