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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 Pre AP 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.