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Mr. Lerch World Geography Thursday, August 25, 2011 World Geography E01 (Geography Skills) Project Comparing and Contrasting Macedonia with Another Country Using the Five Themes of Geography Directions This project is an important way to assess your understanding of E01 and the TSWs associated with it. The goal of this project is that you use your knowledge in some way, not just know it. I will assess you in other ways throughout this unit, but this project is the major method of assessment. It is a summative assessment, which means it is for a grade. So what exactly will I be assessing? I will be assessing your ability to use your knowledge of the five themes of geography to explain similarities and differences between Macedonia and a second country. I have designed tasks that require you to demonstrate your knowledge of the five themes and your skill to compare and contrast similarities and differences between the two countries. You will be working in pairs. Although you are working with another person, I expect you to both contribute equally to satisfying the B level tasks that are listed. I expect you to demonstrate success orientations as you work. This means demonstrating kindness/politeness, concern for others, group interaction, aesthetic appreciation, independent endeavor, responsibility and trustworthiness. Even though you are working together, you should be able to tell me what your individual contributions to the project were. I will certainly be asking you questions about what you did, why you did it, and what you learned from your participation. If you successfully complete all of the tasks associated with obtaining a B, then you may attempt an A level task of your choice. Remember that to obtain an A, your work must be noteworthy, "show me you know it," and demonstrate higher order thinking skills associated with comparing and contrasting two countries. Background Material Feel free to use your textbook, class notes, and any other helpful material to assist you with this project. Here is some background material that may be a help to you as you begin your projects. 1. Location - Every point on Earth has a specific location that is determined by an imaginary grid of lines denoting latitude and longitude. Parallels of latitude measure distances north and south of the lined called the Equator. Meridians of longitude measure distances east and west of the line called the Prime Meridian. Geographers use latitude and longitude to pinpoint a place’s absolute or exact location. To know the absolute location of a place is only part of the story. It is also important to know how that place is related to other places- in other words, to know that place’s relative location. Relative location deals with the interaction that occurs between and among places. It refers to the many ways- by land, by water, even by technology- that places are connected. The theme of location is the basis of geographic education. It asks the question “Where is it?” Every day we are faced with opportunities to answer such a question. As we watch the news or read the newspaper, we organize the information we hear in many ways. One category always exists- location. Everything happens somewhere. 2. Place - All places have characteristics that give them meaning and character and distinguish them from other places on earth. Geographers describe places by their physical and human characteristics. Physical characteristics include such elements as animal life. Human characteristics of the landscape can be noted in architecture, patterns of livelihood, land use and ownership, town planning, and communication and transportation networks. Languages, as well as religious and political ideologies, help shape the character of a place. Studied together, the physical and human characteristics of places provide clues to help students understand the nature of places on the earth. Place is a theme of geography that conjures up a mental picture of a place with people going about their everyday lives in the familiar environment. Place is the personality of geography. 3. Human/Environment Interaction - How do people affect the environment? How does the environment affect people? Looking at the effect that each has on the other is another important part of studying geography. The environment means different things to different people depending on their cultural backgrounds and technological resources. In studying human/environment interaction, geographers look at all the effects-positive and negative- that occur when people interact with their surroundings. Sometimes a human act, such as damming a river to prevent flooding or to provide irrigation, requires consideration of the potential consequences. The construction of Hoover Dam on the Colorado River, for example, changed the natural landscape, but it also created a reservoir that helps provide water and electric power for the arid Southwest. Studying the consequences of human/environment interaction helps people plan and manage the environment responsibly. 4. Movement - People interact with other people, places, and things almost every day of their lives. They travel from one place to another, they communicate with each other; and they rely upon products, information, and ideas that come from beyond their immediate environment. When considering the theme of movement as a way to study geography, one should ask these five ‘W’ questions: who, what, where, when, and why do things, people, and information move? Also, how do they move? There are patterns of movement that make our lives in the United States predictable and orderly. Sometimes these patterns are interrupted and people feel a ripple effect from the system breakdown. Many countries, however, do not have a pattern of movement to depend on and this can worsen things such as famine or wartime relief efforts. Students should be able to recognize where resources are located, who needs them, and how they are transported over the earth’s surface. The theme of movement helps students understand how they themselves are connected with, and dependent upon, other regions, cultures, and people in the world. Movement is very important to the study of geography because it can contribute to the development of the human characteristics of a place, such as cultural traits, governmental practices, and tolerance of diversity. 5. Regions - A basic unit of geographic study is the region, an area on the earth’s surface that is defined by certain unifying characteristics. The unifying characteristics may be physical, human or cultural. In addition to studying the unifying characteristics of a region, geographers study how a region changes over time. Using the theme of regions, geographers divide the world into manageable units for study. Regions can change over time due to changes in climate, economic conditions, accessibility of trade routes, and many other factors. Geographers study how regions change to predict the needs of the people and the effects on the environment. The theme of regions is important in terms of our learning to manage the differences and similarities that allow our world to function as a unit. Tasks 1. Minimum Tasks for a B – For each theme (there are five) you must write a comparative thesis that begins with "Although" or "Despite." You can work together drafting these important thesis statements, but make sure you both contribute to their syntax and diction. Then provide evidence backing up your thesis. Use some or all of the following sites to create maps that help explain important geographic features of your countries. In your report, take snapshots of the maps you decide to include as evidence. • www.ifitweremyhome.com/index/MK • http://www.breathingearth.net/ • http://measureofamerica.org/maps/ • http://show.mappingworlds.com//world/ • http://horn.wfp.org/main.html • http://www.newsweek.com/2010/08/15/interactive-infographic-of-theworlds-best-countries.html a. Identify and compare the specific and relative locations of the capitols of your countries. When it comes to identifying a relative location, be creative but make sure that the location to which the capitol is relative is significant. b. Identify and compare the physical and human characteristics of your countries. Include a climate graph showing precipitation and temperature for your capitol cities. c. Identify and compare at least three significant positive and three significant negative instances of human/environment interaction in your countries. d. Identify who, what, where, when, and why do things, people, and information move in your countries. e. Describe and compare at least one region that your respective countries are part of. What is the common factor holding the region together? 2. Tasks for an A a Prepare a food dish from each country that is closely connected to the country. Along with preparing food, prepare an explanation for how geography has influenced its creation, preparation, and/or how and when it is served. Make sure there is enough for all of us to try some! b Create a newspaper that highlights important geography-theme related stories involving both countries. Your newspaper should include: 1. a total of two “stories” per person chronicling important geography-theme related events focusing on facts, with pictures included as support. These can be fictional but should be based in fact. 2. one editorial per person, written as a persuasive essay (thesis, well written supporting paragraphs, conclusion) 3. hand-drawn artwork that illustrates main points of the articles 4. a map detailing the areas of greatest involvement 5. at least two other items per student: _____political cartoon _____art criticism _____advertisement _____tourism section _____classified ads section _____letter to the editor regarding an issue in the articles _____another feature of your choice c Combine the best features of both countries to create a new, third country. As part of your creation, identify important characteristics of the five themes, and create a map showing the physical geographic regions, prominent features such as major rivers, mountain ranges, deserts, etc. found in your country, and natural resources (use symbols to label your country’s natural resources). Include an explanation of what effect the presence of these natural resources may have on the five themes. Timeline I am thinking that project would be presented during the first three days of the week of September 5.