V.B.1.1.
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.
Introduction to the Practical Application of Geographic Information Systems (GIS)
Students will gain a working knowledge of how computer generated, municipal data can be a useful tool in understanding physical, cultural, environmental aspects of space.
The Black Death of the 14th Century (Grade 10)
This lesson addresses one of the major events in the history of the world. As the Black Death diffused its way across Europe, it seemed no one was left untouched. The impact of the disease would change Europe forever.
Student will develop the concept of trade areas for service centers; know and recognize the theory of a hierarchy by looking at shopping patterns in their own community; examine shopping patterns in another community to develop a hypothesis on why there are more opportunities for goods and services in some neighborhoods while others lack these goods and services.
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.
Geography of Sports Team Names (Grades 8-12)
Students must research the origin of the names of professional sports teams and decide if the sports team name is related to the area or the city in which the team represents. Students will then determine what percentage of the sports teams have geographic nicknames.
Expansion Diffusion of Major League Baseball (7-12)
Students will be looking at where the professional Major League Baseball teams were located before 1953. This will be analyzed in terms of today’s professional Major League Teams and an analysis of population change in regions of the United States will be discussed.
Geography of Sports - Thresholds for Minnesota Sports Teams (7-12)
By looking at the four major market sports teams of the Twin Cities students will be evaluating where the range and threshold for the teams are located in the upper Midwest. This will tie into Central Place Theory and the space analysis of other major market teams in the United States.
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V.B.1.2.
Students will make inferences and draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.
Land Use Over Time
Students will evaluate different land uses over time using a particular plot of land determined by the teacher. Students will be looking at topographic maps and aerial photos using old maps provided from their local library or they can use the topographic maps located on the website at Johnson High School.
Where is Xinjinag? (Grades 9-12)
Students will know and recognize territory of Xinjiang Province geographically by identifying the physical landscape and important cities; analyze the current role of the Chinese government and compare the Uyghur perspective on this role; interpret through reading and questioning Islam in the Uyghur perspective; and look at human rights issues and how it has affected the global political economic arena in Xinjiang. |
V.B.1.3.
Students will demonstrate the ability to use geographic information from a variety of sources to determine feasible locations for economic activities and examine voting behavior.
Economic Conditions and Development in China (Grades 11-12)
Students will Analyze the relationship between location, place, history, population districution and economics in china's recent industrial growth; develop criteria for investment in china based on geographic analysis; represent the relevant informtion on a map; and explain why China is on the verge of becoming an economic world power.
Geography of Sports Team Names (Grades 8-12)
Students must research the origin of the names of professional sports teams and decide if the sports team name is related to the area or the city in which the team represents. Students will then determine what percentage of the sports teams have geographic nicknames. |
V.B.2.1.
Students will describe the pattern of human population density in the United States and major regions of the world.
Population Density Lesson [Lesson Attachments]
Students will understand the difference between population density and population distribution. In addition, students will be able to identify world population patterns and the geographic factors that affect them.
Expansion Diffusion of Major League Baseball (7-12)
Students will be looking at where the professional Major League Baseball teams were located before 1953. This will be analyzed in terms of today’s professional Major League Teams and an analysis of population change in regions of the United States will be discussed. |
V.B.2.2.
Students will provide examples that illustrate the impact changing birth and death rates have on the growth of the human population in the major regions of the world.
Whoa! Slow Down -- Some of You!
Students will analyze demographic data from the Population Reference Bureau to determine which areas of the world contain the fastest and slowest growth rates. Students will write an editorial on the best way to control population.
The Black Death of the 14th Century (Grade 10)
This lesson addresses one of the major events in the history of the world. As the Black Death diffused its way across Europe, it seemed no one was left untouched. The impact of the disease would change Europe forever. |
V.B.2.3.
Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.
Population Pyramids [Lesson Attachments]
Students will learn how to build and analyze population pyramids and examine changing birth and death rates and the impact this data has on a regions economic and political geography. |
V.B.2.4.
Students will use the concepts of push and pull factors to explain the genera l patterns of human movement in the modern era, including international migration, migration within the United States and major migrations in other parts of the world.
The Hmong American Migration Story (Grades 9-12)
Students will reconstruct past events from the perspective of immigrants; explain reasons immigrants/refugees come to America; use the concepts of push and pull factors to explain patterns of human movement in migration within the US; use maps and atlases; observe, describe and draw conclusions about migration to the US by using a non-fiction text; use Homong story cloth(s) as a primary resource; and explain the regional distribution of the Hmong pupulation from a local and global scale.
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V.C.1.1.
Students will use regions to analyze the locational patterns of culture groups at various scales.
Regions, Regions, Regions!
Students will define and analyze the concept of regions at various scales.
Expansion Diffusion of Major League Baseball (7-12)
Students will be looking at where the professional Major League Baseball teams were located before 1953. This will be analyzed in terms of today’s professional Major League Teams and an analysis of population change in regions of the United States will be discussed.
Geography of Sports - Thresholds for Minnesota Sports Teams (7-12)
By looking at the four major market sports teams of the Twin Cities students will be evaluating where the range and threshold for the teams are located in the upper Midwest. This will tie into Central Place Theory and the space analysis of other major market teams in the United States.
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V.C.1.2.
Students will use concepts and models of the process of diffusion to interpret the spread of culture traits.
Diffusion Stories
This lesson focuses on a short research activity and an oral report on a specific cultural artifact. Students will also tell a short story to their classmates that answers questions about the diffusion of a cultural artifact.
If I wear Pearls, does that mean I have culture?
This lesson is about culture and some of the differences between cultures throughout the world. |
V.C.1.3.
Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change.
Race and Ethnicity in the United States [Lesson Attachments]
Students will learn the U. S. Census Bureau’s definitions of race and ethnicity and compare race and ethnicity data from 1900,1950, and 2000 looking for patterns of change. |
V.C.1.4.
Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.
Culture Regions of the US
Students will look at a variety of images from a variety of sources to discern landscape clues about different cultural groups and how they alter their landscapes. |
V.C.2.1.
Students will understand the concept of nationalism and of sovereign political states and how sovereignty is impacted by international agreements.
The Independent State: Balancing Nationalism and International Agreements
[Lesson Attachments]
Students will study the internal structure of independent states and their challenge to balance nationalism with the global concerns of an interconnected world. The realm of Europe will represent our classroom with its complex web of independent states and geopolitical components.
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V.C.2.2.
Students will provide examples of the impact of political boundaries on human behavior and economic activities.
Life on the Border [Lesson Attachments]
Students will define and identify different types of boundaries; discuss their impressions of the United States/Mexico border; use the Internet to research the border, and answer questions about their findings; discuss their research findings as a class; and create collages, posters, or multimedia presentations showcasing the United States/Mexico border. |
V.C.2.3.
Students will understand the patterns of colonialism and how its legacy affects emergence of independent states in Africa, Asia, and Latin America as well as the tensions that arise when boundaries of political units do not correspond to nationalities of people living within them.
Legacy of Colonialism [Lesson Attachments]
Students will understand the extent of colonialism from the early periods in the 1500’s to the later years in the mid 1900’s. In addition, students will understand the lasting effects on the colonized countries today. |
V.C.2.4.
Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet.
The ABC's of Apportionment [Lesson Attachments]
A look at apportionment and redistricting, including the latest Census 2000 national map. This map includes which states were the biggest gainers and losers of the most recent Census. Students analyze map and select additional states for more in-depth inquiry.
Redistricting (Grades 9-12)
The lesson is designed to help students understand the struggles an urban city has when deciding where to draw the district lines. They will look at their current lines and attempt to draw new lines from the latest census data.
Note: the lesson includes a very large data packet.
Maps 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 |
V.C.3.1.
Students will describe the contemporary patterns of large cities.
World Cities of 5 Million or More [PowerPoint Slide Shows] [World Settlement Tables]
Students will learn where and map the locations of cities and metropolitan areas of 5 million or more.Students will analyze the settlement patterns and make predictions for the future.
Where Would You Place a City? Part 1(Grades 9-12)
This lesson has student apply site reasons to actual cities.
Minneapolis and St. Paul Part 2 (Grades 9-12)
- Additional Resources: Slide Show
What's Russia to Do? (Grades 9-12)
Students will be introduced to the GULAG system through a PowerPoint
presentation (download or view in right column). Students will work in groups to create maps, climate graphs, and population pyramids. They will gather information from experts via the web. The assessment is a presentation to President Putin.
Additional Resources: Gulag Slide Show
Identifying Wolrd Cities (Grades 9-12)
Students will begin by identifying the accessible functions and
characteristics of their own community. Students will learn the definition of a city and be able to identify characteristics that make up world cities. Students will analyze cities and their locations to determine their rank of importance as a world city and their spatial distribution.
Expansion Diffusion of Major League Baseball (7-12)
Students will be looking at where the professional Major League Baseball teams were located before 1953. This will be analyzed in terms of today’s professional Major League Teams and an analysis of population change in regions of the United States will be discussed.
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V.C.3.2.
Students will describe the processes that have produced this pattern of cities.
The Black Death of the 14th Century (Grade 10)
This lesson addresses one of the major events in the history of the world. As the Black Death diffused its way across Europe, it seemed no one was left untouched. The impact of the disease would change Europe forever.
Why Is ___________ Located Where It Is? (Grades 9-12)
Have you ever wondered why certain cities are located where they are? Are there certain geographic features that hinder or support a city?
Would these features even be powerful enough to determine if a city were to become a world city or a city with regional or national importance? Through this series of lessons students will explore these questions and develop their own answers and conclusions to them.
What's Russia to Do? (Grades 9-12)
Students will be introduced to the GULAG system through a PowerPoint presentation (download or view in right column). Students will work in groups to create maps, climate graphs, and population pyramids. They will gather information from experts via the web. The assessment is a presentation to President Putin.
Additional Resources: Gulag Slide Show
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V.C.3.3.
Students will describe how changes in transportation and communication technologies affected the urbanization of the United States.
V.C.3.4.
Students will describe how changes in transportation technology, government policies, lifestyles, and cycles in economic activity impact the suburbanization of the United States.
The Hmong American Migration Story (Grades 9-12)
Students will reconstruct past events from the perspective of immigrants; explain reasons immigrants/refugees come to America; use the concepts of push and pull factors to explain patterns of human movement in migration within the US; use maps and atlases; observe, describe and draw conclusions about migration to the US by using a non-fiction text; use Homong story cloth(s) as a primary resource; and explain the regional distribution of the Hmong pupulation from a local and global scale. |
V.C.3.5.
Students will explain the internal spatial structure of cities in the United States.
Immigrant Neighborhoods and Internal Structure of Cities
Students will to learn what correlation means, and to analyze the correlation between immigrant populations and various demographic variables that describe the geography of North American Cities.
Internal Spatial Structure of Cities
The students will be analyzing a typical North American city through the means of bid-rent. This concept will explain why commercial, industrial and residential sectors of the city are located where they are located.
American Fact Finder: An Internet Tool for Geographers [Excel Data Files]
Students will conduct a correlation analysis of immigration and socio-economic well-being in several cities throughout the U.S. Students use the America Fact Finder on the U.S. Census Bureau website to create maps. The remaining statistical analysis will be done using Microsoft Excel.
World Cities
Students will work in groups to produce a city at some identified world location. They will be given characteristics of the cities to produce a city close to what they would think they would see in that area of the world. Students can produce these replicas on paper or on computer.
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V.C.3.6.
Students will provide examples of how the internal structure of cities varies around the world.
V.C.4.1.
Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the United States.
Regional Economics in the USA [Lesson Attachments]
Students will create maps showing regional economics patterns in the US and examine those patterns in comparison to regional resources and infrastructure. |
V.C.4.2.
Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the primary industrial regions of the world.
Economic Conditions and Development in China (Grades 11-12)
Students will Analyze the relationship between location, place, history, population districution and economics in china's recent industrial growth; develop criteria for investment in china based on geographic analysis; represent the relevant informtion on a map; and explain why China is on the verge of becoming an economic world power.
Where Do You Shop? (Grades 8-12)
Student will develop the concept of trade areas for service centers; know and recognize the theory of a hierarchy by looking at shopping patterns in their own community; examine shopping patterns in another community to develop a hypothesis on why there are more opportunities for goods and services in some neighborhoods while others lack these goods and services.
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V.C.4.3.
Students will describe how the technological and managerial changes associated with the third agricultural revolution have impacted the regional patterns of crop and livestock production.
V.C.4.4.
Students will understand how the transportation and communication systems have impacted the development of regions.
The Amazing Race - Africa [Lesson Attachments]
Students will develop an itinerary for travel through Africa (excluding air travel) while gathering information about various cities in the regions of Africa.
World Cities and The Olympics (Grades 9-12)
This lesson has students review a map of world cities for their placement and then decide which world city will be an Olympic Host.
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V.C.4.5.
Students will describe patterns of consumption and production of the agricultural commodities that are traded among nations.
V.C.4.6.
Students will describe patterns of consumption and production of fossil fuels that are traded among nations.
Dude, Wassup with da Crude? [Lesson Attachments]
Students will focus on the global commodity of oil. They will locate where the commodity is found/produced and where the commodity is consumed and explore the relationship between the producer and the consumer nations. |
V.C.4.7.
Students will describe how geographic models can help to explain the location of commercial activities and land use pattern s in the United States and the world.
V.C.4.8.
Students will explain the variations in economic activity and land use within the state of Minnesota analyze issues related to land use and reach conclusions about the potential for change in various regions.
V.C.4.9.
Students will describe changes in common statistical measures of population or economy that occur as countries develop economically.
V.C.4.10.
Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle.
V.D.1.1.
Students will provide a range of examples illustrating how types of government systems and technology impact the ability to change the environment or adapt to it.
V.D.1.2.
Students will analyze the advantages and drawbacks of several common proposals to change the human use of environmental resources.
V.D.1.3.
Students will understand and analyze examples of the impacts of natural hazards on human activities and land use.
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