2. BBS Geography 2014-2015

3.  Warm Up  Define “Movement” and provide one example that you think is specific to the Americas (North, Central, and South America)  Student Activity  Americas Geography  Answer all questions  Pages 140-145 (North America)  Pages 210-215 (Central and South America)  Homework  Journal Eight  Tuesday, February 17 at 7:00am

4.  Warm Up  KWL Chart  You will have five minutes to complete the first two columns (Know and Want to Know).  Each column should have five bullet points  Student Activity  Americas Geography  Answer all questions  Pages 140-145 (North America)  Pages 210-215 (Central and South America)  Enduring Understanding Evaluation  Submit in the tray at the end of the period  Homework 

5.  Warm Up  Identify and explain two pieces of information learned from yesterday’s Americas Geography map activity.  Cornell Note Review  North America Lecture  Students will take Cornell notes  Teacher will check notes at end of lecture  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

10.  Warm Up  Identify and explain two pieces of information learned from yesterday’s Americas Geography map activity.  Cornell Note Review  North America Lecture  Students will take Cornell notes  Teacher will check notes at end of lecture  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

11. North America Rountree, et. al. as modified by Joe Naumann, UMSL and Aaron Shelby, BBS

12. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 11 Chapter 3: North America (Fig. 3.1)

13. 12 North America Learning Objectives –Your opportunity to apply geography and cultural concepts to a region –Apply concepts of globalization to this region –Understand the following concepts and statements: -Location -Place -Movement -Social, political, and/or economic interest lie at the heart of all collaboration or conflict.

14. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 13 Introduction North America includes the U.S. and Canada –Culturally defined region, not continentally defined –Both countries are in the final stage of the population transition (low birth rate, low death rate) –Postindustrial economy with modern technology, innovative financial and information services, and popular culture –315.5 million residents (U.S. – 284.5 million; Canada – 31million) Physical Geography: Threatened Life of Plenty –North America has a diverse physical setting, rich in resources, that has been heavily modified by human activities

15. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 14 Environmental Issues in North America (Fig. 3.8)

16. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 15 Physical Geography A Diverse Physical Setting –Eastern mountains (Appalachians, Piedmont) from 3,000- 5,000 ft. –Western mountains include earthquakes, volcanoes, alpine glaciers, and erosion; Rockies reach more than 10,000 ft. –Great Plains in the center Patterns of Climate and Vegetation –Great variation in climate and vegetation because of latitudinal range, varied terrain (altitude) and oceans –Maritime climates in coastal zones (moderated temperatures) –Continental climate in the interior (great temperature range) Frequent winds, including tornadoes Natural vegetation often replaced by farm

17. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 16 Physical Geography of North American (Fig. 3.4)

18. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 17 Climate Map of North America (Fig. 3.7)

19. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 18 Gulf-Atlantic Coastal Plain & Piedmont Gulf-Atlantic Coastal Plain –Drained by many short rivers which flow from the interior to the coast –Would be most affected by rising sea levels from global warming Piedmont –Foothills to the east of the Appalachian highlands –Early settlements often were made at the fall line to take advantage of water power & because it was a break-in-bulk point

20. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 19 Gulf Coast & Piedmont

21. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 20 Appalachian & Interior Highlands Appalachian Highlands –Low, old mountain range –No major impediment to transportation –Resource area – coal, iron ore etc. Interior Highlands –A dissected plateau known as the Ozarks

22. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 21 Interior Lowlands & Canadian Shield & Arctic Coastal Plain Interior Lowlands –Much of the best agricultural land –Parent material for the soil for much of the area is glacial till Canadian Shield (encircles Hudson Bay) –The oldest rocks in North America –The “core” of the North American continent –Very thin soil – developed after the last glacial advance Arctic coastal Plain (south coast Hudson Bay) –Cold area – difficult to develop –Permafrost

23. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 22 Interior Lowlands

24. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 23 Great Plains & Rocky Mountains Great Plains –Semi-arid area – gets drier from east to west –Wheat growing areas of U.S. and Canada Rocky Mountains –North-South orientation affects climate –Storehouse of many minerals –Lumbering & winter-sport tourism –Younger mountains than Appalachians, therefore more of an impediment to transportation.

25. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 24 Rockies & Great Plains

26. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 25 Plateaus & Pacific Mountains and Valleys Intermontane Basins & Plateaus –Rather dry area –North/south oriented – Between the Rockies and Sierra Nevada/Cascade ranges Pacific Mountains and Valleys –First interruption of westerly winds –Three large, useful valleys California’s Central Valley Cowlitz-Puget Sound lowland of Washington and Oregon Lower Fraser Valley in British Columbia

27. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 26 Intermontane

28.  Warm Up  Identify and explain two pieces of information learned from yesterday’s Americas Geography map activity.  Cornell Note Review  North America Lecture  Students will take Cornell notes  Teacher will check notes at end of lecture  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

29.  Warm Up  How have human modifications affected North America’s physical geography? Provide two specific examples.  North America Lecture  Students will take Cornell notes  Start with slide 18  Teacher will check for completed notes at the beginning of class tomorrow  Exit Ticket  Submit at the end of the period  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

30. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 29 A Threatened Life of Plenty The Costs of Human Modification Increasing population and expanding agriculture are changing North America –Transforming Soils and Vegetation Europeans brought new species (ex.: wheat, cattle, horses – one side of the Columbian Exchange) Settlers cut millions of acres of forest, replaced grasslands with non-native grain and forage crops Soil erosion is a result of unsustainable farming practices in the Great Plains and the South

31. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 30 Population and Settlement: Reshaping a Continental Landscape Modern Spatial and Demographic Patterns Settlement is uneven in the region N. America has 315.5 million (284.5-U.S.; 31-Canada) Megalopolis: largest settlement cluster in the U.S. (Boston-Washington, DC) Occupying the Land Indigenous people occupied N.A. at least 12,000 years Europeans came to N.A. 400 years ago European diseases and disruptions reduced Native American populations by 90% in some areas.

32. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 31 Migration Push Factors – drive people away from home –Undesirable conditions in the homeland that make emigrating seem desirable –Depressed economy, famine, persecution, war, etc. Pull Factors – attract people to leave home –Desirable conditions in the receiving country which attract immigrants –Freedom from persecution & repression, economic opportunities, etc.

33. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 32 Peopling North America Migration to the U.S. –Five distinct phases determined by immigrants’ number and source regions Phase 1: before 1820: English and Africans Phase 2: 1820-1870: Irish and Germans Phase 3: 1870-1920: Southern and Eastern Europeans Phase 4: 1920-1970: Canada, Latin America, but overall numbers of immigrants drops Phase 5: 1970-present: Latin America, Asia, and overall numbers rise again The Canadian Pattern –Similar to U.S., but with larger French presence –Today, 16% in Canada are foreign-born

34. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 33 Globalization of American Culture North Americans: Living Globally –Many international tourists, students in North America –Globalization of culture (international restaurants, imports, music, etc.) The Global Diffusion of U.S. Culture –U.S. culture has impact on billions since WWII Global corporate culture, advertising, consumption Other countries challenge U.S. influence

35. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 34 Cultural Pluralism Definition: Society with two or more population groups, each practicing its own culture, live adjacent to one another without mixing inside a single state Strongly geographical in Canada –French Canadians concentrated in Quebec –Quebec independence movement near majority U.S.A. not so geographically pronounced –Some groups are somewhat more concentrated geographically, but they are still quite mixed –English remains the language of all people though not officially – English language movement

36. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 35 A Global Reach U.S.’s geopolitical reach is beyond our borders –Monroe Doctrine (1824) asserted U.S. rights in Western Hemisphere –WWII and Truman Doctrine gave U.S. wider world role –North Atlantic Treaty Organization (NATO), Organization of American States (OAS) –Other international involvement: Korea (1950– 1953); Vietnam (1961–1973); Afghanistan and Iraq

37. Globalization & Diversity: Rowntree, Lewis, Price, Wyckoff 36 Persisting Social Issues (cont.) Twenty-First Century Challenges –U.S. and Canada’s social indicators compare favorably, but concerns persist Jobs, education Health care, chronic disease & aging Gender gap Conclusions –North America enjoys abundance, but must work with diverse populations to address challenges

38.  Warm Up  How have human modifications affected North America’s physical geography? Provide two specific examples.  North America Lecture  Students will take Cornell notes  Start with slide 18  Teacher will check for completed notes at the beginning of class tomorrow  Exit Ticket  Submit at the end of the period  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

39.  Warm Up  Why is it important to organize your notes? How does the Cornell method help you do this?  International Day Documentary  Canada Travel Guide Canada Travel Guide  Homework  Create Cornell notes for the Americas  North America: 148-201  South America: 220-271  Cornell notes are due on Sunday, March 1

40.  Warm Up  Explain the importance of organizing your notes following the Cornell method.  Reading Day  Students have the period to use to finish reading about the Americas and to finalize their set of notes  Teacher will check for completed notes at the end of the period  Homework  Relax

41.  Warm Up  Identify and explain one cultural, one historical, and one economic tie between the United States and Canada.  Americas Map Activity  Americas Map Packet  Due at the end of the period tomorrow  Physical and Political Map of the Americas  Maps must include Political and Physical Features (pages 140-141/210-211)  All Country Names/Capitals  Five Mountain Ranges  Ten Rivers  Five Great Lakes  Two Deserts  One Plain  One Valley  Two Basins  One Plateau  All Oceans and Seas  Key  Latitude/Longitude Lines  Compass  Homework 

42.  Warm Up  Identify and explain one cultural, one historical, and one economic tie between the United States and Mexico.  Americas Map Activity  Americas Map Packet  Due at the end of the period today  Physical and Political Map of the Americas  Maps must include Political and Physical Features (pages 140-141/210-211)  All Country Names/Capitals  Five Mountain Ranges  Ten Rivers  Five Great Lakes  Two Deserts  One Plain  One Valley  Two Basins  One Plateau  All Oceans and Seas  Key  Latitude/Longitude Lines  Compass  All maps are to be submitted at the end of today’s period for review.  Homework 

43.  Warm Up  Identify the seven elements of culture and provide one example of each from a South American country.  Panama’s Kuna Indian Molas Lecture  Understand the history of Kuna Indian’s Molas  Molas Workshop  Students will brainstorm five ideas for individual Molas.  Obtain teacher signature by the end of the period  Exit Ticket  Submit on your way out of class  Homework 

44. The Molas of the Kuna Indians of Panama Geography BBS

45. Panamanian Molas PANAMÁ

46. HISTORY/INFORMATION:  Molas are the brightly colored appliqué panels made only in the San Blas region of Panama by the Kuna Indians.  The Kunas have resided in the Panama/Colombia area for centuries.  During the 1800s, the Kuna Indians began migrating eastward. The commercial activity of this introduced them to cloth, scissors, needles, and thread, thereby beginning the body adornment and clothing that was needle worked.  The Kuna Indian women's traditional costume is colorful and the wearer expresses pride in her Kuna identity. This tradition has been passed down from previous generations.  The term Mola can mean "cloth," "clothing," or "blouse." Girls learn to make Molas at a young age. A woman might spend up to 100 hours completing a Mola making each design extremely unique.  The source for traditional design inspiration for Molas include the following: natural-world native animals (iguanas, lizards, parrots, fish), local vegetation (palm trees, coconut crops, sea grasses), and the shapes of the coral reefs around the San Blas islands.

47. MOLAS DE PANAMÁ

54. EXAMPLES OF STUDENT CRAFTED MOLAS

56. Procedure The "Make Your Own Molas" Art Activity In this project we will use the same basic technique, but instead of sewing, we will be using paper and glue. You will need: 1. Construction paper 2. Glue 3. Scissors 4. Mola templates

57. 4. Use a different color and glue strips and dots of paper on the other shapes (green bits here). 5. Add some shapes to the fish (green strips here), and you will have a beautiful Mola! 1.Glue the bigger template on the blank sheet of paper (red on top of blank yellow here). 2. Glue the slightly smaller fish (red here) in the fish shape of the template. 3. Glue the smallest fish (yellow one here) on top of the small fish (red here).

58.  Warm Up  Identify the seven elements of culture and provide one example of each from a South American country.  Panama’s Kuna Indian Molas Lecture  Understand the history of Kuna Indian’s Molas  Molas Workshop  Students will brainstorm five ideas for individual Molas.  Obtain teacher signature by the end of the period  Exit Ticket  Submit on your way out of class  Homework 

59.  Warm Up  Update your Americas KWL chart with five bullet points in each column.  Molas Workshop  Teacher explanation of supplies and expectations.  Students will create one Molas and complete/submit Mola analysis.  Homework 