Key Stage 3 Geography Unit. Welcome to Obamas United States of America - USA! USA! About this unit. In November 2008 Barack Obama was elected as the first coloured president of the United States of America. He succeeded George Bush as the president of one of the most powerful countries in the world in early January 2009. This unit is a snapshot review of the country that he leads. Topicality - During this unit it is suggested that students keep a log highlighting news items (TV, newspapers and Internet sources) concerning that which involves the USA – both within the UK and USA. (S) Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Where on earth is the USA ? What do I already know about this enormous country? -To locate the USA within a global context -To record the key features of the USA -To review our existing knowledge and understanding of the USA. (T) (R) Starter activity front page of USA Today. Which part of the world is the paper from? What is in the news there today? (Or use an artifact - what is it? where might it be from?) Locating the USA using Goggle Earth or similar electronic mapping package + atlases. Key features of the country and surrounds recorded on prepared base map. Paired work – recording key words that come to mind when considering the USA. Recap from whole class transfer words to www.wordle.net - create USA word frieze – print for whole class. www.wordle.net http://www.50states.com/us.htm http://www.map-of-usa.co.uk/ http://worldatlas.com -Location of the USA in a global context. -Recognition of the basic key features of the nation.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What was Obamas journey to become the president of the USA? -To investigate and display the journey of Barak Obama from childhood to become the president of the USA. (R) (I) (C) Image of Obama – Who on earth is he? Why is he important to us and USA? Research task using Internet. Display using a flow diagram (or similar graphical representation) the journey of Obama from childhood to the first coloured president of perhaps the most powerful nation in the world. Significant dates and locations – interconnections to other places. Students represent findings in a personalised format – Modelling of examples if necessary. http://en.wikipedia.org/wiki/barack_Obama http://www.nytimes.com/interactive/2007/12/29/us/ politics/20071229_OBAMA_TIMELINE.html - Representation of the journey of Barack Obama from childhood to first coloured president of the USA.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What do facts and figures tell us about the nature of the USA? -To explain socio economic data terms. -To use data to investigate socio economic information about the USA. -To compare socio economic data for the USA to that for the UK and CHINA. (T) (E) (C) Every number paints a picture. Use information on www.census.gov to discover 10-15 key facts and figures about the USA. www.census.gov For example size, population, population structure and growth, birth and death rates, life expectancy, literacy rates, jobs, ownership of cars / computers / mobile phones etc. The key facts and figures are up to the students – they can be given suggestions as a secret stats list Data terms will need explaining to some groups – BR, DR. Population Growth HDI etc and with additional time to navigate the site. Compare statistics for the USA with the UK and China. (Countries for comparison will depend on those selected for country or thematic investigation across KS3) If access to computers is limited the class can be split into three groups USA – UK – China to collect data from prepared sheets with sharing and comparison of findings after research work. Students select presentation mode- delivery could be speed dating. http://en.wikipedia.org/wiki/FileWorld_population.PNG http://earthtrends.wri.org/country_profiles/index.php?theme=6&rc ode=7 http://www.prb.org/datafinder.aspx http://data.un.org/ http://www.worldmapper.org Knowledge and understanding of simple socio economic terms. -Country comparisons USA to China etc. with regard to demography.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What is the USA like? – Physical geography. - To follow simple routes using atlases and maps. -To collect geographical information from simple thematic maps. -To construct simple labelled / annotated cross sections. -To explore and explain the difference between weather and climate. (R) Introduction – play I Get My Kicks On Route 66. Base map of route follow journey with the song Introduce the Lincoln Memorial Highway ( San Francisco to New York) – Maps of the route can be downloaded from the Internet. Use map of the USA to follow the route. Construct a simple cross section of the USA from west to east to show the changes in height of the land – label key features crossed on the Lincoln Highway– use thematic maps to label eg physical features, natural vegetation, population numbers and weather conditions etc. (Cross sections can be provided for groups if required). Use thematic maps to extend information on land crossed. Note - Use internet to discover weather conditions now in the towns and cities passed through. Opportunity to explore the difference between weather and climate if needs be. http://en.wikipedia.org/wiki/U.S._Route_66 http://www.historic66.com http://www.lincolnhighwayassoc.org/info/ http://www.weatherforyou.comhttp://www.weatherforyou.com – Great site -Simple annotated cross section of the USA to display key geographical information. - Knowledge regarding the differences between weather and climate.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What is the USA like? - Human geography. -To investigate and give reasons for the distribution of population in the USA. -To create simple choropleth maps to display population distribution in the USA. (C ) (R) Where on earth do all the people live in the USA? Creation of a base map to show differing population density – can create choropleth maps. Explain the reasons why the population distribution is as it is. More able can investigate population change. http://ww.censusscope.org/us/map_popchange_90- 00.html http://nationalatlas.gov/natlas/Natlasstart.asp Creation of simple choropleth maps to show and help to account for population distribution across the USA.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes How are areas of the USA similar and different? -To undertake a simple geographical enquiry from the generation of questions to the presentation of findings. (T) (I) (E) Introduction – American National Anthem – so why do the words mention stars and stripes? Secret states small group enquiry. Groups given envelopes with their secret state in (one state per group) examples – California; Nevada: South Dakota; Florida; Texas; Michigan; New York; Nebraska; Wyoming ; Pennsylvania and Maine etc. Students research their secret state as a geographical enquiry ( questions, collecting evidence, sorting, displaying, communicating findings, evaluation) Present findings to whole class – creation of secret states wall display or e presentation for school VLE. Feedbacks to highlight the similarities and differences between states – can be through paired team feedbacks eg Nebraska v California.. (Use of Rand McNally state maps) http://www.50states.com/us.htm http://www.enchantedlearning.com/usa/states http://www.infoplease.com/states.html www.addictgames.com/50statesv2.html http://www.123world.com/usstates/ Simple open enquiry undertaken. Comparisons in the geography of selected states of the USA.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Which areas of the USA really wanted Obama as their president? -To develop basic knowledge of the nature of the democratic and republican parties. - To explain the patterns of voting in the 2008/09 USA presidential election. ( R) Starter activity image of an elephant and a donkey. What on earth have they got to do with USA.? Introduce the two keys parties democrats and republicans. Timed research on each party. Which areas of the USA really wanted Obama as their president? Describe the voting pattern across the USA – suggest use Is there a correlation with previous work? http://www.personal.umich.edu/mejn/election/2008/ http://edition.cnn.com/ELECTION?2008/results/presid ent/ http://edition.cnn.com/ELECTION?2008/results/presid ent/ http://en.wikipedia.org/wiki/United_States_presidentia l_election,_2008 http://maps.google.com/help/maps/elections -Understanding of the nature of key political parties. Knowledge and understanding of voting patterns in the 2008/9 presidential election.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Where is Washington DC? What is Washington DC like in character? -To describe the location of Washington DC. -To use a range of secondary geographical resources. -To describe the key urban features / character of Washington DC. (S) ( R) Starter – flight ticket London Heathrow to Dulles International – Where on earth is this airport? Where on earth is Washington? Simple mapwork using Washington DC city maps. (An opportunity to use and appraise real US maps – Rand McNally sets can be purchased from Stanfords Maps – London ) Use Google maps (yellow person for ground level views) to explore the settlement. To attain a sense of place. What are the students main discoveries? http://www.hot- maps.de/north_america/usa/wshington_dc/washingto n/homeen.html http://visitingdc.com/airport/dulles-airport-address.htm http://www.visitingdc.com/ http://www.mapquest.com http://maps.google.com/maps -Location of Washington Dc in a global and national context. - Recognition of the key features of this urban region.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What is Washington DC like in character? -To review pre planned Washington city tours. -To describe the reasons why Washington DC is a tourist honeypot. -To use secondary sources to plan a tourist trail in Washington DC. ( R) (C) Starter activity Washington City Tour Outline – with use of maps from travel guides. Why would so many people wish to visit Washington DC? To support geographical patterning you might wish to compare visitors to and – notion of capital cities. Use maps to plan a days sightseeing tour of Washington DC. Which places would they visit, in what order, how and why? (see Internet sites below) http://uk.images.search.yahoo.com http://www.dcs-fl.com/pictures_of_washington_dc.htm -Knowledge and understanding of the nature of tourist guides. -The creation of a simple Washington D C tourist guide.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Worlds Apart. How are areas of Washington DC similar and different? -To compare the geography of the Foggy Bottom district of Washington DC to that of Marshall Heights. -To use Internet geographical information systems to collect information. (T) (E) The story of two different parts of Obamas Washington DC – Worlds Apart One half of the class to investigate the Foggy Bottom district (one of the most affluent areas of the city) the other half (one of the poorest districts). Use Google maps and internet search facilities. Google maps USA allow you to walk the areas at street level. Feed backs and comparative writing. This can be done by creating reporter pod casts for visits to the different districts, a newspaper front page or local radio news bulletin Students may wish to review districts of and select two of their own to compare. If you were Obama what messages would you have for the people of Marshall Heights – what strategies would you suggest for renewing / gentrifying the district? http://maps.google.com/maps http://washington.world-guides.com/washington_maps.html http://www.zillow.com/local-info/DC-Washington/Foggy- Bottom/ http://www.trulia.com/real_estate/Foggy_Bottom- Washington/1830/ http://www.trulia.com/real_estate/Marshall_Heights- Washington/1865/ http://www.neighborhoodlink.com/washdc/mhc/ - Knowledge of the very real differences that exist between districts within the US capital. Simple comparison of the geography of Foggy Bottom with Marshall Heights (or two student selected districts )
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes What impact does the USA have on our lives? -To collect and record geographical information. -To summarise the actual and perceived impact of the USA on the lives of people in the UK. (S) (R) Homework task prior to this session – review the TV and paper(s) - develop recording sheets to show the impact of USA on our TV programmes, mention of USA events, and impacts in news programmes and in the daily national papers. How are we as young people influenced by the USA media. Lesson review homework assignments. Then compare the content and character of BBC news with CNN or Fox news for the same day. -Creation and completion of simple data collection sheets. - Presentation of findings to demonstrate the impact of the USA on our lives.
Key Question Learning Objectives Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Why is the USA known as a global super power? -To describe and explain the term super power. -To analyse the impact of the USA on global affairs. (R) (C) Starter flags of superpower nations. Naming the countries – how are they similar and different. What do\we mean by a superpower? Investigate why the is considered a superpower. Annotated world map to display the impact of the USA on our global community. http://www.usaid.gov/ http://en.wikipedia.org/wiki/Foreign_policy_of_the_Un ited_States http://actrav.itcilo.org/actrav- english/telearn/global/ilo/multinat/multinat.htm http://www.fas.org/sgp/crs/natsec/RL32170.pdf -Understanding of the key characteristics of a super power. - Creation of an annotated map to show the global influence of the USA.
Literacy Links. -Review TV news, newspapers and Internet – USA in the news and interconnectivity with UK (includes reporting styles and bias. -Investigating international newspapers. -Internet research skills. -Retrieving information from statistical tables – socio economic data. -Paired talking – key word decisions – use of appropriate geographical vocabulary. -Creation of annotated diagrams – flow lines, cross sections and world maps. -Comparative writing for example socio economic differences between USA /China/UK. Comparison between Foggy Bottom and Marshall Heights. -Explanatory writing – distribution of population across the USA. -Descriptive writing – voting patterns across the USA in the 2008 / 9 election. -Geographical enquiry frame – for example secret states investigation. -Review and creation of public information documents – tourist guides to Washington DC. Numeracy Links. -Longitude and latitude readings – estimations of the size of the USA compared to other countries -Review simple to complex demographic data – socio economic data for countries and for districts of Washington DC. -Cross section drawing with reference to changes in relief. -Analysing weather and climatic data. Comparison of the nature of these figures. -Population density and distribution – choropleth mapping with associated development of scales. -Use of maps of differing scales for example state maps v larger scale city map of Washington – appreciation of differences between scales. -Creation of data collection sheets – graphical representation of findings. Unit links
ICT Opportunities. -Internet research using a range of teacher and self selected sites. -Use of electronic map and atlas sites for example Google maps and Map Quest. -Ground level virtual tours – Google maps. -Use of simple GIS systems to gather information -Data collection weather sites and census sites. -Desk top publishing of research findings and creation of PowerPoint presentations as necessary – for example to show findings of state research. -Use of electronic base maps to generate simple distribution maps – for example to show population patterns. -Podcasting – for example podcast of visit to Foggy Bottom and Marshall Heights. PLTs – see components of work. -Independent enquiry (I) -Creative thinking. (C) -Reflective learners (R) -Team workers (T) -Self management. (S) -Effective participators (E). Unit links