World Geography Studies Unit: 02 Lesson: 01 Suggested Duration: 5 days High School World Geography Unit 02 Exemplar Lesson 01: Geography Influences History This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis This lesson examines the human factors and the physical factors that influenced the founding of the United States from settlement through conflict over territories and resources. Political and economic disagreements between colonial America and Great Britain are explored through primary sources, graphic organizers and map sketches. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. WG.14 Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: WG.14C Analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). Skills TEKS Readiness Standard WG.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: WG.21C Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. GETTING READY FOR INSTRUCTION Performance Indicators High School World Geography Unit 02 PI 01 Sketch a story map from a geographer s point of view that illustrates the story of the road to independence. The story map should include three human factors and three physical factors that influenced colonial independence and war. Standard(s): WG.14C, WG.21C ELPS ELPS.c.1A Key Understandings Human and physical factors influence historic events. How does geography influence history? How do human factors influence the power to control a territory, resources and create conflict? How do physical factors influence the power to control territory, resources and create conflict? Vocabulary of Instruction power conflict geographic factors human geography (factors) physical geography (factors) Materials Data or an article that illustrates current trade regulations in the U.S. and/or between the U.S. and other countries Drawing paper Images of the geographic features of Southwest Asia, in particular Iraq and Afghanistan Index Cards (1 per pair of students) Map pencils or other art supplies Map, physical world map Last Updated 04/17/13 page 1 of 14
World Geography Studies Unit: 02 Lesson: 01 Suggested Duration: 5 days Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Big Picture Concepts (1 per student) Handout: Mercantilism (1 per student) Teacher Resource: Big Picture Concepts KEY Handout: Quote (1 per student) Handout: Declaration of Independence (1 per student) Resources http://www.ushistory.org/declaration/ http://www.archives.gov/exhibits/charters/declaration.html http://www.law.cornell.edu/constitution/billofrights http://www.archives.gov/exhibits/charters/bill_of_rights.html (CIA World Factbook) https://www.cia.gov/library/publications/the-world-factbook/ Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. 6. Gather relevant data for the first Elaborate activity Making Connections. Background Information As per state and federal mandates, Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, 29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. Also included in this mandate is that, Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." It is important for students to recognize that geography plays a vastly important role in the development of settlements, their economy, and territorial conflicts. Physical geography, in the case between Colonial America and Great Britain is one reason that led to the colonial Declaration of Independence from Great Britain. The distance between Great Britain and the colonies separated by the Atlantic Ocean made it difficult for Great Britain to maintain communication and control over its colonies. Colonists dealt with harsh weather making settlement difficult, but through human adaptation and innovative modification, success led to a flourishing economy. Colonial economic success created friction with Great Britain which led to British laws limiting colonial trade with other nations other than Great Britain. The outcome of the American Revolution was also influenced by physical and human geographic factors. Again, distance between colonial America and Great Britain played a huge role (approx. 3000 miles and months of travel). During Colonial America, the distance served in favor of the colonists by developing in them a spirit of independence and the ability to become self-sufficient. During the war, colonists were familiar with the terrain and climate (of which they had already adapted to) and this increased the likelihood for a colonial victory. The British took months to transport troops to America and then struggled to adapt to the weather conditions (harsh winters) and rugged terrain. The regional climates largely contributed to the eventual division of the colonies (states) into three economic regions. Both physical and human factors of geography contributed to the founding of this nation. Today, those same factors continue to contribute to our history. It is important to note that students learned about the founding of the United States in 8 th Grade U.S. History (Colonial America through Reconstruction). Geography The study of the physical and human landscapes of Earth and the interaction between the two. Physical Geography study of processes and patterns (the natural environment of the Earth) Human Geography studies culture, population, economy, etc. Physical Characteristics: include landforms, soils, hydrology, bodies and sources of water, vegetation, climate and weather patterns, etc. Human Characteristics include language, religion, political systems, economic systems, population distribution Physical Factors that Influence Power and Conflict control of and access to natural resources and water, transportation routes and shared resources Last Updated 04/17/13 page 2 of 14
World Geography Studies Unit: 02 Lesson: 01 Suggested Duration: 5 days Human Factors that Influence Power and Conflict cultural or ethnic conflict, population, political agreements, economic agreements such as trade policies INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Geography s Role in History 1. Write the following statement on the board: Geography did not play an important role in the settlement of Colonial America and in the American Revolution. [this is false, but let students discuss] 2. With a partner, students write the statement on an index card and decide whether it is a false statement or a true statement. 3. Students write a justification statement for the false or true statement. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 15 minutes Materials: Index Cards (1 per pair of students) Students conclude that geography is not an isolated science/course of study but that it is interrelated with the histories of nations/societies. Why do you say that? 4. Partners pair with another group and exchange index cards. They then discuss and evaluate the answer and justification. At this point, there are four students in each group. 5. In these new groups of four, students discuss the reasons for a false or true statement, add to the justification, and select a speaker to present to the class. 6. After student groups share, facilitate a discussion to encourage deeper thinking of the ideas and practice supporting an idea with evidence. Ask questions such as: Did your group come to a disagreement at any point during the discussion? Elaborate. As a class, reach a consensus and answer the following: Has geography affected the history of our nation? How? EXPLORE/EXPLAIN Big Picture Concepts 1. Explain to students that this week is dedicated to the celebration of freedom also known as Celebrate Freedom Week. 2. Continue to introduce the unit saying: We continue our study of geography but we are applying it to how geographic factors have affected the history of the United States. You studied the causes and effects for the colonists declaring their independence from Great Britain in 8 th grade U.S. History class. This week you will be studying some of the same information and reading through historical documents but through a geographer s lens. (geographer s perspective) Suggested Day 1 (cont d) 35 minutes Attachments: Handout: Big Picture Concepts Handout: Big Picture Concepts KEY Students differentiate between physical and human factors that may influence power and conflict. 3. Distribute the Handout: Big Picture Concepts 4. With students still seated in their groups of four, but working individually, students think about the big ideas and begin to fill in the form, which will help students begin to understand the big picture concepts and to make them relevant. 5. Students compare their individual responses with other members of their group. 6. As a group, on chart paper, students draw the Big Picture Concept Map at a larger scale with the group s responses. Each group posts the concept map on chart paper on the wall. 7. Conduct a gallery walk. Groups visit all the stations and compare their own Concept Map to responses made by other groups. 8. Once all of the groups have completed their gallery walk and note-taking, group members reconvene and discuss the similarities and differences between their answers and other group answers. 9. Each group selects a spokesperson and explains to the class how their responses were similar and/or different from other group responses. Last Updated 04/17/13 page 3 of 14
EXPLORE/EXPLAIN Economic Issues 1. Distribute to each student the Handout: Mercantilism 2. Students read the article silently. 3. As students read the article, they underline the physical factors that influence power and conflict, and they circle the human factors that influence power and conflict. It is recommended that students refer to their Handout: Big Picture Concepts for reference. 4. After students complete the assigned reading and activity, they sit by a partner and compare their findings. Provide sufficient time to discuss, compare and make necessary adjustments as needed. Suggested Day 2 25 minutes Attachments: Handout: Mercantilism World Geography Studies Unit: 02 Lesson: 01 Suggested Duration: 5 days Students differentiate between physical and human factors that may influence power and conflict by reading an article on mercantilism. 5. Project the article on the Handout: Mercantilism using a document camera or other means of projection and randomly select students to share one physical factor and one human factor. 6. When the student shares his/her answer, the student explains the reasoning for how it was categorized. 7. Repeat the process until the entire article has been carefully analyzed, discussed, and explained by students. ELABORATE Making Connections 1. Provide students with data or an article that illustrates current trade regulations in the U.S. and/or between the U.S. and other countries. 2. Using a Venn diagram, students compare and contrast trade issues (physical and human factors that influence power and conflict) that existed in colonial America with current trade issues/policies. Suggested Day 2 (cont d) 25 minutes Materials Data or an article that illustrates current trade regulations in the U.S. and/or between the U.S. and other countries Students make connections between trade regulations and restrictions in Colonial America and current trade regulations and restrictions. ENGAGE Declaration of Independence 1. Distribute the Handout: Quote to each student. 2. Students read the quote silently and, with a partner, answer the questions below the quote. 3. Facilitate a discussion based on student responses to the questions. Include a brief explanation of the quote, and pay close attention to the words unfamiliar words to students (self-evident, endowed, unalienable, etc.) 4. Read the quote aloud so students hear the correct pronunciation of each words. Suggested Day 3 20 minutes Attachments: Handout: Quote Students gain a deeper comprehension of the Declaration of Independence. 5. As a class, students choral read the quotation from the Declaration of Independence. EXPLORE Declaration of Independence 1. Briefly review the Declaration of Independence for students. (Students have prior knowledge about the document from 8 th grade U.S. History and Celebrate Freedom Week in earlier grades.) 2. Divide students into groups of three (and no more than four). 3. Distribute the Handout: Declaration of Independence 4. Students recognize that they will be reading parts of the Declaration of Independence, a primary source document. Suggested Day 3 (cont d) 30 minutes Attachments: Handout: Declaration of Independence Students gain a deeper comprehension of the Declaration of Independence. 5. They read the statements that are underlined and, as a group, decide if the underlined statement supports a physical factor or a human factor that influenced conflict and/or power and write a justification statement to support the group s answer. EXPLAIN 1. Students write an acrostic poem based on the word: Independence that supports the following statement: Geography played an important role in the settlement of Colonial America and in the American Revolution. Suggested Day 4 15 minutes This activity helps students arrive at conclusions about the role of geography in history. Acrostic poetry is based on the letters of a word or words. Last Updated 04/17/13 page 4 of 14
World Geography Studies Unit: 02 Lesson: 01 Suggested Duration: 5 days ELABORATE 1. In support of the learning so far, remind students that the American Revolution was influenced by geography in many ways. Provide examples such as: British troops had to travel for months when at war with the colonists. The colonists were very familiar with the terrain (physical surroundings) while the British were not. The colonists were well adapted to the climate. 2. After providing students with a few examples of how geography played a crucial role in the American Revolution, students apply the same concept to other wars in which the United States has been involved. What role has geography played in other wars in which the United States has been involved? Suggested Day 4 (cont d) 35 minutes Materials: Map, political world map Map, physical world map Images of the geographic features of Southwest Asia, in particular Iraq and Afghanistan Students apply their learning to a current issue/event. Instructional Note: The maps and pictures could be presented as a PowerPoint. 3. Provide students with an image of a world map (political) and an image of a world map (physical) in the form of a PowerPoint. Include images of the geographic features of Southwest Asia, in particular Iraq and Afghanistan. 4. After viewing the images, students write a paragraph that connects the similarities between the American Revolution and other wars in which the United States has been a participant, recognizing the role of geography. EVALUATE High School World Geography Unit 02 PI 01 Sketch a story map from a geographer s point of view that illustrates the story of the road to independence. The story map should include three human factors and three physical factors that influenced colonial independence and war. Standard(s): WG.14C, WG.21C ELPS ELPS.c.1A Suggested Day 5 50 minutes Materials Drawing paper Map pencils or other art supplies Last Updated 04/17/13 page 5 of 14
Big Picture Concepts World Geography Examples control of and access to natural resources and water, transportation routes and shared resources Colonial America and Declaring Independence from Great Britain Contemporary Issues in Texas Physical factors that influence power and conflict Contemporary Issues (Global) Examples Colonial America and Declaring Independence from Great Britain cultural or ethnic conflict, population, political agreements, economic agreements such as trade policies Contemporary Issues in Texas Human factors that influence power and conflict Contemporary Issues (Global) 2012, TESCCC 05/07/12 Page 1 of 2
World Geography Big Picture Concepts DEFINITION CHARACTERISTICS EXAMPLES NON-EXAMPLES 2012, TESCCC 05/07/12 Page 2 of 2
Mercantilism World Geography Directions: As you read the article, underline the physical factors that influence power and conflict and circle the human factors that influence power and conflict. Mercantilism theory that a nation s economic strength came from protecting and increasing its home economy by keeping strict control over its colonial trade and keeping a favorable balance of trade. Enumerated commodities goods that the colonists could ship only to England During the 17th and 18th centuries, Europeans believed in an idea called mercantilism, the idea that a nation's existence depended on power, and power depended on wealth. To gain wealth a country had to have colonies. The colonies were to provide a constant source of raw materials and become markets for the manufactured goods to the country that owned them or their "Mother Country." For example, the colonists cut down trees, these trees were sent to England where craftsmen made furniture, paper, barrels, and tools. These goods were then sent back to the colonies and sold to the colonists. The money went back to England. From 1650 on, England instituted a series of laws of trade and navigation known as the Navigation Acts. Their purpose was to limit colonial trade to the British only. In order to accomplish this, all trade between colonists and the British was to be conducted on either English vessels or colonial-built vessels. If colonists intended to trade with any other nation, all goods first needed to be shipped to England, giving her an opportunity to handle them and collect revenue from taxation. In addition, there were certain products that could be traded only with Britain, such as tobacco, sugar and cotton. As time went on, the list of enumerated goods grew -- continually decreasing merchandise that the colonists could sell to other nations. In keeping with the general policy of mercantilism, England encouraged the colonists to specialize in the production of raw materials. English factories converted raw goods to products which were then shipped back to the colonies. This provided the British with a profitable market, free from competition. In order to discourage manufacturing, regulations governed certain industries that would have been competitive with the British, such as the woolen-garment industry, hat making, and the iron industry. Meeting domestic needs was permissible within the regulations; they were intended mainly to prevent exports. There were some advantages that the colonies received in that they had built in markets for their raw products. Also, trade regulations were not rigidly enforced. Smuggling was a common occurrence in the colonies in order to obtain desired goods. Colonial mercantilism. (n.d.). Retrieved from http://www.landandfreedom.org/ushistory/us3.htm 2012, TESCCC 03/26/13 Page 1 of 1
Big Picture Concepts KEY World Geography Examples control of and access to natural resources and water, transportation routes and shared resources Colonial America and Declaring Independence from Great Britain Transportation routes, trade across Atlantic ocean Contemporary Issues in Texas Petroleum (fracking); trade with Mexico; Gulf of Mexico and access to oil drilling Physical factors that influence power and conflict Contemporary Issues (Global) Petroleum, water routes (Suez Canal); Persian Gulf; Panama Canal Examples Colonial America and Declaring Independence from Great Britain cultural or ethnic conflict, population, political agreements, economic agreements such as trade policies Contemporary Issues in Texas Human factors that influence power and conflict Contemporary Issues (Global) 2012, TESCCC 05/07/12 Page 1 of 2
World Geography Big Picture Concepts KEY DEFINITION CHARACTERISTICS EXAMPLES NON-EXAMPLES 2012, TESCCC 05/07/12 Page 2 of 2
Quote World Geography Directions: Read the following quote silently. With a partner, answer the questions found below the quote. "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." 1. Who is the writer referring to as We? 2. Who is the audience that is intended to read this quote? 3. When was this written? 4. Why was it written? 5. In your own words and without using any of the words in the quote, write a one to two sentence statement that conveys the same message. 2012, TESCCC 05/07/12 Page 1 of 1
IN CONGRESS, JULY 4, 1776 World Geography 1 2 3 4 5 The unanimous Declaration of the thirteen united States of America When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. 2012, TESCCC 04/17/13 Page 1 of 3
6 World Geography He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers. He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. 7 8 He has affected to render the Military independent of and superior to the Civil Power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For quartering large bodies of armed troops among us: For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefit of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences: For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. 2012, TESCCC 04/17/13 Page 2 of 3
World Geography He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. 9 In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends. 10 We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. The charters of freedom. (n.d.). Retrieved from http://www.archives.gov/exhibits/charters/declaration_transcript.html 2012, TESCCC 04/17/13 Page 3 of 3