Download Human Geography in the United States

United States Studies
Human Geography in the United States
SS0403
Fourth Grade Social Studies: United States Studies
Unit 3: Human Geography in the United States
Big Picture Graphic
Overarching Question:
How are people connected to the Earth and to each other?
Previous Unit:
The United States in
Spatial Terms
This Unit:
Next Unit:
Human Geography in the United States
Questions To Focus Assessment and Instruction:
1. What questions do geographers ask in examining human
geography in the United States?
2. How have the concepts of movement and
human/environment interaction influenced the development
of the United States?
3. How might the country resolve contemporary public issues
related to movement and human/environment interaction in
the United States?
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Exploring Economics
Types of Thinking
Cause and Effect
Compare and Contrast
Generalizing
Issue Analysis
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United States Studies
Human Geography in the United States
SS0403
Graphic Organizer
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United States Studies
Human Geography in the United States
SS0403
Unit Abstract:
In this unit students explore the United States through the lens of human geography with a focus
on the themes of movement and human/environment interaction. Using literature and primary
sources, they study push and pull factors of migration and the influence of migration on culture
within the United States. Through both historical and current examples students explore ways
people have used, adapted to, and modified various environments in the U.S. They deepen their
understanding of human-environment interactions by assessing positive and negative effects of
human activities on the physical environment. Returning again to historical examples, students
explore ways in which geography can be used to interpret history. Finally, students identify current
geographic issues facing the U.S. and select one issue to study in depth.
Focus Questions
1. What questions do geographers ask in examining human geography in the United States?
2. How have the concepts of movement and human/environment interaction influenced the
development of the United States?
3. How might the country resolve contemporary public issues related to movement and
human/environment interaction in the United States?
Content Expectations
4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - H3.0.7:
Use case studies or stories to describe the ideas and actions of individuals involved
in the Underground Railroad in Michigan and in the Great Lakes region.
4 - G1.0.1:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Use a case study or story about migration within or to the United States to identify
push and pull factors (why they left, why they came) that influenced the migration.
Describe the impact of immigration to the United States on the cultural development
of different places or regions of the United States (e.g., forms of shelter, language,
food).
Assess the positive and negative effects of human activities on the physical
environment of the United States.
Identify public issues in the United States that influence the daily lives of its citizens.
4- G1.0.3:
4- G1.0.4:
4 - G4.0.1:
4 - G4.0.2:
4 - G5.0.1:
4 – P3.1.1:
Integrated GLCE’s
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United States Studies
Human Geography in the United States
SS0403
R.NT.04.04: Explain how authors use literary devices including flash-forward and flashback
to depict time, setting, conflicts, and resolutions to enhance the plot and create
suspense. (English Language Arts)
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central
and supporting ideas using an effective organizational pattern (e.g.,
compare/contrast) and informational text features. (English Language Arts)
Key Concepts
adaptation to the environment
culture
human/environment interaction
immigration
migration
modification of the environment
movement
public issues
push and pull factors
resource use
Duration
6 weeks
Lesson Sequence
Lesson 1: Questions Geographers Ask about Human Geography
Lesson 2: Movement - Push and Pull Factors
Lesson 3: Push and Pull Factors – Immigration to the United States
Lesson 4: The Impact of Immigration on Culture in the United States
Lesson 5: Adapting to Different Environments in the United States
Lesson 6: How People Have Used the Environment of the United States
Lesson 7: Modifying the Environment in the United States
Lesson 8: Public Issues Related to Geography
Assessment
Selected Response Items
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Human Geography in the United States
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Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Chart paper
Desktop U.S. Maps
Hats from Unit 1 (Geographers, Historians)
Highlighters
Large timeline on paper in 50 year increments marked from 1800 to 2000
Large World Map
Markers
Overhead Projector or Document Camera and Projector
Physical map of the U.S.
Stickers
Student journal or notebook
“Thinking Like a Historian” Bookmarks from Unit 1
Student Resource
A Kid’s Guide to the People and Places of America: State-by-state Atlas. DK Publishing, 2003.
About Wetlands. National Wetlands Research Center. 21 November 2008
<http://www.nwrc.usgs.gov/wetlands.htm>.
Aliki. Painted Words/Spoken Memories: Marianthe's Story. New York: Greenwillow, 1998.
American Ethnic Geography. 14 November 2008
<http://www.valpo.edu/geomet/geo/courses/geo200/usa_maps.html>.
Bunting, Eve. Dandelions. San Diego: Voyager Books, 1995.
- - -. Train to Somewhere. New York: Clarion Books, 1996.
Current Environmental Issues. Global Stewards. 23 November 2008
<http://www.globalstewards.org/issues.htm>.
Current Environmental Issues Website Resources. Simon Fraser University. 23 November 2008
<http://www.sfu.ca/~sfpirg/hot_topics/current_environmental_issues.htm>.
The Debate over Clear Cutting of Forests. Mongabay. 21 November 2008
<http://www.mongabay.com/external/sierra_nevada_clearing-cutting.htm>.
Dooley, Nancy. Everybody Cooks Rice. New York: Lerner (1991).
Michigan Citizenship Collaborative Curriculum
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Dredging Issue: Coastal Wetlands and Sediments of the San Francisco Bay System. 21 November
2008 <http://marine.usgs.gov/fact-sheets/SFwetlands/sfwetlands.html>.
Energy and Mineral Resources Map. 17 November 2008
<http://static.howstuffworks.com/gif/maps/pdf/NAM_US_THEM_Resources.pdf>.
Everything We Have Comes From Natural Resources. 17 November 2008
<http://www.mii.org/pdfs/have/EverythingWeHave.pdf>.
Facts about Hoover Dam. U.S. Department of the Interior. 21 November 2008
<http://www.usbr.gov/lc/hooverdam/educate/kidfacts.html>.
Freedman, Russell. Immigrant Kids. New York: Puffin Books, 1980.
Hamilton, Virginia. Many Thousand Gone: African Americans From Slavery to Freedom. New York:
Knopf Books for Young Readers, 2002.
Hopkinson, Deborah. Apples to Oregon. New York: Scholastic, 2005.
- - -. Sweet Clara and the Freedom Quilt. NY: Random, 1995.
Immigration: Stories of Yesterday and Today. Scholastic. 13 November 2008
<http://teacher.scholastic.com/activities/immigration/index.htm>.
Industrial Agriculture and Water Pollution. Sustainable Table. 21 November 2008
<http://www.sustainabletable.org/issues/waterpollution/>.
Lawrence, Jacob. The Great Migration: An American Story. New York: Harper Trophy, 1995.
Levine, Ellen. If You Traveled on the Underground Railroad. NY: Scholastic, 1988.
Michigan Global Connections. MEDC Website. 12 November 2008
<http://ref.michigan.org/medc/miinfo/mimaps>.
Natural Resources and the Environment. U.S. Department of Agriculture. 17 November 2008
<http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SU&navid=NATURAL
RESOURCES>.
Off-shore Drilling. Wikipedia. 21 November 2008 <http://en.wikipedia.org/wiki/Offshore_drilling>.
Percent of People Who Are Foreign Born Map. U.S. Census website. 12 November 2008
<http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=thematicmaps>.
Polacco, Patricia. The Keeping Quilt. New York: Aladdin Books, 2001.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Postcards from America. 16 May 2008 <http://www.postcardsfrom.com/index.html>.
Prairie Settlement. Library of Congress. American Memory Project. 16 November 2008
<http://memory.loc.gov/cgi-bin/query/r?ammem/ps:@field(DOCID+l104)>.
The Price of Strip Mining. Time/CNN. 21 November 2008
<http://www.time.com/time/magazine/article/0,9171,904921,00.html’>.
Printable Maps. The United States Atlas. 16 May 2008 <http://nationalatlas.gov/printable.html>.
Pros and Cons of Coal Burning Power Plants PowerPoint Created by Students. 21 November
2008 <www.eng.fsu.edu/~kuhnal/COAL.ppt>.
Rappaport, Doreen. Freedom River. New York: Hyperion Books, 2000.
Say, Allen. Grandfather's Journey. New York: Houghton Mifflin/Walter Lorrain Books, 1993.
Dr. Seuss. The Lorax. New York: Random House, 1971.
Silverstein, Shel. The Giving Tree. New York: Harper Collins, 1964.
Sod House Photos. 10 November 2008 <http://lcweb2.loc.gov/cgibin/query/r?ammem/ngp:@FILREQ(@field(SUBJ+@BAND(sod+buildings))+@FIELD(CO
LLID+ndfa)>. (search “sod buildings”)
State Agricultural Profiles. 17 November 2008 <http://www.agclassroom.org/kids/ag_facts.htm>.
State Mineral Production. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/resources/ResourcesWeUse.pdf>.
“The Underground Railroad.” The Mitten. Spring 2001. 13 November 2008
<http://www.michiganhistorymagazine.com/kids/pdfs/mitten01.pdf>.
United Airlines International Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_World_8_08.pdf>.
United Airlines North America Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_NA_8_08.pdf>.
United States Maps. 16 May 2008 <http://www.united-states-map.com/>.
U.S. Gazetteer. U.S. Census Bureau. 16 May 2008 <http://www.census.gov/cgi-bin/gazetteer>.
Van Allsburg, Chris. Just A Dream. New York, NY: Houghton Mifflin, 1990.
Yates, Elizabeth. Amos Fortune Free Man. New York: E. P. Dutton, 1950.
Michigan Citizenship Collaborative Curriculum
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Teacher Resource
1895 U.S. Atlas. 16 May 2008 <http://www.livgenmi.com/1895/>.
American Ethnic Geography. Valpo University. 16 May 2008
<http://www.valpo.edu/geomet/geo/courses/geo200/usa_maps.html>.
Americans in the Raw. Ohio State eHistory website. 13 November 2008
<http://ehistory.osu.edu/osu/mmh/Immigration/AmericansinRaw.cfm>.
American West 1840-95. Learn History. 16 November 2008
http://www.learnhistory.org.uk/west/homesteaders.htm>.
Arizona Mine. 16 November 2008
<http://wwwdelivery.superstock.com/WI/223/2062/PreviewComp/SuperStock_2062523154.jpg>.
Bode, Janet. The Colors of Freedom: Immigrant Stories. New York: Grolier Publishing, 1999.
Camping on the South Rim. LA Times. 21 November 2008 <http://www.latimes.com/travel/la-trwwesterncanyons-pg,0,6099700.photogallery?index=2>.
Cattle Ranch. 16 November 2008 <http://www.nebraskahorseback.com/images/Move_cows_w.Nancy.JPG>.
Desert House. ABC News. 16 November 2008
<http://a.abcnews.com/images/Business/ht_desert_house_051221_ssh.jpg>.
Earthshots: Satellite Images of Environmental Change. U.S. Department of the Interior. 21
November 2008 <http://edcwww.cr.usgs.gov/earthshots/slow/tableofcontents>.
Ellis Island. 13 November 2008 <http://www.ellisisland.org>.
Environment and Natural Resources Websites. 17 November 2008
<http://www.usa.gov/Citizen/Topics/Environment_Agriculture/Environment.shtml>.
Environmental Issues. U.S. Department of Interior. 16 May 2008
<http://geography.wr.usgs.gov/science/env-issues.html>.
Exploration and Settlement:1800-1820 Map. 13 November 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1800.jpg>.
Exploration and Settlement:1835-1850 Map. 13 November 2008
<http://www.lib.utexas.edu/maps/united_states/exploration_1835.jpg>.
Grand Canyon. 21 November 2008 <http://www.silverspurtours.com/gfx/grand-canyon-village.jpg>.
Michigan Citizenship Collaborative Curriculum
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Grand Canyon South Rim Village Map. About.com. 21 November 2008
<http://gocalifornia.about.com/library/weekly/n_az_gc_map_vlg.htm>.
History of Las Vegas photos. Early Vegas. 21 November 2008
<http://www.earlyvegas.com/early_downtown_vegas.html>.
House in Hawaii. 16 November 2008 <http://www.aloha.net/~hobbit/houdar.jpg>.
Immigration Data. U.S. Census Bureau. 13 November 2008
<http://www.census.gov/population/www/socdemo/immigration.html>.
Immigration Photographs. Library of Congress. American Memory Collection. 13 November 2008
<http://memory.loc.gov/ammem/browse/>.
Kansas Farm. 16 November 2008 <http://media-2.web.britannica.com/eb-media/00/93900-0045EA76A32.jpg>.
Lake Gogebic Area. 14 November 2008
<http://www.lakegogebicarea.com/lakegogebicsnowmobile.htm>.
Lake Mead Photos. University of Nebraska-Lincoln. 21 November 2008
<http://www.hprcc.unl.edu/nebraska/Lake-Mead-2007.html>.
Lawlor, Veronica, ed. I Was Dreaming To Come to America: Memories from Ellis Island. New York:
Puffin Books, 1997.
Lessons to Accompany “Grandfather’s Journey” by Allen Say. 13 November 2008
<http://www.emints.org/ethemes/resources/S00000597.shtml>.
Levine, Ellen. If You Traveled on the Underground Railroad. NY: Scholastic, 1988.
Log House. 16 November 2008 <http://www.astroshow.com/Alaska07/141aLogHouse.jpg>.
A Look at Michigan Agriculture. 17 November 2008
<http://www.agclassroom.org/kids/stats/michigan.pdf>.
Louisiana House. 17 November 2008
<http://www.shallowwaterangler.com/destination/lafitte_louisiana-redfish_trout/>.
Lumber Mill. 17 November 2008 <http://www.vfmdesign.com/perthmrc/images/bc9-4.jpg>.
Majestic Trees of America. Arbor Day Foundation. 17 November 2008
<http://arborday.org/trees/majTreesMain.cfm>.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Metropolitan Areas of the United States Map. University of Texas. 21 November 2008
<http://www.lib.utexas.edu/maps/united_states/us_metro_area_99.pdf>.
National Geographic Educational Network. National Geographic. 16 May 2008
<http://www.ngsednet.org/>.
Ocean Front House. 17 November 2008
<http://www.1500pebblebeachdrive.com/images/OceanFrontHouseCoverA.jpg>.
Oil and Gas Fields Map. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/study/StudyoftheEarth.pdf>.
One Planet Many People: Atlas of our Changing Environment. United Nations Environment
Programme. 21 November 2008 <http://na.unep.net/OnePlanetManyPeople/index.php>.
Pact puts plug on Great Lakes water diversion. MPNnow.com. 23 November 2008
<http://www.mpnnow.com/news/x502300365/Pact-puts-plug-on-Great-Lakes-waterdiversion>.
Photo of the Annual Finnish Music Festival. 14 November 2008
<http://www.playdembones.com/workshops.htm>.
Photo of Finlandia University. 14 November 2008 <http://huntsupguide.com/hancock_finlandia_university_finnish_american_heritage_center.html>.
Photographs of Ellis Island. The Statute of Liberty – Ellis Island Foundation, Inc. 13 November
2008 <http://www.ellisisland.org/photoalbums/ellis_island_then.asp>.
Plan of a Slave Ship. Africans in America. PBS. 13 November 2008
<http://africanhistory.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=africanhistory&zu=http://
www.pbs.org/wgbh/aia/part1/1h295b.html>.
Prints and Photographs Online Catalog. Library of Congress. 13 November 2008
<http://memory.loc.gov/pp/pphome.html>.
Protecting the Environment. U.S. Department of State. 16 May 2008
<http://usinfo.state.gov/journals/itgic/0605/ijge/ijge0605.htm>.
Row House. 17 November 2008
<http://skyways.lib.ks.us/orgs/schs/preservation/bradley/RossRowHouse3.jpg>.
Satellite Images of the United States. Geology.com. 16 May 2008
<http://geology.com/satellite/states.shtml>.
Ski Resort. 17 November 2008 <http://www.bestskiproperty.com/images/SilverLakeLodge-J.JPG>.
Michigan Citizenship Collaborative Curriculum
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Sutcliffe, Andrea. The New York Public Library Amazing US Geography: A Book of Answers for
Kids. Jossey-Bass, 2002.
Thirsty? How 'bout a cool, refreshing cup of seawater? Water Science for Schools US Geological
Survey, 16 May 2008 <http://ga.water.usgs.gov/edu/drinkseawater.html>.
A timeline of Immigration History. The Statute of Liberty – Ellis Island Foundation, Inc. 13
November 2008 <http://www.ellisisland.org/immexp/wseix_4_3.asp>.
Treaties & the Removal of the Michigan Potawatomi Lesson Plan. 13 November 2008
<http://www.nokomis.org/docs/curriculum/Lesson3C.pdf>.
Trees. Kentucky Division of Forestry. 17 November 2008 <http://www.forestry.ky.gov>.
United States Geography Websites. 16 May 2008 <http://members.aol.com/bowermanb/US.html>.
UP Information. 14 November 2008 <http://www.mgh.org/uphec/up_info.html>.
Want-Ads. 13 November 2008 <http://www.kancoll.org/articles/orphans/or_wants.htm>.
What’s in a Pencil Besides Wood?. Mineral Information Institute. 17 November 2008
<http://www.mii.org/pdfs/every/pencil.pdf>.
White Pine County Fights Water Pipeline. Las Vegas Now. 23 November 2008
<http://www.lasvegasnow.com/global/story.asp?s=5412769>.
Wind Farm. 17 November 2008 <http://uchooze.net/wind-farms/images/wind-farm.jpg>.
You, Whoever You Are.” Immigration. Library of Congress. 13 November 2008
<http://memory.loc.gov/learn/features/immig/introduction.html>.
Resources for Further Professional Knowledge
The National Council for Geographic Education. 16 May 2008
<http://www.ncge.org/geography/2005bill/>.
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Instructional Organization
Lesson 1: Questions Geographers Ask about Human Geography
Content Expectations:
4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - G1.0.1:
4- G1.0.3:
4- G1.0.4:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Integrated GLCE’s
R.NT.04.04: Explain how authors use literary devices including flash-forward and flashback
to depict time, setting, conflicts, and resolutions to enhance the plot and create
suspense.
Key Concepts: human/environment interaction, movement
Abstract: In this foundational lesson students explore questions geographers ask when studying
the human geography of the United States and determining how places are connected. With a
specific focus on movement and human-environment interaction, the teacher assists students in
developing questions about these geographic concepts. Some examples include: Why have
people moved to United States? How have people moved within the U.S.? How has the movement
of people affected cultural development in the U.S.? How have people changed the environment
in the U.S.? and, What are positive and negative effects of these changes? Students apply these
questions to what they know about Michigan. In addition this lesson provides an opportunity for
students to further develop the skill of making inferences from maps.
Lesson 2: Movement - Push and Pull Factors
Content Expectations:
4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - G1.0.1:
4 - G4.0.1:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
Use a case study or story about migration within or to the United States to identify
push and pull factors (why they left, why they came) that influenced the migration.
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4 - H3.0.7:
SS0403
Use case studies or stories to describe the ideas and actions of individuals involved
in the Underground Railroad in Michigan and in the Great Lakes region.
Integrated GLCEs
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
W.GN.04.03: Write an informational comparative piece that demonstrates understanding of central
and supporting ideas using an effective organizational pattern (e.g.,
compare/contrast) and informational text features. (English Language Arts)
Key Concepts: migration, movement, push and pull factors
Abstract: In this literature-based lesson, students explore five different examples of movement, or
migration, within the United States. These include the westward movement of pioneers, the
Underground Railroad, orphan trains, the “Great Migration” of African-Americans from the South to
the North and the forced removal of Native Americans such as the Potawatomi. Using the concepts
of push and pull factors, students apply both historical and geographic thinking to explore these
movements of people. Activities include the creation of a summary chart, the reading of a play, and
the analysis of two primary sources.
Lesson 3: Push and Pull Factors – Immigration to the United States
Content Expectations:
4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - G1.0.1:
4 - G4.0.1:
Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).
Use a case study or story about migration within or to the United States to identify
push and pull factors (why they left, why they came) that influenced the migration.
Integrated GLCE’s
R.CM.04.03 Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
Key Concepts: immigration, movement, push and pull factors
Abstract: In this lesson students expand their understanding of push and pull factors by exploring
immigration to the United States. They begin by reading and analyzing an informational article
about immigration to Michigan. Next, they explore immigration data looking for patterns. Then, they
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compare two books about immigration to the United States and identify the push and pull factors in
each story. In history-related activities students explore primary sources relating to immigration
including photographs, memoirs, and artifacts. Finally, students briefly explore the concept of
forced migration as they consider the issue of slavery.
Lesson 4: The Impact of Immigration on Culture in the United States
Content Expectations:
4 – H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4- G1.0.3:
4- G1.0.4:
4 - G4.0.2:
Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Describe the impact of immigration to the United States on the cultural development
of different places or regions of the United States (e.g., forms of shelter, language,
food).
Key Concepts: culture, immigration, movement
Abstract: This lesson explores some of the effects of immigration on the United States with an
emphasis on how immigration has affected cultural development throughout the country (e.g. the
Asian impact on California; the Mexican impact on areas of the Southwest). It begins with a brief
review of the impact of immigration on regions of Michigan through an activity relating to the
influence of Finnish people in the Upper Peninsula. Students then use several demographic maps
of the United States to work in groups to construct generalizations about cultural influences in
different regions of the United States. Students share their generalizations with the class and
construct a class list of generalizations about cultural influences in the United States. Working with
a partner, students select a region of the country to investigate and collect evidence of cultural
influences in that region to display on a small poster board.
Lesson 5: Adapting to Different Environments in the United States
Content Expectations:
4- G1.0.4:
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 - G5.0.1: Assess the positive and negative effects of human activities on the physical
environment of the United States.
Key Concepts: adaptation to the environment, culture, human/environment interaction
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Abstract: In this lesson students explore how the culture of a place is influenced by geography.
They examine how people have adapted to different environments in the United States by looking
at housing styles, recreational activities, and land use in different regions. Next, in a brief case
study of adaptation on the Great Plains, they connect back to previous lessons in the unit by
exploring how migration often results in people having to adapt to a new environment. Finally, in a
research-based activity, they investigate how people have adapted to a specific geographic
challenge such as earthquakes in California, hurricanes along the Gulf Coast, or dry conditions in
the Southwest.
Lesson 6: How People Have Used the Environment of the United States
Content Expectations
4- G1.0.4:
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Key Concepts: human/environment interaction, resource use
Abstract: In this lesson students study various ways people have used the environment in the
United States through an exploration of natural resource use. The lesson begins with a review of
the natural resources of Michigan and how these resources influenced the growth and
development of the state. Students then use a variety of resources including maps, tables, and
informational text to investigate how people have used the fertile soil, trees, water resources, and
minerals of the United States.
Lesson 7: Modifying the Environment in the United States
Content Expectations:
4- G1.0.3:
Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
4- G1.0.4:
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 - G5.0.1: Assess the positive and negative effects of human activities on the physical
environment of the United States.
Key Concepts: human/environment interaction, modification of the environment, resource use
Abstract: In this lesson students explore how people have modified the environment in the United
States. In particular, students study how the utilization of natural resources such as fertile soil,
trees, water, minerals, and fossil fuels results in the modification of the environment. Students
begin with a review of ways people have modified the environment of Michigan. Next, they gather
evidence of modification in the United States by re-examining maps and other resources from
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United States Studies
Human Geography in the United States
SS0403
previous lessons. Using a short case study of Las Vegas and Hoover Dam, students gather
further evidence as they examine concepts such as irrigation of desert land, urban sprawl, and
dams. After working in small groups to research and report on specific examples of modification
(such as the filling in of wetlands, strip mining, off shore drilling), students engage in a class
discussion about the positive and negative effects of these human activities to answer the
question, “Is it worth it?”
Lesson 8: Public Issues Related to Geography
Content Expectations:
4- G1.0.4:
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 - G5.0.1: Assess the positive and negative effects of human activities on the physical
environment of the United States.
4 – P3.1.1: Identify public issues in the United States that influence the daily lives of its citizens.
Key Concepts: human/environment interaction, public issues
Abstract This lesson expands on the last lesson by having students identify current geographic
issues affecting the United States. After students review the concept of public issues, they briefly
explore water diversion and related public policy issues. Using websites, newspapers, and news
telecasts, students then identify additional geographic issues.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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