Download 7 ML global power - changing world perspectives

Joel Wass & Jennifer Baldwin
Changing Perspectives Geometry Lesson
Date: Nov 19/08
Day: 4
Grade: 7
Time Period: 1&2
Curriculum Expectations:
Geometry:
Investigate transformations of combinations of polygons
Construct a map using geometric shapes
Language Arts:
Construct meaning out of a south-facing-up map results in different points of view
Writing reflectively to demonstrate understanding of graphic forms (map)
Assessment Strategies:
Monitor group work
Successful construction of a continent
Students can explain how smaller shapes make bigger shapes
Think and write critically about oppression
Accommodations & Modifications:
Teacher support; mixed groups, usage of pattern blocks
Resources
Lesson Outline
Intro Activity (10 minutes)
• Traditional world
Students will be shown a traditional world map and be asked to identify wellmap
• “What’s Up? South!” known landmarks. Compare the world to a ball: how do you know which part
is the top part of a ball? Use that analogy to discuss what is the top of the
world map
world, why north is always up, why is south not up?
• pattern blocks
Students will then look at the What’s Up? South! world map and distinguish
• Geometry definition
some differences they observe. (e.g. what are the main foci in the two maps?
sheet
How does this alternative view change your perspective?)
• World Map
Scavenger Hunt sheet Main Activity
• Reflection Worksheet (20 minutes) Students will be divided into 7 different groups. Each group
• masking tape,
will be given a large bag of pattern blocks. They will be told to use al of their
scavenger hunt clues blocks to build a continent/region of the world on the map (excluding
Antarctica) on a carpeted area of the classroom which has been divided into
sections using masking tape.
(20 minutes) After groups finish creating their continent, they will be given a
Scavenger Hunt worksheet to study and analyse polygon combination
formations they used to construct their continent/region. Questions can be
divided up by groups members. (Prelearning of geometry terminology should
take place beforehand.)
(30 minutes) At the end of the scavenger hunt, we will hold a class discussion
about the social significance of the “What’s Up? South!” world map. (e.g.
What countries are on top/bottom of the world in the traditional map? Who
makes maps? What are social implications of “being on the top”? Which
nations are on top? What message might one perceive by seeing countries of
Africa, South America in its reverse position (i.e. on top)?
Social Justice and Equity through Math
Joel Wass & Jennifer Baldwin
Closing Activity (20 minutes)
Students will complete an activity reflection sheet to contemplate the
social justice issues inherent in our perspectives of maps.
Social Justice and Equity through Math
World Map Scavenger Hunt
Names:
Section A
Name of your group’s continent (or region):
Look at your group’s continent (or region) and investigate:
1. How many equilateral pattern blocks did your group use to build your continent/region?
Total Number:
Sketch one of each different equilateral
2. How many pattern blocks have both obtuse and acute angles?
Total Number:
Sketch one of each pattern block that has both obtuse and acute angles.
3. How many pattern blocks have only obtuse angles?
Total number:
Sketch one of each pattern block that only has obtuse angles
4. How many rhombi did your group use to build your continent?
Total Number:
Sketch one of each different rhombus
5. Find four spots on your continent/region where your group has combined at least three
pattern blocks together to form an irregular polygon.
Sketch one of each of the different irregular polygons:
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6. Summarize how you would calculate the area of your continent. Explain your thinking.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
7. Summarize how your group would calculate the perimeter of your group’s continent/region.
Explain your thinking.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Section B
Look at two other group’s continents/regions and investigate:
1. How many pattern blocks are regular polygons?
A) Name of continent/region:
Total number of regular polygons:
Sketch one of each pattern block that is a regular polygon
B) Name of continent/region:
Total number of regular polygons:
Sketch one of each pattern block that is a regular polygon
2. How many pattern blocks only have right angles?
Total number:
Sketch one of each pattern block that only has right angles.
Section C
Each member of the group will write their name on a sticky note. Each member will locate a country other
than Canada where some of their ancestors are from and place their sticky note on that country on the
map.
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What’s Up? South! World Map Reflection Sheet
Name: _______________
1. Which continent are your ancestors from? ___________________________________________
2. List three things you know about the continent:
a) _________________________________________________________________________________
___________________________________________________________________________________
b) __________________________________________________________________________________
___________________________________________________________________________________
c) __________________________________________________________________________________
___________________________________________________________________________________
3. Do you prefer to look at the “What’s Up? South” world map or the traditional map? Explain
your thinking.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. What does the “What’s Up? South!” map emphasize when viewed from this perspective? How
might that change your perception of the world?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. How might the tradtional perspective of the world map be viewed as oppressive to nonEuropean continents? Explain your thinking.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6. List two strategies map makers could use to ensure all continents are respect on the world
map.
a) _________________________________________________________________________________
___________________________________________________________________________________
b) _________________________________________________________________________________
___________________________________________________________________________________
Social Justice and Equity through Math
Joel Wass & Jennifer Baldwin
CHANGING PERSPECTIVES
OF THE WORLD
Social Justice and Equity through Math
Joel Wass & Jennifer Baldwin
BUILDING AFRICA
Social Justice and Equity through Math