Download Social Studies: Geography and History of the World

Social Studies: Geography and History of the World
Unit 4: Human Exploration and Colonization
Essential Questions: What kind of relationship was created between the Old and New World during exploration and
colonization?
Standards:
GHW.3.2 Identify and describe the push-pull factors that resulted in the migration of human population over time and detect changes in these factors.
GHW.4.1 Explain the causes and conditions of worldwide voyages of exploration, discovery and conquest. Identify the countries involved. Provide examples of
how people modified their view of world regions as a consequence of these voyages.
GHW.4.2 Use a variety of text (writing, maps, timelines and/or other graphic representations) to show the movement, spread and changes in the worldwide
exchange of flora, fauna and pathogens that resulted from transoceanic voyages of exploration and exchanges between peoples in different regions. Assess the
consequences of these encounters for the people and environments involved.
GHW.4.3 Identify and compare the main causes, players, and events of imperialism during different time periods.
GHW.4.4 Analyze and assess how the physical and human environments (including languages used) of places and regions changed as the result of differing
imperialist and colonial policies.
GHW.7.1 Recognize that conflict and cooperation among groups of people occur for a variety of reasons including nationalist, racial, ethnic, religious, political,
economic and resource concerns that generally involve agreements and disagreements related to territory on Earth’s surface.
GHW.9.4 Distinguish and assess the human and physical factors associated with the spread of selected epidemics and/or pandemics over time
Suggested Target Questions:
How did economic trade in Europe, especially, Italy lead to a revolution in scientific ideas and then to exploration? (GHW.3.2)
How did factors, such as a status, wealth and religion, drive some monarchs and voyagers to seek new lands? (GHW.3.2)
How did knowledge gained from the Renaissance and Enlightenment encourage Europeans to discover new lands? (GHW.4.1)
What were the economic reasons that made European nations (kings and queens) want to find and explore new lands? (GHW.4.3)
What were the major centers of civilization that Europeans initially came into contact with? (GHW.4.2)
How would you compare European society to the various cultures they contact at this time? (GHW.4.2)
What impact of exploration on the lives of indigenous people that lived in these lands? (GHW.4.4, GHW.7.1, GHW.9.4)
Who were some of the key European voyagers that explored new lands? (GHW.4.3)
Text-based Practice:
Web-based Resources:
Discovery Education Tech Book – World History – Chapter 15 & 19
Geography and History of the World (Glencoe)
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “Middle Grades”)
http://app.discoveryeducation.com/
U.S. Geological Survey – Longitude and Latitude Guide
http://nationalatlas.gov/articles/mapping/a_latlong.html#one
National Geographic Interactive Mapping Tool – MapMaker – Use
Populations and Culture)
http://education.nationalgeographic.com/education/mapping/interactivemap/?ar_a=1
Social Studies: Geography and History of the World
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
National Geo-Educators Community & Initiative (good place to share ideas with other geography
educators)
http://education.nationalgeographic.com/education/geo-education-essential-preparationinterconnected-world/?ar_a=1
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-aboutgeography/
Essential World History Questions
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Five Themes of Geography (on IPS Secondary Social Studies Group 20122013)
https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120715160607-FAB
US Geological Survey Teacher Resources (useful videos and multimedia
materials for natural disasters and environmental mapping)
http://education.usgs.gov/
General School Geography Resource
http://www.sldirectory.com/studf/geography.html
Annenberg Media – Bridging World History – Units 14 & 15 – great videos
attached to lessons
http://www.learner.org/resources/series197.html
HyperHistory –History Timelines
http://www.hyperhistory.com/online_n2/History_n2/a.html
GoSocialStudiesGo—Zheng He, Christopher Columbus, Columbian
Exchange, Vasco de Gama, Megellan – Multimedia presentation with
essential questions
http://www.gohistorygo.com/
Reading Like an Historian – Did Atahualpa Hold the Bible to His Ear? –
Lesson on exploration and cultural contact – uses DBQ method
https://sheg.stanford.edu/atahualpa-and-the-bible
World History for Us All – Big Era 6: 6.1-6.4
http://worldhistoryforusall.sdsu.edu/eras/era6.php
BBC History – The Lost Kingdoms of South and Central America – The
People that Greeted Columbus
http://www.bbc.co.uk/programmes/b04j8st0/clips
Example Unit Application
Social Studies: Geography and History of the World
Unit Assessment Question: Why did the Incan leader Atahualpa hold the Bible to his ear upon
first meeting Spanish missionaries? How did the Spanish react to Atahualpa’s impression?
Note on lesson: This is a great DBQ that allows you to cover multiple-perspectives of
European and New World peoples. It illustrates how different their cultural views were on
what was valued and deemed sacred by each. Note that the question is based on an
account of the Inca’s leader reaction to seeing the Bible. Please point out that the Inca
were a very complex society (in certain ways more so than the Europeans) but did not
have a fully developed writing system.
1. Go Reading Like an Historian
https://sheg.stanford.edu/atahualpa-and-the-bible
2. Examine primary and secondary documents with students
3. Ask students to come up with some possible biases in Inca and/or Spanish accounts (who is
relating all of the stories?)
4. Have students write a skit based on what they think happened. Ask them to support their
version based on historical documentation.
5. Have students write to the question using statement-reason-evidence format or RAFT format
Unit 5: Industrial Growth and Urbanization
Essential Questions: What is the cause and effect relationship between industrial growth, urbanization and population
increase?
Social Studies: Geography and History of the World
Standards:
GHW.3.3 Analyze the changes in population characteristics and physical and human environments that resulted from the migration of peoples within, between,
and among world regions.
GHW.3.4 Give examples of and evaluate how the physical and human environments in different regions have changed over time due to significant population
growth or decline.
GHW.5.1 Ask and answer geographic and historic questions about the origin and growth of towns and cities in different regions of the world and in different
time periods. Compare and contrast the factors involved in the location and growth of towns and cities for different time periods.
GHW.5.2 Describe, using a variety of text (writing, maps, timelines and/or other graphic presentations), the worldwide trend toward urbanization and the
changing function of cities. Assess the impact of factors such as locational advantages and disadvantages, changing transportation technologies, population
growth, changing agricultural production, and the demands of industry on this trend.
GHW.5.3 Describe how the internal structure of cities is similar and different in various regions of the world. Analyze and explain why these similarities and
differences in structure exist.
GHW.5.4 Analyze and assess the impact of urbanization on the physical and human environments in various parts of the world.
GHW.6.6 Compare and contrast the impact of the Industrial Revolution on developed countries with the economic processes acting upon less developed, and
developing, countries in the contemporary world.
GHW.9.3 Identify and describe ways in which humans have used technology to modify the physical environment in order to settle areas in different world
regions and evaluate the impact of these technologies on the physical and human environments affected.
GHW.12.2 Explain the concepts of linear and exponential growth, and apply these concepts to geographical themes while analyzing the consequences of various
human responses.
Suggested Target Questions:
What are the reasons in the past that people migrated? (GHW.3.3)
What is the meaning of the term, “urbanization”? (GHW.3.4)
How has the long term trend toward urbanization caused population growth around the world? (GHW.5.2)
What impact has exploration and colonization had on the lives of indigenous people and their lands? (GHW.9.3)
How has industrialization around the world affected population rates and the physical environment? (GHW.6.6, GHW.12.2)
How have some current populations tried to alter their environment and region in order to support more agricultural production and urban growth? (GHW.5.2)
Map out and compare urbanization and industrialization around the world over the last century? (GHW.5.2)
What is the difference between linear and exponential growth between human populations? (GHW.12.2)
Text-based Practice:
Web-based Resources:
Discovery Education Tech Book – World Geography – Chapters and Units –
Geography and History of the World (Glencoe)
2.5, 4.5, 8.5 – These sections cover population, urbanization and migration
Human Migration/Population Structures/Humans & Environment: pp. 376A; 383A/75A;
issues in a multimedia context (login required)
80A; 644/330-335; 601A
http://app.discoveryeducation.com/
Urban growth and development: pp. 233; 455; 562A; 686A;
U.S. Geological Survey – Longitude and Latitude Guide
Nature’s Fury Examine human toll chart and “Thinking Geographically” Questions: #1-#2
http://nationalatlas.gov/articles/mapping/a_latlong.html#one
Social Studies: Geography and History of the World
General Resources and Best Practices
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “9-12”)
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
National Geo-Educators Community & Initiative (good place to share ideas with other geography
educators)
http://education.nationalgeographic.com/education/geo-education-essential-preparationinterconnected-world/?ar_a=1
10 Ways to Teach Geography (NY Times Learning Network)
http://learning.blogs.nytimes.com/2012/12/04/all-over-the-map-10-ways-to-teach-aboutgeography/
Essential World History Questions
https://www.ocps.net/cs/services/cs/currareas/soc/IR/Documents/Overarching%20Essential%20
Questions.pdf
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
National Geographic Interactive Mapping Tool – MapMaker – Use
Populations and Culture to get to World Religions)
http://education.nationalgeographic.com/education/mapping/interactivemap/?ar_a=1
Five Themes of Geography (on IPS Secondary Social Studies Group 20122013)
https://onlinebb.ips.k12.in.us/section/default.asp?id=GROUP-120715160607-FAB
US Geological Survey Teacher Resources (useful videos and multimedia
materials for natural disasters and environmental mapping)
http://education.usgs.gov/
General School Geography Resource
http://www.sldirectory.com/studf/geography.html
Annenberg Learner – Interactive Math in Daily Life – Population Growth – A
great cross-disciplinary lesson on how to calculate population growth!
http://www.learner.org/interactives/dailymath/population.html
Annenberg Learner – A Habitable Planet: Human Population Dynamics –
Human Population Growth Through History – This is a great resource for
teachers with ample diagrams and graphs to help introduce the topic.
http://www.learner.org/courses/envsci/unit/text.php?unit=5&secNum=4
Annenberg Learner – Bridging World History – Units 4: Agricultural and
Urban Revolutions
http://www.learner.org/courses/worldhistory/unit_overview_4.html
Annenberg Learner – Human Geography – A Migrant’s Heart – Unit 8
http://www.learner.org/resources/series85.html
Annenberg Learner – Population Transition in Italy –Unit 6 -- A great look at
population decline
http://www.learner.org/resources/series85.html
New York Times Learning Network – By the Billions – Creating and
Comparing Population Growth Projections
http://learning.blogs.nytimes.com/2011/05/23/by-the-billions-creatingand-comparing-population-growthprojections/?_php=true&_type=blogs&_r=0
HyperHistory –History Timelines
http://www.hyperhistory.com/online_n2/History_n2/a.html
GoSocialStudiesGo—Industrial Revolution – Multimedia presentation with
essential question (heavy emphasis on the technological innovations!)
http://www.gohistorygo.com/
Social Studies: Geography and History of the World
World History for Us All: Big Era 8: 8.7 and Big Era 9: 9.6 – units cover
industrialization and global acceleration trends, especially in population
and environmental stress – excellent resources with full lessons
http://worldhistoryforusall.sdsu.edu/eras/era8.php
http://worldhistoryforusall.sdsu.edu/eras/era9.php
http://www.pbs.org/wgbh/nova/education/activities/3318_02_nsn.html
Example Unit Application
Unit Assessment Question: Based on current trends in population growth, industrialization, urbanization and resource use, what can the future
trends do you expect to see in the next 50 years? (GHW.5.2)
1. Go to the online background reading connected with the two diagrams above
http://worldhistoryforusall.sdsu.edu/eras/era9.php
2. Create a causal link between information in the diagram on the left with information from the diagram on right
Social Studies: Geography and History of the World
3. Ask students to explain this link with specific information from each of the diagrams
4. Finally, ask students to make prediction about world population, industrialization and resources – have them write a full paragraph explaining their
rationale behind the prediction.