1. 1.2 Map Projections Table 1.2 Processing Map Projections 1.2 Types of Maps Table 1.3 Types of Regions Table 1.3 Latitude, Longitude, & Hemispheres 1.3 Zombie Road Trip (Lat./Long. Practice) 1.3 Geo Spatial Revolution : Intro to GIS 1.4 Primary & Secondary Sources 1.4 OPTIC 1.4 APPARTS 9/3-41.4 EVALUATING SOURCES NOTEBOOK CHECK-UP UNIT 1 GEO TOOLS TABLE of CONTENTS

2. Physical Map Recognizing Different Maps Political Map Thematic MapCartogram

3. EVALUATING INFORMATION

4. PRIMARYSECONDARY DESCRIPTION EXAMPLE NON-EXAMPLE IMPORTANCE

5. PRIMARY SOURCES DEFINITION: Info, pieces of writing, artwork that are ORIGINAL to a specific TIME & PLACEDEFINITION: Info, pieces of writing, artwork that are ORIGINAL to a specific TIME & PLACE EXAMPLES: Presidential speech, journal entry, photo, political cartoon, artwork, map, etc.EXAMPLES: Presidential speech, journal entry, photo, political cartoon, artwork, map, etc. NON-EXAMPLES: Fictional account of an event, history books, report given by someone who was not thereNON-EXAMPLES: Fictional account of an event, history books, report given by someone who was not there IMPORTANCE: Tells you what people knew, were thinking and reacting in the momentIMPORTANCE: Tells you what people knew, were thinking and reacting in the moment

6. DEFINITION: Pieces of writing, artwork that interprets or fictionalizes ANOTHER TIME & PLACEDEFINITION: Pieces of writing, artwork that interprets or fictionalizes ANOTHER TIME & PLACE EXAMPLES: Fictional account of an event, history books, report given by someone who was not there.EXAMPLES: Fictional account of an event, history books, report given by someone who was not there. NON-EXAMPLES: Presidential speech, journal entry, photo, political cartoon, artwork, map, etc.NON-EXAMPLES: Presidential speech, journal entry, photo, political cartoon, artwork, map, etc. IMPORTANCE: May have updated information that was unavailable -or- a different point of view than was popular in that time.IMPORTANCE: May have updated information that was unavailable -or- a different point of view than was popular in that time. SECONDARY SOURCES

7. PRIMARY –or- SECONDARY? The author of the Twilight series writes a new book set in the time of the Roman Empire? SECONDARYSECONDARY Photo of the Bastrop Fires (Labor Day 2011) PRIMARYPRIMARY Article on Ask.com about World War I SECONDARYSECONDARY Map created by the Lewis & Clark Expedition PRIMARYPRIMARY Poem by a student about seeing their parent going to war in Afghanistan PRIMARYPRIMARY

8. Magazine interview with a Syrian refugee fleeing to Europe PRIMARYPRIMARY Song about Viet Nam by a veteran who served there PRIMARYPRIMARY Statue made as a memorial to President Washington SECONDARYSECONDARY Email from Texas’s Governor Perry to Louisiana’s Governor Jindal about Hurricane Katrina PRIMARYPRIMARY Georgetown Mayor’s speech about public parks PRIMARYPRIMARY College textbook about the Civil War SECONDARYSECONDARY

9. Map of Germany used by General Eisenhower in WWII PRIMARYPRIMARY Rumor about a EVHS student SECONDARYSECONDARY Video game about battles in the Revolutionary War SECONDARYSECONDARY T-Shirt with a picture of President Lincoln SECONDARYSECONDARY Photograph of President Kennedy and his son in the White House PRIMARYPRIMARY Novel about a Holocaust survivor SECONDARYSECONDARY

10. Political cartoon in today’s newspaper weighing the nuclear agreement with Iran PRIMARYPRIMARY Modern painting showing the Lewis & Clark expedition SECONDARYSECONDARY Fb post describing the Boston Marathon bombing by someone who witnessed it PRIMARYPRIMARY Business accounts of a slaveowner PRIMARYPRIMARY

11. Examining visuals using OPTIC O is for OVERVIEW Conduct a brief overview of the visual. P is for PARTS Focus on the parts of the visual. Read all labels. Notice any details that seem important. T is for TITLE Read the title of the visual for a clear understanding of the subject. I is for INTERRELATIONSHIPS Use the title to help identify the main idea or the big umbrella that connects the parts of the visual. C is for CONCLUSION Draw a conclusion about the visual as a whole. What does it mean? -- Why was is included? Summarize the visual in one or two sentences.

12. Fish Processing Plant in China

13. Turkish Dessert

14. Political Cartoon OPTIC 1.Overview= Point of View, general topic/issue/event 2.Parts=Captions & Labels 3.Title 4.Interrelationships= Symbols, Caricatures (exaggerated facial features), Stereotyping 5.Conclusion=MAIN IDEA

16. Overview – General data (Economic, Social, Political) Parts – Shading, symbols, legend, axis labels Title --Read the title Interrelationships- Conclusion-- Identify the main idea Graph OPTIC Bar Graph Line Graph Circle Graph Graphs (Charts) are combinations of symbols, words, and numbers that show information in a clear and simple way.

17. Hints for a Line Graph: * They commonly measure quantities or amounts of data. *They are used to make more specific comparisons. * Carefully read x and y axes - and what they represent. Hints for a Bar Graph: * They commonly measure quantities or amounts of data. * They make it easy to compare information. * Carefully read x and y axes - and what they represent. Hints for a Circle Graph: * the circle represents the whole. * the slices represent parts of the whole (subgroups).

21. GROUP WORK O P T I C DIRECTIONS: Work with a partner to use OPTIC analysis of the picture you are given – write down your findings below.

22. APPARTS - Reading Analysis A uthor - Who created the source? What is their point of view? P lace and Time -Where and when was the source produced? P rior Knowledge - What do you already know that would further your understanding of this source? A udience - For whom was the source created? Does this affect the reliability of the source? R eason - Why was this source produced at the time it was produced? T he Main Idea - What is this source trying to convey? S ignificance - Why is this source important?

23. Using APPARTS with a reading Step 1 – As you read through the article, highlight or underline key information. Step 2 – Annotate the article during/after reading. Make notes/summaries on the article itself. Step 3 – Complete the APPARTS on a sheet of paper. A – P – A – R – T – S –

24. GROUP WORK A P A R T S

25. “The New Colossus” by Emma Lazarus Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world -wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. “Keep, ancient lands, your storied pomp!,” cries she With silent lips. “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!”

26. Literacy and the immigration of “undesirables,” 1903 by Immigration Restriction League

27. Bartolomé de Las Casas debates the subjugation of the Indians, 1550 Transcript of the title page Aqui se contiene una disputa, o controversia: entre el Obispo don fray Bartholome de las Casas, o Casaus, obispo que fue de la ciudad Real de Chiapa, que es en las Indias, parte de la nueva España, y el doctor Gines de Sepulveda Coronista del Emperador nuestro señor: sobre que el doctor contendia: que las conquistas de las Indias contra los Indios eran licitas: y el obispo por el contrario defendio y affirmo aber sido y ser impossible no serlo: tiranicas, injustas y iniquas. La qual question se ventilo y disputo en presencia de muchos letrados theologos y juristas en una congregacion que mando su magestad juntar el año de mil y quinientos y cincuenta en la villa de Valladolid. Año. 1552. Translation of the title page Here is contained a dispute, or controversy between Bishop Friar Bartolomé de las Casas, or Casaus, formerly bishop of the royal city of Chiapa which is in the Indies, a part of New Spain, and Dr. Gines de Sepulveda, chronicler to the Emperor, our lord, in which the doctor contended: that the conquests of the Indies against the Indians were lawful; and the bishop, on the contrary, contended and affirmed them to have been, and it was impossible for them not to be, tyrannies, unjust and iniquitous. Which question was examined and defended in the presence of many learned theologians and jurists in a council ordered by his Majesty to be held in the year one thousand and five hundred and fifty in the town of Valladolid. Year 1552.

28. Panama Canal proposal, 1881 by Ulysses S. Grant Fifth Av. Hotel Jan. y 17 1881 Dear Sir: Your letter of the 27 th ult. and the relief map of the proposed Panama Canal were duly received. I note what you have to say about my taking the American Directorship. The position was tendered to me, and declined on the ground that I do not believe the project feasible in the first place, and I should oppose it at any rate under any European management. My judgement is that every dollar invested in the Panama Canal, under the present scheme of a thorough cut, or sea level, will be sunk without any return to the investors, and without a canal to promote commercial interests. If I was to advise the investment of money in the scheme I would feel that I was advocating a swindle equal to the “South Sea Bubble.” I do not accuse all the advocates—nor a very great number of them—of the de Lesseps scheme of insincerity or dishonesty, but I would be dishonest if I were to advocate it because I do not believe the proposed plan practicable with any amount of money that can be raised, nor that interest could be paid on it by all the commerce the canal could carry if built; to say nothing of the human lives that would be sacrificed in its construction. U. S. Grant Nathan Appleton, Esq. Burton, Mass.

29. Statue of Liberty, 1884 by Ulysses S. Grant 171 Broadway New York January 1884 Dear Sirs; You will no doubt deplore with us the marked indifference of the citizens of New York to the munificent gift of the French People to the People of the United States – A colossal Statue of Liberty Enlightening the World. It was presented on the one hundredth anniversary of our National Independence, in commemoration of the ancient alliance and present friendship of the two Republics. The Statue is artistically admirable, and will prove an ornament of the harbor of New York of unequalled majesty and impressiveness Out of $250,000 needed to [2] erect a suitable pedestal less than half has been raised, after many and strenuous exertions. The threatened stoppage of work upon the Pedestal in consequence of this neglect would produce the most unfavorable comments upon our patriotism and public spirit, not only in our own country, but throughout the civilized world. It has therefore been suggested that twenty of the most prominent of our citizens could be named who would gladly contribute to avert so discreditable a result, and your name has been presented as one of the twenty. Will you be kind enough therefore to inform us if you will [3] agree to pay $5000 towards the object, provided the others do; any previous subscription to be counted as part of the sum, and no publication of the list to be made until it shall be completed. We know that this is hardly a time to make an appeal for money, but the necessity is imperative. U. S. Grant Mr M. Evarts Jos. W. Drexel Messrs Tiffany & Company

30. Columbus reports on his first voyage, 1493 I have determined to write you this letter to inform you of everything that has been done and discovered in this voyage of mine. On the thirty-third day after leaving Cadiz I came into the Indian Sea, where I discovered many islands inhabited by numerous people. I took possession of all of them for our most fortunate King by making public proclamation and unfurling his standard, no one making any resistance. The island called Juana, as well as the others in its neighborhood, is exceedingly fertile. It has numerous harbors on all sides, very safe and wide, above comparison with any I have ever seen. Through it flow many very broad and health-giving rivers; and there are in it numerous very lofty mountains. All these island are very beautiful, and of quite different shapes; easy to be traversed, and full of the greatest variety of trees reaching to the stars.... In the island, which I have said before was called Hispana, there are very lofty and beautiful mountains, great farms, groves and fields, most fertile both for cultivation and for pasturage, and well adapted for constructing buildings. The convenience of the harbors in this island, and the excellence of the rivers, in volume and salubrity, surpass human belief, unless on should see them. In it the trees, pasture-lands and fruits different much from those of Juana. Besides, this Hispanaabounds in various kinds of species, gold and metals. The inhabitants... are all, as I said before, unprovided with any sort of iron, and they are destitute of arms, which are entirely unknown to them, and for which they are not adapted; not on account of any bodily deformity, for they are well made, but because they are timid and full of terror.... But when they see that they are safe, and all fear is banished, they are very guileless and honest, and very liberal of all they have. No one refuses the asker anything that he possesses; on the contrary they themselves invite us to ask for it. They manifest the greatest affection towards all of us, exchanging valuable things for trifles, content with the very least thing or nothing at all.... I gave them many beautiful and pleasing things, which I had brought with me, for no return whatever, in order to win their affection, and that they might become Christians and inclined to love our King and Queen and Princes and all the people of Spain; and that they might be eager to search for and gather and give to us what they abound in and we greatly need.

31. Franklin Delano Roosevelt Speech to Congress December 8, 1941 Yesterday, December 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese Ambassador to the United States and his colleague delivered to the Secretary of State a formal reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu…. Hostilities exist. There is no blinking at the fact that our people, our territory and our interests are in grave danger. With confidence in our armed forces - with the unbounded determination of our people - we will gain the inevitable triumph - so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December seventh, a state of war has existed between the United States and the Japanese Empire."

32. This Land Is Your Land 1940 by Woodie Guthrie This land is your land, this land is my land From the California to the Staten New York Island, From the Redwood Forest, to the Gulf stream waters, [This land was made for you and me.] As I went walking that ribbon of highway And saw above me that endless skyway, And saw below me the golden valley, I said: [This land was made for you and me.] I roamed and rambled and followed my footsteps To the sparkling sands of her diamond deserts, And all around me, a voice was sounding: [This land was made for you and me.] Was a high wall there that tried to stop me A sign was painted said: Private Property, But on the back side it didn't say nothing — [This land was made for you and me.] When the sun come shining, then I was strolling In wheat fields waving and dust clouds rolling; The voice was chanting as the fog was lifting: [This land was made for you and me.] One bright sunny morning in the shadow of the steeple By the Relief Office I saw my people — As they stood hungry, I stood there wondering if [This land was made for you and me.]

33. Franklin Delano Roosevelt Inauguration Address March 4, 1933 So, first of all, let me assert my firm belief that the only thing we have to fear is...fear itself — nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and of vigor has met with that understanding and support of the people themselves which is essential to victory. And I am convinced that you will again give that support to leadership in these critical days.

34. Star Spangled Banner 1854 by F. Scott Fitzgerald O say can you see, by the dawn’s early light, What so proudly we hail’d at the twilight’s last gleaming, Whose broad stripes and bright stars through the perilous fight O’er the ramparts we watch’d were so gallantly streaming? And the rocket’s red glare, the bombs bursting in air, Gave proof through the night that our flag was still there, O say does that star-spangled banner yet wave O’er the land of the free and the home of the brave? On the shore dimly seen through the mists of the deep Where the foe’s haughty host in dread silence reposes, What is that which the breeze, o’er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning’s first beam, In full glory reflected now shines in the stream, ’Tis the star-spangled banner - O long may it wave O’er the land of the free and the home of the brave! And where is that band who so vauntingly swore, That the havoc of war and the battle’s confusion A home and a Country should leave us no more? Their blood has wash’d out their foul footstep’s pollution. No refuge could save the hireling and slave From the terror of flight or the gloom of the grave, And the star-spangled banner in triumph doth wave O’er the land of the free and the home of the brave. O thus be it ever when freemen shall stand Between their lov’d home and the war’s desolation! Blest with vict’ry and peace may the heav’n rescued land Praise the power that hath made and preserv’d us a nation! Then conquer we must, when our cause it is just, And this be our motto - “In God is our trust,” And the star-spangled banner in triumph shall wave O’er the land of the free and the home of the brave.

35. John Fitzgerald Kennedy Inaugural Address – January 20, 1961 So let us begin anew -- remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate. Let both sides explore what problems unite us instead of belaboring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms, and bring the absolute power to destroy other nations under the absolute control of all nations. Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce. Let both sides unite to heed, in all corners of the earth, the command of Isaiah -- to "undo the heavy burdens, and [to] let the oppressed go free."¹ And, if a beachhead of cooperation may push back the jungle of suspicion, let both sides join in creating a new endeavor -- not a new balance of power, but a new world of law -- where the strong are just, and the weak secure, and the peace preserved. All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days; nor in the life of this Administration; nor even perhaps in our lifetime on this planet. But let us begin. In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty. The graves of young Americans who answered the call to service surround the globe. Now the trumpet summons us again -- not as a call to bear arms, though arms we need -- not as a call to battle, though embattled we are -- but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope; patient in tribulation,"² a struggle against the common enemies of man: tyranny, poverty, disease, and war itself. Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort? In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility -- I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it. And the glow from that fire can truly light the world. And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country. My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man.

36. Official photograph from the “Golden Spike” Ceremony, 1869 by Andrew J. Russell

37. Map of the New World, with European settlements and American Indian tribes, 1730 by Matthew Seutter

38. A World War II poster: “Starve the Squander Bug,” 1943 by Theodor Geisel

39. Cape Cod Morning in 1950 by Edward Hopper

40. People in the Sun in 1960 by Edward Hopper People in the Sun 1960Edward HopperEdward Hopper

41. A Visit from the Old Mistress in 1876 by Winslow Homer

42. State Names in 2000 by Jaune Quick-To-See Smith

43. Copy of cheque that Alaska was purchased from Russia in 1867

44. Waldseemuller Map 1520

45. THINK – PAIR- SHARE

47. YES, You Really Have To Study! ! ! HS is tougher than MS – Tests count for a lot more of your grade! ! ! ! Even the “smart” kids have to study to do well on tests! ! ! ! So you don’t have to retake the test So the coaches won’t make you run laps So you don’t get grounded by your folks So you keep your eligibility So you earn a high GPA so you can do what you want after HS (college, military, job, vocational school) So you won’t have to take WG again next year

48. CAREFULLY READ OVER REVIEW SHEET! ! –What You DO Understand –What You DO Understand – Read Over Quickly to Solidify Ideas/Skills –What You DON’T Understand Spend Time on Those Areas! ! ! –What You DON’T Understand – Look on the Review Sheet for the Page Numbers to Clarify – Spend Time on Those Areas! ! ! –Look things up in the textbook if you don’t have your papers! –Powerpoints are posted on my website for you to review! PRACTICE SKILLS –Identify examples of the 5 themes –Look at what kind of graph you’d make to show different info

49. LOW TECH STUDYING TIPS Skim Through Your Notes & Handouts Make Flash Cards IT WORKS!IT WORKS!

50. HIGH TECH STUDY TIPS Review the Powerpoints on Mrs. Sierra’s website Use your Smart Phone or Tablet! ! ! –Study Blue –Quizlet

51. But I’m Just NOT Getting It! ! ! If you’ve studied an you’re still confused or having a hard time... Call a Study-Buddy (someone to study for tests with, maybe also someone who’d help you catch up in case you’re ever absent) BEFORE we take the test, come see me before school (I have after school duty next week, but you can get help from another WG teacher at Homework Haven in the Library after school)

52. Square, checkerboard or quilt pattern usually indicate agriculture (different greens equal different types of crops) Rivers, streams, and bayous appear as wavy lines (irregular, wavy=nature). If image has color, water is usually but not always colored blue or dark grey. Light grey = populations, development, urbanization (straight lines = infrastructure, man made) Brown, light tan is usually an indication of soil exposure (as in clearing for development, planting or natural settings such as deserts and beaches) Darker shades typically indicate thicker vegetation or deeper water Lighter shades typically indicate sparse vegetation or more shallow water (may also show soil erosion in water) “Reading” GIS Imagery Houston, Texas

53. Drag labels to show the corresponding feature on the GIS image Bush Intercontinental Airport Galveston Bay Sam Houston Toll way/Beltway Bear Creek Park and Flood Plain

54. http://www.wpmap.org/physical-map-of-africa/ Drag labels to show the corresponding feature on the GIS image Sahara desert Mt. Kilimanjaro volcano Lake Victoria water Great Rift Valley elevation change Strait of Hormuz chokepoint Congo Basin vegetation Nile River water

55. GIS images are often shaded to show details. In the image to the right, green vegetation is colored red. The Greater Houston Metropolitan area is seen, with urban areas blue- grey and suburban areas white-pink. Houston city is at centre. Bush International airport is at top centre visible with white runways. North Free- way is the white motorway running from the city north. At top right is Lake Houston with its dam wall; the navigable Buffalo Bayou runs from the city to the north tip of Galveston Bay (at right). 2ols.com Summer Winter Warning: Color in GIS changes Shading (dark to light) is more consistent

56. Can you match the label to the correct image? Nile River Mediterranean Sea Hawaii California Great Salt Lake Andes Mountains Rocky Mountains Volcano Sahara ItalySpain