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Introductory Geography Learning Module

Learning Module

Abstract

This work establishes an introductory geography learning module detailing the six essential elements of geography: the uses of geography, the world in spatial terms, physical systems, human systems, places and regions, and environment and society. It includes an overview of the module, intended learning outcomes, and various assessment strategies. Information is displayed in both student-directed terms and teacher-directed terms.

Keywords

Geography, Map, Legend, The Uses of Geography, The World in Spatial Terms, Physical Systems, Human Systems, Places and Regions, Environment and Society

Figure 1: Introductory Image, https://www.dallascollege.edu/cd/credit/geography/pages/default.aspx

 

 

Overview

In this learning module, students will learn about the six essential elements of geography. These elements include: the uses of geography, the world in spatial terms, places and regions, physical systems, human systems, and environment and society. Each update will correspond to one of these six elements, and students will be prompted to comment and create updates to demonstrate their understanding. They will create one peer-reviewed project using the online resource Google Lit Trips to map the geographical locations referenced in a literary work of their choice. This project will be assigned to them at the beginning of the module, so they will have three weeks to complete it. Students will also complete a pre- and post-module knowledge survey to assess all they have learned throughout the module.

The intended audience for this learning module is a ninth-grade world history course. To succeed in a course such as this, it is essential that students have a firm understanding of geography and the ways in which it shapes social life (Kinder, 2017, p. 11). This learning module serves as an introductory unit to orient students to the course and build their geography skills. By incorporating Google Lit Trips into the module, students will also be able to strengthen their literary knowledge and observe the geographical context in which historical events take place.

This learning module reflects many of the key concepts we have discussed in EPSY 560. Reflexive pedagogy is utilized throughout the module as students construct knowledge through comments and original updates. Additionally, students will facilitate their own learning through the use of Google Lit Trips (Crawley, 2009, p. 150). With Google Lit Trips, students are assigned a piece of literature and create a map based on the locations covered in the work. When students add a new location to the map, they will gain access to various articles, quizzes, and discussion prompts relevant to the location. Upon completing their map, students will share their findings with peers via a presentation or written work, whichever they prefer. Together, students’ maps and presented findings form a multimodal learning experience, as students are engaged visually, auditorily, kinesthetically, as well as through reading and writing (Thompson, 2008, p. 144).

The module also serves to enhance students’ technological and collaborative skillsets. By engaging with the online learning module and Google Lit Trips, students will become familiar with innovative educational technologies. Through sharing their findings and receiving feedback from their peers, they will gain experience in collaborative learning environments, benefiting them in both this course and future classes (Warschauer, 1997, p. 477).

I chose to create a geography learning module as I am very familiar with the subject and hope to teach it one day. While I have not gotten the chance to teach a geography lesson during my field experience placements, I have taught several lessons in other social science areas such as history and civics. This is an original lesson plan created for this project, but I will likely use it in my future classroom.

Intended Learning Outcomes

For the Student

As ninth graders, you all are developing the tools necessary to succeed throughout the rest of your time in high school and beyond. In this course, you will learn to think critically regarding the histories of cultures from around the world and how these histories impact us to this day. Before we dive into our study of world history, we must first sharpen the basic geography skills you all have learned as elementary and middle school students.

By the end of this introductory geography learning module, you will be able to:

  • Identify and explain the six essential elements of geography
  • Use maps to identify key locations and their physical features
  • Determine the relationship between humans and the environment
  • Analyze world history and cultures through a geographical lens

This learning module will take roughly three weeks to complete. There are six updates in total; you will have two days to review each update and make your own contributions. You will also have an additional three days at the end of the module to complete a project summarizing what you have learned.

For the Teacher

This learning module is designed for a ninth-grade world history classroom. Coming into the course, students should possess a basic set of geography skills, such as:

  • Being able to read and use a map’s legend
  • Knowledge of cardinal directions
  • Knowledge of major geographical features (e.g. oceans, mountains)

We will build on these skills and learn to apply them to historical and current events.

Standards met in this learning module:

  • SS.G.1.9-12. Use maps (created using geospatial and related technologies, if possible), satellite images, and photographs to display and explain the spatial patterns of physical, cultural, political, economic, and environmental characteristics.
  • SS.G.3.9-12. Analyze and explain how humans impact and interact with the environment and vice versa.
  • SS.G.6.9-12. Analyze how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population
  • SS.G.9.9-12. Describe and explain the characteristics that constitute a particular culture.
  • SS.G.10.9-12. Explain how and why culture shapes worldview.

Students will need roughly three weeks to complete this learning module. They will be given two days to review and contribute to each update (six updates in total) and will be given three days at the end of the module to complete a summative, peer-reviewed project. Additional time will be given to the module if necessary.

As this module is intended for high schoolers, it is meant to be completed alongside in-person instruction. The module contains all the content students are required to learn, but in-person instruction should expand on the content included in the updates through group discussion. During classtime, the instructor should also be guiding students through the course surveys and peer-reviewed project. On the teachers' side of the updates, suggestions for the timeline of these projects and potential discussion questions are included.

Update 1: The Uses of Geography

For the Student

Media embedded June 28, 2022

Video 1: What is Geography?

Essential Question: Why should we study geography?

As we start this module, you may be wondering, “What is so important about geography? How does learning about this apply to my life?”. Well, geography is about more than knowing your world capitals or the difference between longitude and latitude. When we study geography, we’re studying the impacts the physical world has on our social life, and vice versa (Bell, p. 12). Watch the video above to get a sense of the important questions we will be exploring the next few weeks.

When a natural disaster strikes, we are observing the ways in which geography affects our daily lives. People are displaced from their homes, entire businesses are destroyed, or perhaps a new business is created in response to the disaster. And as the effects of climate change worsen, we are observing how humans affect the environment’s ability to function healthily. As we continue to pollute our environment, the severity and frequency of natural disasters has increased significantly (United States Geological Survey).

Figure 2: The Aftermath of Hurricane Katrina

Figure 1: https://www.dallascollege.edu/cd/credit/geography/pages/default.aspx

Figure 2: https://www.britannica.com/event/Hurricane-Katrina

Video 2: https://www.youtube.com/watch?v=iHEMOdRo5u8&t=316s

Video 3: https://www.youtube.com/watch?v=vlVVaZhRAEA&t=46s

Video 4: https://www.youtube.com/watch?v=4y2nndDs8m4&t=17s

Figure 4: https://www.npr.org/2012/09/17/161278993/what-drove-early-man-across-globe-climate-change

Figure 5: https://earth.google.com/web/@15.83449686,11.46719487,-3368.21485921a,22292091.5413d,35y,359.99826317h,0t,0r/data=CjASLhIgNzQxMzFkNGY0MzEwMTFlODk1NWY3NTFlMGE0NWZjNTUiCnZveV9zcGxhc2g

Video 5: https://www.youtube.com/watch?v=BwS_8mNeQJg&t=49s

Figure 6: https://en.wikipedia.org/wiki/Territorial_evolution_of_France

Video 6: https://www.youtube.com/watch?v=eiaVPzj95hE

Figure 7: https://www.worldatlas.com/articles/top-7-facts-about-the-great-barrier-reef.html

Most importantly, geography is a tool with which we can interpret the past, present, and future. When we examine the past, we learn how ancient peoples related to the world around them, and how physical and human geography have changed over time. In the present day, geography allows us to orient ourselves in relation to global events. When we think of the future, we use geography to determine what this world may look for our children and grandchildren (Bell, p. 12).

Below is the link to a glossary of key geography terms. I recommend you bookmark this resource as it will be helpful to refer to it throughout the module.

https://sites.google.com/site/revisegeographygcse/glossary

Comment: What is the first thing that comes to mind when you think of geography?

Make an Update: Provide an example of a time in your life when you were impacted by natural forces (e.g. your basement flooded during a storm). How did it affect your life? Can you name any examples of times where you have impacted your environment, either positively or negatively?

For the Teacher

In this update, students are introduced to the uses of geography and why geography is a valuable field of study. It can be challenging, sometimes, for students to understand why the content they learn in school should matter to them. I thought it was important to address a few examples of tangible ways geography impacts them, and to prompt students to write about their own experiences with the physical world.

In addition to their comments and updates, students will also begin working on their Google Lit Trips project. This will serve as their primary project throughout the module. At this point in time, the teacher should introduce students to Google Lit Trips, review expectations for the peer-reviewed project, and instruct them to select a book from the listed options. Students should be instructed to begin reading their book, pacing themselves to account for time to finish the project. They should also be guided to complete the pre-module survey.

During classtime, the instructor should facilitate discussions regarding the many ways geography impacts our lives and why it is valuable to study.

A couple of resources to demonstrate the importance of geography, for self-use or to share with students:

          https://www.learningplunge.org/2017/09/07/why-is-geography-important/

          https://www.uopeople.edu/blog/why-is-geography-important/

Update 2: The World in Spatial Terms

For the Student

 

Media embedded June 28, 2022

Video 2: What is a Map?

Essential Question: What tools do we use to orient ourselves to the world? Watch the video above to learn about some of these tools and their advantages.

Imagine you are explaining to a friend how to get to your house from our high school. Which turns do they need to take to get there? How long will it take them? Is there a shortcut? Are there any landmarks on the way that might help them find it?

As you give your friend these directions, you are using your understanding of physical space to determine the most effective route from the high school to your home. You communicate these directions to them through the use of spatial terms, such as, “turn right onto Main Street” or “head north for three blocks”. When we study geography, we are analyzing the world in these spatial terms to understand the relationships between people, places, and things (Spatial Post).

There are a couple different tools we can use to help us understand the world in spatial terms. For example, the directions you just gave to your friend are based on a mental map you have created of our town. As you go about your daily life, you use your spatial awareness to take in all sorts of information that helps you create this map. If you have lived here for many years, this map is probably quite accurate, but not necessarily perfect (Spatial Post).

Now imagine you are planning a road trip to Chicago. Even if you’ve been to Chicago before, your mental map likely isn’t enough for you to successfully navigate the entire town. You will need to use a physical map of the city to get from one place to another (National Geographic).

As we continue through this learning module, physical maps will be the most important tool you will use to understand the world in spatial terms. There are many different purposes maps can serve – some may simply provide readers with directions to a destination, while others analyze specific features of a physical space (e.g. global temperatures, average income). Every map contains useful features to help the reader understand what it is conveying; the most important of these features is the legend. The legend contains all the symbols used in the map and is essentially the “key” to reading it (National Geographic).

Figure 3: A map of median income by zip code. The legend defines the symbols pertaining to different features of the map (population, income, etc.).

Figure 3: https://www.caliper.com/glossary/what-is-a-map-legend.htm

Comment: Describe a time where you have relied on a map to get you from Point A to Point B. Was this a mental map or a physical map?

Make an update: Watch the attached video and then find a thematic map of your choice to share with the class. In your update, describe the map’s theme, its findings, and the different features the cartographer utilized to convey this information. Include a picture of the map in your update.

Below is a link to a source which describes various important features of maps. This will be useful to you as you write your update, but I would recommend bookmarking it as it will help you throughout the rest of the module as well.

https://education.nationalgeographic.org/resource/map

For the Teacher

In this update, students learn what it means to analyze the world in spatial terms. I felt the best way to introduce this concept to them was to encourage them to apply it to their own lives. We use spatial terms to direct ourselves and others on a daily basis, and the field of geography simply applies these terms on a larger scale. Students engage in active learning as they use their personal experiences to create meaning related to the content we are discussing. 

There are many key terms related to this update that students will be expected to utilize in their updates and peer-reviewed project. I do not think it is necessary for students to memorize these terms, and so I have included links in the past two updates which students can use to access this material. While memorization is not necessary, students should seek to familiarize themselves with these terms as the module progresses.

At this time, students should be reading their chosen work for the Google Lit Trips project. They should be starting to track book locations in Google Earth. The instructor should be available to students for any questions and emphasize the deadline for the project. Students should be encouraged to track locations and access the related content as they go, so as not to fall behind.

During classtime, the instructor should aid students in discussing examples of the different types of maps we use and their features.

Update 3: Physical Systems

For the Student

 

Media embedded June 28, 2022

Video 3: What is Physical Geography?

Essential Question: How do forces of nature impact humanity?

As we have discussed in the previous two updates, geography seeks to study the relationship between humanity and the environment. To understand this relationship, we must first understand these concepts separately. The first of these concepts, the environment, refers to the physical systems which make up our world. Watch the attached video to learn about some of the physical forces that shape our lives.

What are physical systems? According to Spatial Post, physical systems are the “physical processes…that shape the patterns of the Earth’s surface”. These physical processes, such as plate tectonics and climate change, interact to form the features of our world’s landscape. Mountains, plains, lakes, and rivers are all created through thousands upon thousands of years of transformations in the Earth’s physical processes (Brown, p. 36).

Take Illinois for example. Across thousands of years, glaciers passed through much of the state. In areas untouched by the glaciers, such as parts of southern and northwestern Illinois, the landscape is much hillier. The majority of the state was flattened by the glaciers, though, resulting in our vast prairieland. Deposits from these glaciers are the reason why our soil is so fertile. The glaciers are also the reason we struggle with flooding, though; in many places, the land is too flat for heavy rainfall to flow effectively (A History of Illinois Agriculture). Illinois' modern geographical features were determined by physical processes that occured millenia ago.

Comment: In your lifetime, have you noted any changes in our physical systems? What do you make of these changes, or lack thereof?

Make an Update: Choose an area of the world and describe some of its physical features. This can be a state, a country, an entire region – it’s up to you. As far as physical features go, landforms, bodies of water, and climate are excellent places to start. What kinds of processes have shaped this landscape? Include a map or other visual of your chosen region to share with your classmates.

For the Teacher

This update introduces students to the concept of physical systems. It is vital that students understand the differences between physical and human geography as we move forward in analyzing the relationship between the two. During classtime, the instructor should discuss with students some examples of physical forces impacting humanity, either from history or from personal experiences.

At this point, they should have a couple of locations from their chosen work marked in Google Earth, so they are starting to observe how physical geography affects human movement. The instructor should be checking in with students one-on-one to evaluate how they are keeping up with the work. It should be communicated to students that they should be roughly halfway through their books at this poin

Much of the content in this learning module is delivered through Crash Course Geography videos. In a real, full-length course, I would likely create my own videos to share this information, but Crash Course is an excellent resource to use for the sake of time. Because so much content is covered in these videos, I feel it is more useful to utilize the updates as a way for students to be able to relate these concepts back to their daily lives.

Update 4: Human Systems

For the Student

Media embedded June 28, 2022

Video 4: What is Human Geography?

Essential Question: How do humans impact the forces of nature? Watch the video above to learn about a few examples.

In the last update, we defined physical systems and analyzed how these systems shape the Earth. Today, we will explore the other key force of geography – humans. Human systems refer to the ways in which people organize social life, and how this organization impacts human movement. Examples of social organization include political boundaries, economic systems, and language (Spatial Post). These divisions are manmade but are just as consequential as physical boundaries.

Migration is, in part, influenced by these human systems. A person may choose to immigrate to a country that better aligns with their political beliefs, for example. Conversely, these systems can also hinder movement – people who live in low-income areas may have fewer opportunities to migrate.

https://www.npr.org/2012/09/17/161278993/what-drove-early-man-across-globe-climate-change
Figures 4 & 5: Prehistoric and Modern Migration - A Constant Throughout History https://earth.google.com/web/@15.83449686,11.46719487,-3368.21485921a,22292091.5413d,35y,359.99826317h,0t,0r/data=CjASLhIgNzQxMzFkNGY0MzEwMTFlODk1NWY3NTFlMGE0NWZjNTUiCnZveV9zcGxhc2g

 

Comment: If you could migrate anywhere in the world, where would that be and why? Is there anything that limits you from doing this?

Make an Update: Below is an article detailing many mass migrations that have occurred throughout human history. I would like you to read this article and choose one migratory movement to research independently. In 2-3 paragraphs, describe how the movement took place and the factors that influenced the decision to migrate. Include a visual in your update to aid your classmates’ understanding.

https://www.nationalgeographic.com/culture/article/migration

For the Teacher

In this update, students learn the definition of human systems and how these social structures influence geography. I chose to keep this update quite short as I will elaborate on human systems and their impact in the following two updates. The instructor should facilitate in-class discussion regarding historical or personal examples of humans impacting the physical world.

At this point in the module, students should be almost finished reading their chosen work and outlining their peer-reviewed project. Students should be provided with an example essay/presentation that demonstrates strong understanding of the material and the instructor should be available to answer any questions from students.

Update 5: Places and Regions

For the Student

Video 5: Types of Regions

Essential Question: How do we use geography to distinguish ourselves from others?

What separates a United States citizen from a Canadian or Mexican citizen? The United States and Mexico are partially divided by the Rio Grande, but by and large, our borders with these two countries are manmade. As I said in the last update, though, these manmade distinctions are no less consequential than physical boundaries. Watch the video above to learn about the physical boundaries and manmade structures we use to determine regions.

Places and regions are established by people to organize the complexities of the physical world and social life. France and Spain are separated by the Pyrenees Mountains, but also by differences in language, food, and political systems (Spatial Post). The two countries are thus understood as distinct places defined by their physical and cultural attributes. To add to this complexity, the boundaries and characteristics of places and regions are everchanging. France’s boundaries, for example, have shifted myriad times throughout the centuries as wars have been fought and treaties signed.

Figure 6: French Border Evolution (985-1947) Figure 6: https://en.wikipedia.org/wiki/Territorial_evolution_of_France

Our understanding of the world is greatly influenced by the region in which we live. As Americans, it’s very easy for us to lump all Europeans together based on common characteristics that differ from our cultural norms. However, a person from Finland would likely feel that their day-to-day life is markedly different than that of a Frenchman. We must always be careful to consider our regional biases when studying geography.

Comment: What are some cultural practices you likely share with someone from the East Coast? What practices do you think are distinct to the Midwest?

Make an Update: Choose a country, other than the United States, to research independently. In 2-3 paragraphs, describe this country’s location, physical characteristics, and human systems. What characteristics separate this country from its neighbors? What similarities does it share with nearby countries? Include a map or other visual of the country to aid your classmates' understanding.

For the Teacher

This update explains to students the concept of places and regions. This content is likely what first comes to mind when students think of geography. I chose to introduce it later in the series of updates so that students could first become acquainted with the larger forces that determine these regions.

It was important to me to stress the complexity of regional divisions in this update. Many students may enter the class thinking that a country’s borders are more or less constant, but that is not the case, especially prior to the last ~75 years. As we progress through our study of world history, students should be equipped with the understanding that modern-day maps look quite different from the maps we will spend most of our time examining.

I also want students to understand that their conceptualization of different parts of the world is relative to their own geographic location. This was my rationale behind the comment prompt for this update; ideally, students will come to see that there are many different interpretations of “American culture”. This perspective will prepare students to succeed not just in this class but also in future interactions with the world in which they live. During classtime, the instructor should discuss with students different examples of boundaries we set and why.

At this point, the instructor should be checking in with any students they have not yet met with regarding the peer-reviewed project. Students should be wrapping up their location mapping or beginning to work on their essay/presentation; this expectation needs to be communicated to them. 

Update 6: Environment and Society

For the Student

 

Media embedded June 28, 2022

Video 6: Human-Environmental Interaction

Essential Question: How do humans and the environment impact one another?

To recap, there are two main forces at play in the study of geography: physical systems and human systems. Physical systems refer to the environment, while human systems refer to society. These two forces, physical and social, share a reciprocal relationship. This means that as the environment shapes human decisions, humanity also shapes the environment (Spatial Post). Watch the video above to learn more about this complex relationship.

Figure 7: Great Barrier Reef https://www.worldatlas.com/articles/top-7-facts-about-the-great-barrier-reef.html

Let’s look at an example. The Great Barrier Reef off the coast of Australia is one of nature’s greatest marvels. It is the largest coral system in the world, and thousands of species rely on it for survival (UNESCO). It’s also incredibly beautiful – meaning, everybody wants to visit it. People from all over the world fly to see it, stimulating the global economy, helping improve Australia’s standing on the world stage, and connecting themselves to a region of the world they might never have seen without modern technology. In this case, human systems are benefitting from the gifts of the environment.

But is the Great Barrier Reef benefitting from humanity? Most certainly not, at least not currently. Since 1995, the Reef has lost half of its coral, and many species which make up its delicate ecosystem are migrating to areas better suited to their survival. Global warming and overdevelopment driven by tourism are two of the largest factors contributing to damage of the Reef (BBC). With the flight industry accounting for 5% of global warming, the plane ride to Australia alone causes harm to the ecosystem (BBC). This is a clear example of humanity impacting the environment – as more people travel to the Great Barrier Reef, the more damage it undertakes.

This isn’t to say that the environment is always a friend to humanity, or that humans are doomed to ruin nature. Natural disasters have killed and displaced countless people throughout history. Many animal species would have gone extinct without human intervention (Natural History Museum). The relationship between humans and the environment is truly reciprocal, but we as humans have the power to influence our environment positively rather than negatively.

Comment: Provide a historical or contemporary example of a time in which humanity impacted the environment, or vice versa.

Make an Update: There are many things that we as individuals can do to help the environment. Using independent research, provide your classmates with three examples of strategies you can realistically use to improve nature. Include a visual in your update to aid classmates’ understanding.

For the Teacher

This update took two separate concepts we have discussed, physical systems and human systems, and analyzed the relationship between them. I thought it was best to place this update last as it builds on the knowledge students have gained throughout the module. The relationship between the environment and society is perhaps the most important element of geography for students to understand, as they will impact and be impacted by the environment for the rest of their lives.

With each generation, our environmental circumstances become increasingly dire. As this is the last update, I want to leave students with a call to action. It is up to us and them to stop the worst impacts of climate change, and it is part of our responsibility as teachers to provide them with the resources to do so.

During classtime, the instructor should facilitate students in a discussion regarding climate change and the ways we as individuals can help the environment.

Students should be working on their essays/presentations at this point in time. All locations should be mapped and any related material completed. These expectations need to be communicated to them by the teacher. Two class periods should be allotted as worktime for the project, with the expectation that students will also work on it at home. On the final day of the unit, those who chose to create a presentation should deliver it to the class. 

Students should also be reminded to complete the post-module survey.

Peer-Reviewed Project

As your summative assessment for the module, you will design a project using the tool Google Lit Trips and additional self-guided research. Using GLT, you will select a book of interest to you that spans several geographic locations and map these locations through Google Earth. As you map these locations, GLT will link you to additional resources that provide information such as historical background, physical features, and contemporary importance of the locations. You should read through all this information as you will need it to successfully complete the project. You will also be prompted to take quizzes and post discussions related to the locations, which you are required to complete.

After you have finished the book and mapped all the locations, you will submit either an essay or PowerPoint presentation (your choice) detailing all you have learned. Your essay/presentation should include the following essential information: a summary of the book, a summary of the locations you have mapped using Google Earth, and research regarding the historical and contemporary importance of some or all of these locations. You are expected to include research outside of what is provided to you from Google Lit Trips. A complete list of requirements is detailed below.

Your essay/presentation can be a general overview of the book and its geography, or you can focus most of your analysis on a specific location. It is up to you; as high schoolers, you have much more leeway in how you choose to demonstrate your knowledge. It is unlikely that you will choose the same book as one of your classmates; thus, you are the expert here. You are responsible for determining the most important aspects of what you have learned and the best way to convey this information to your peers and myself.

This project should be completed by the end of the module, though the deadline may be extended if several people are still working on it. Ideally, you will spend the first two weeks of the module reading your book and mapping the locations. The last week of the module should be spent preparing your essay or presentation.

Your research project will be reviewed by your peers and you will be required to submit two reviews of your peers’ work. The grade you receive from your peers, as well as the reviews you provide to your peers, will count as a portion of your grade. Below is the rubric you must use when evaluating your classmates’ work.

Step-by-Step Guide:

  1. https://www.googlelittrips.org/ Use this link to access Google Lit Trips.
  2. Select a book that interests you and you feel you could use as the base of your project.
  3. Begin reading your book, pacing yourself to take no longer than two weeks to complete it.
  4. As you read, map the locations characters travel to in the book and complete any quizzes or discussion prompts related to the locations. It may be helpful to create an outline of your final essay/presentation at this time.
  5. Once you have finished reading and mapping locations, begin writing your essay or creating your presentation. Expect this to take you about a week.
  6. Submit your work by the end of the module and fulfill peer review requests as you receive them.

Requirements:

  • All book locations mapped using Google Earth
  • All quizzes and discussion prompts completed
  • Final work contains all essential information described above
  • Three or more written sources in your final work NOT provided by GLT
  • Thoughtful and well-prepared essay or presentation
  • Essays should be 3-5 pages in length; PowerPoint presentations should be 3-5 minutes in length
  • Essays should include at least 2 visual aids; PowerPoints should include at least one visual aid per slide
  • Include a screenshot of your Google Earth map (does not count as one of your visual aids)
  • MLA format
  • In-text citations and full bibliography
  • Two reviews of classmates’ work

Peer-Review Rubric for Essay:

Figure 7: Essay Rubric

 Peer-Review Rubric for PowerPoint:

Figure 8: PowerPoint Rubric

 

Knowledge Survey

The following survey will be administered twice, once before the module and once after the module, to measure students' learning progress. The last two questions listed will only be included on the post-module survey.

1.) What does the field of geography study?

  1. The physical processes that shape the Earth's surface
  2. The social processes that shape human migration
  3. The human brain
  4. Both A and B 

2.) What are the four cardinal directions?

  1. Up, down, right, left
  2. North, South, right, left
  3. Northwest, Southwest, Northeast, Southeast
  4. North, South, East, West

3.) How many continents are there?

  1. 4
  2. 7
  3. 6
  4. 10

4.) Name the world's oceans.

  1. Northern, Southern, Eastern, Western
  2. Pacific, Atlantic, Indian
  3. Pacific, Atlantic, Southern, Indian, Arctic
  4. Atlantic, Australian, Indian, Northern, Mediterranean

5.) The line which divides the Earth into the Northern and Southern hemispheres is:

  1. The Equator
  2. The Equilizer
  3. Longitude
  4. The Prime Meridian

6.) The line which divides the Earth into the Eastern and Western hemispheres is:

  1. The Equator
  2. The Equalizer
  3. The Prime Meridian
  4. Latitude

7.) The coordinate that determines east-west location is:

  1. The Prime Meridian
  2. Longitude
  3. Latitude
  4. None of the above

8.) The coordinate that determines north-south location is:

  1. Latitude
  2. Longitude
  3. The Equator
  4. None of the above

9.) A map's legend contains:

  1. Ancient myths
  2. All the symbols used in a map and their explanation
  3. Contact information for the cartographer
  4. All of the above

10.) Plate tectonics and climate are examples of:

  1. Physical processes
  2. Biological processes
  3. Human processes
  4. Mental processes

11.) Political boundaries and language are examples of:

  1. Mental processes
  2. Biological processes
  3. Physical processes
  4. Human processes

12.) What country has the largest population on Earth?

  1. The United States
  2. China
  3. India
  4. Russia

13.) Rate your knowledge of geography prior to completing this module:

  1. No knowledge
  2. Little knowledge
  3. Some knowledge
  4. Good knowledge
  5. Strong knowledge

14.) Rate your knowledge of geography after completing this module:

  1. No knowledge
  2. Little knowledge
  3. Some knowledge
  4. Good knowledge
  5. Strong knowledge

15.) Do you feel this module increased your knowledge of geography? Why or why not?

Assessment and Evaluation

There are four methods I will use to assess students' learning over the course of this module. These are: comments and updates, check-ins, peer-reviewed work, and a pre- and post-module survey. These methods all measure different aspects of students' learning experience.

Students' comments and updates are used to track how they are progressing with the material. The grade for this portion of the module is based largely on participation, but a student could receive a poor grade/check-in if their work indicates little effort or an incorrect interpretation of the material. The intention of most of these questions is to get students to apply the content we are learning to their own lives. I will check these updates regularly to assess that students are understanding the content and are able to relate it to themselves.

Every student will receive at least one check-in meeting during the module. Students will schedule their check-in meeting at the beginning of the module; preferably, these will be completed during week 2. The intention of this assessment is to speak to students one-on-one and work with them regarding any issues they might have with the material. If a student asks for another check-in or their work demonstrates a need for one, we will schedule an additional meeting. Students will receive a participation grade for attending meetings.

The peer-reviewed project is students' main assessment for this module. This assessment seeks to improve students' literary, geographical, and historical knowledge. They will engage in active learning as they complete the assessment. In addition to demonstrating content competency, this assessment also measures students' general writing abilities and sense of responsibility. As this is intended for a ninth-grade course, it is imperative that students are given the opportunity to guide their own learning. There are many choices in this project that are left up to the student, and I think that will improve their independence.

To assess these projects, I will use both peer reviews and a review of my own. For my own review, I will be examining the quality of writing, integration of course content, and overall work ethic related to the project.

Lastly, students will be assessed through a pre- and post-module survey. All of the questions will be the same on both surveys, with the exception of two additional questions attached to the post-module survey. Students will receive a full participation grade for completing the survey. It is intended to measure what they already know going into the course and the amount of progress they made during the module.

 

References

Sources:

BBC (2021). Why is the Great Barrier Reef in Trouble? A Simple Guide. BBC. Retrieved from https://www.bbc.com/news/world-australia-57938858

Bell, David (2005). The Value and Importance of Geography. Teaching Geography, 30(1), 12-13. Retrieved from https://www.jstor.org/stable/23756554

Blakemore, Erin (2019). Human Migration Sparked by Wars, Disasters, and now Climate. National Geographic. Retrieved from https://www.nationalgeographic.com/culture/article/migration

Brown, Eric H. (1975). The Content and Relationships of Physical Geography. The Geographical Journal, 141(1), 35-40. Retrieved from https://www.jstor.org/stable/1796942

Crawley, Sara L. (2009). Full-Contact Pedagogy: Lecturing with Questions and Student-Cenetered Assignments for Methods for Inciting Self-Reflexivity for Faculty and Students (Abstract). Feminst Teacher, 19(2), 150. Retrieved from https://www.jstor.org/stable/40546088

GCSE Glossary, n.d. Google Sites. Retrieved from https://sites.google.com/site/revisegeographygcse/glossary

Google Lit Trips, n.d. Google Lit Trips: Reading the World. Google Lit Trips. Retrieved from https://www.googlelittrips.org/

Illinois State Museum, n.d. A History of Illinois Agriculture. Illinois State Museum. Retrieved from http://www.museum.state.il.us/OHIA/


Kinder, Alan (2017). The Power of Geography. Teaching Geography, 42(1), 10-12. Retrieved from 
https://www.jstor.org/stable/26383176

Learning Plunge, n.d. Why is Geography Important? Learning Plunge. Retrieved from https://www.learningplunge.org/2017/09/07/why-is-geography-important/

National Geographic, n.d. Map. National Geographic. Retrieved from https://education.nationalgeographic.org/resource/map

Spatial Post, 2021. 6 Essential Elements of Geography: How Do They Affect You? Spatial Post. Retrieved from https://www.spatialpost.com/6-essential-elements-of-geography/

Timperley, Jocelyn (2020). Should We Give Up Flying for the Sake of the Climate? BBC. Retrieved from https://www.bbc.com/future/article/20200218-climate-change-how-to-cut-your-carbon-emissions-when-flying

Thompson, Mary (2008). Multimodal Teaching and Learning: Creating Spaces for Content Teachers. Journal of Adolescent and Adult Literacy, 52(2), 144-153. Retrieved from  https://www.jstor.org/stable/20111751

The United Nations Educational, Scientific, and Cultural Organization World Heritage Convention, n.d. Great Barrier Reef. UNESCO. Retrieved from https://whc.unesco.org/en/list/154/

United States Geological Survey, n.d. How can Climate Change Affect Natural Disasters? United States Geological Survey. Retrieved from https://www.usgs.gov/faqs/how-can-climate-change-affect-natural-disasters#:~:text=With%20increasing%20global%20surface%20temperatures,more%20powerful%20storms%20to%20develop.

University of the People, n.d. Why is Geography Important? There's More Than You Think. University of the People. Retrieved from https://www.uopeople.edu/blog/why-is-geography-important/

Warschauer, Mark (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal, 81(4), 470-481. Retrieved from https://www.jstor.org/stable/328890

Media Sources:

Figure 1: https://www.dallascollege.edu/cd/credit/geography/pages/default.aspx

Video 1: https://www.youtube.com/watch?v=93LLwiMjDko

Figure 2: https://www.britannica.com/event/Hurricane-Katrina

Video 2: https://www.youtube.com/watch?v=iHEMOdRo5u8&t=316s

Figure 3: https://www.caliper.com/glossary/what-is-a-map-legend.htm

Video 3: https://www.youtube.com/watch?v=vlVVaZhRAEA&t=46s

Video 4: https://www.youtube.com/watch?v=4y2nndDs8m4&t=17s

Figure 4: https://www.npr.org/2012/09/17/161278993/what-drove-early-man-across-globe-climate-change

Figure 5: https://earth.google.com/web/@15.83449686,11.46719487,-3368.21485921a,22292091.5413d,35y,359.99826317h,0t,0r/data=CjASLhIgNzQxMzFkNGY0MzEwMTFlODk1NWY3NTFlMGE0NWZjNTUiCnZveV9zcGxhc2g

Video 5: https://www.youtube.com/watch?v=BwS_8mNeQJg&t=49s

Figure 6: https://en.wikipedia.org/wiki/Territorial_evolution_of_France

Video 6: https://www.youtube.com/watch?v=eiaVPzj95hE

Figure 7: https://www.worldatlas.com/articles/top-7-facts-about-the-great-barrier-reef.html

Work Icon: https://www.flaticon.com/free-icon/geography_4405466

Peer-Review Rubric Template:

https://templatelab.com/wp-content/uploads/2018/05/Grading-Rubric-Template-02.jpg