1. II. Classifying and Identifying Regions

2. Spiral Entry:
How would you define the area of “Georgetown Eagle” fans?
As we go through the discussion and notes, have the students move their maps around from group to group.
How many regions are you in right now?

3. Region
What is a region? An area on the earth’s surface that is unified by a common characteristic.
Have students try to define a region before you display the definition.

4. What do you already know?
First map: Ask about what made the north “the north?” What about “the south?”
-They should have replies such as the south is agricultural vs north more industrial, slave in south vs free in north.
Second map should help them connect regions to voting patterns.
Third map should help them with railroads and industry and population (north is urban vs. south is rural)

5. “The why of where?”
Why do we divide the world into regions? Geographers divide the world into regions, making it easier to study. Both physical and human characteristics can classify a region.
Geographers divide the world into regions, making it easier to study. Compare to historians dividing up history into eras.
Have them brainstorm. (Language, culture, industry for Human. Climate, rainfall, and eartwhat human and physical things can make a regionhquakes for physical are all good answers)

6. Regions at GHS
Working with your partner, draw a sketch map of GHS and identify as many regions of school as you can in your spiral. Identify at least one common characteristic of that region with what we have talked about.
Consider using the cafeteria as an example. Debrief students’ answers and create a list of regions at GHS on the white board.

7. 1 2 3 3 types of REGIONS Formal Functional Perceptual
Have the students

8. Formal Region Set by governments
Based on facts and can collect data about it.
(Is observable and definable)
Examples?

9. Functional region
Provides a service to an area and has a center – it serves a purpose
(Imagine a bicycle wheel)
Examples?

10. Functional Region Explained
Hub: Center of all activity.
Spokes: Transportation, communication, and trade reaching out from center.
Wheel: Border of areas receiving service.

11. Perceptual Region Based on opinions, bias, and stereotypes.
NOT based on facts!
Examples?
List out some of these regions and have the students call out what they think of when they hear them.
The South
The Middle East

12. Practice!
Perceptual region. What is the perception of this map? (could be that those areas receive lots of sun, and the other states do not)

13. Practice!
Formal! The data is measurable.

14. 100 wealthiest (red) and 100 poorest (blue) counties in the US.
Practice!
Formal region.

15. Practice!
Functional

16. Practice!
Perceptual

17. 14.

18. 15.

19. 16.

20. project! Pick ONE of the following
School (High School or University)
Sports team
Vacation spot
Describe what a formal, functional, and perceptual region of your selected place would be like.
Then, draw each one on a blank piece of paper
Make sure you label enough of everything to help it all make sense.
Go over categories maps should be in.
Formal – Phone Area Codes; Climate Regions; Time Zones; US States
Functional – Interstate 35; Mississippi River; Regions of North America; Pizza Delivery; Police Precincts
Perceptual – The Ghetto; “Countries of Baseball”;

21. Here is what to think about:
Formal (Set by governments and can be defined by facts) – Phone Area Codes; Climate Regions; Time Zones; US States; counties; city limits
Functional (Serves a purpose**)
– Interstate 35; Mississippi River; Pizza Delivery; Police Precincts
Perceptual (Opinion**)
– The Ghetto; “Countries of Baseball”