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Campus: High School Author(s): Wagner, Segleski Date Created / Revised: 7-29-2015 Six Weeks Period: 1st Grade Level & Course: 9th Grade World Geography Timeline: 2 days Unit Title: Places and Regions Stated Objectives: TEK # and SE Lesson # Unit 3 Lesson 2 WG.5 Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: WG.5A Analyze how the character of a place is related to its political, economic, social, and cultural elements. WG.9 Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to: WG.9A Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region. WG.9B Describe different types of regions, including formal, functional, and perceptual regions. WG.16 Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to: WG.16A Describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion. WG.16B Describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies. WG.16C Explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently. WG.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: WG.22A Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. WG.22C Use geographic terminology correctly. See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Misconceptions Unique physical and human characteristics define places and regions and often change over time. Key Vocabulary Place region formal region perceptual region functional region Suggested Day 5E Model Instructional Procedures (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Day 1 Engage/ Explore/ Explain Display pictures and maps of Jerusalem or any other city of your choice. Ask students to identify social, political, cultural, and economic characteristics that make this city unique. Students create a web diagram (bubble map) that identifies the characteristics that are discussed. Materials, Resources, Notes Materials: maps of Jerusalem or other city illustrations (pictures) of Jerusalem or other city Ask: Do all regions or places have unique social, political, and economic characteristics? Do they change over time? What are some of the possible reasons for a region’s social, political, and/or economic characteristics change over time? (Possible answers may include: natural disasters, wars, failing economy, etc…) Explain to students that they will be learning about regions and investigating characteristics of regions. Working in groups, assign students a unique place in the world. Provide students with information about that place. Distribute the Handout: Place Diagram to each group. Each group completes the diagram as they read about the Place. Students collaborate within their groups and work on a diagram that they will display on chart paper. Students share their diagrams with the class. Ask: Did you see any things that these places had in common or things that were different? What made these places unique? Purpose: Students recognize the differences between social, political, cultural, and economic characteristics of a region. Instructional Note: The location topic is at the teacher’s discretion. Another location for this lesson may be selected. In addition to pictures and maps, short passages from articles and books will enhance this activity. Draw a web diagram on the board and script the characteristics that students identify on the diagram. Some general characteristics include: Religion, historical events and structures, tourism, political turmoil between Israelis and Palestinians, etc. Materials: chart paper or butcher paper Attachments: Handout: Place Purpose: Students collaboratively research a place and identify characteristics common to all places. Day 2 Explore Explain Explain to students the difference between place and region. Attachments: Both have unique physical and human characteristics, but generally places are more specific and on a smaller scale than regions. Discuss how the identity of a place is influenced by language, religion, political and economic systems, population distribution, and standard of living. Teacher Resource: PowerPoint: Defining a Region: Connections, Relationships, & Location Discuss that places are similar to regions; however regions are larger areas that are defined by physical or human factors such as soil, climate, vegetation, language, trade networks, river systems, and religion. Show a various types of special purpose maps and ask about relationships and patterns that provide evidence for different regions. Example: Show a map of the major cultural regions of the world. Ask students what type of characteristics may separate these regions. Purpose: Students differentiate between a place and a region. Instructional Note: The PowerPoint needs to be enhanced with pictures and maps. Discuss different types of regions. Define and explain the difference between formal, functional, and perceptual regions. Show PowerPoint: Defining a Region: Connections, Relationships, & Location. Students write a short list of examples local and global for each region type. Students turn to a partner and explain their examples for each of the region types. Include ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently. Ask students to write for 2-3 minutes about how the decision to move to a place might be influenced by the characteristics of a place or region. Remind students to use ideas regarding push/pull factors. Students may also want to include the treatment of minorities and women and/or respect for and recognition of their contributions to society. Create a graphic organizer that compares and contrasts a formal region, functional region, and perceptual region using one of the major cultural regions of the world. Include the political, social, and economic characteristics that make the region unique. Purpose: Students apply what they have learned to a real world experience. Accommodations for Special Populations Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.