The World Digital Library through the 5 Themes of Geography
Kevin Suess
Normal Community High School
Summer 2009
http://www.wdl.org/en/item/496/
Carpenter Collection at the Library of Congress.
Reproduction Number: LC-USZ62-112689
This lesson provides students a better opportunity to apply their knowledge related to the
5 themes of geography while researching for primary source documents through the
World Digital Library. Students will be assigned a country in which they have to locate a
photo or image that is representative of the 5 themes of geography.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
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Objectives
Students will:
 analyze a photograph/visual from a country besides
the U.S.
 identify the themes of geography that coincides with
the visual.
 interpret the photograph using the contextual cues
and prior knowledge.
Recommended time frame
Grade level
Curriculum fit
Materials
1-3 Days
9th
World History/Geography
1. 5 Themes of Geography
http://www.nationalgeographic.com/resources/n
go/education/themes.html
2. World Digital Library
http://www.wdl.org/en/
3. Library of Congress
http://www.loc.gov/index.html
4. Primary Source Document Analysis Sheets
http://www.library.ilstu.edu/aam/Resources/tps_
analysis_sheets.shtml
Teaching with Primary Sources
Illinois State University
5. Maori New Zealand Photo
http://www.wdl.org/en/item/496/
6. Chile Tenant Farmers Photo
http://www.wdl.org/en/item/288
7. Computer with Internet access.
8. Projector for sharing.
Illinois State Learning Standards
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Social Studies:
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
 16A. Apply the skills of historical analysis and
interpretation.
 16A.5.a. Analyze historical and
contemporary developments using methods
of historical inquiry (pose questions, collect
and analyze data, make and support
inferences with evidence, report findings).
GOAL 17: Understand the historical significance of
geography.
 17 D. Understand the historical significance of
geography.
 17D.5 Analyze the historical development of
a current issue involving the interaction of
people and geographic factors (e.g., mass
transportation, changes in agricultural
subsidies, flood control).
Procedures
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Day One:
 Start by having either having the Maori or Chile
photo projected on a SmartBoard or overhead
projector.
 Without providing the students with any additional
information besides what is in the image, have them
fill out the Photograph Analysis Sheet.
 Next, call on students to share this information from
the sheet with the class.
 Next, randomly assign one of the 5 themes of
geography for each student. If the students haven’t
covered the 5 themes, time needs to be taken to
explain and provide examples for each(5 themes).
Teaching with Primary Sources
Illinois State University

Based on what we have just discussed using the
Photograph Analysis Sheet, have students determine
how their assigned theme relates to the photo.
Students should write their responses on a separate
sheet.
Once students have had an opportunity to share,
discuss with them the significance of this photo.
Identify the location, the significance of the
structure the individuals are pictured with, and
several other details that might be clues to
identifying key ideas.
Day Two:
 If countries have not been assigned to students at
this point, assign them a country.
 Explain the handouts that are going to be used to
analyze the photo/images and the rubric that will be
used to evaluate their work.
 Students are to research their country using Portals
to the World. Have the students fill out the 5
Themes of Geography Country Analysis Handout as
they work.
 After students have read through several websites
and feel they have a decent understanding of the
location, culture, and history of the country, they are
to identify one image using the World Digital
Library. This image should be something they feel
is an essential representation of their country.
 Students should answer the questions on the provide
handouts.
 Have students save their information and prepare to
share this with the class the following day.
Day Three:
 Have students share their documents with the
class in small groups. Then take volunteers from
each small group to share one of the
photos/images with the entire class.
 Collect and grade analysis worksheets.
Evaluation
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Students will be evaluated based on their written
analysis of the primary source documents.
Extension
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Teaching with Primary Sources
Illinois State University
Continue to have students research their country.
Students will be responsible for their country throughout
the semester. Students could present key information
related to current events in a United Nations type format
in class. Extending off of this activity, students could
consider how their images are connected to a key
current event in their country.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
New Zealand,
Maoris at Their
Talking House
Citation
Frank and Frances
Carpenter
Collection at the
Library of
Congress.
LC-USZ62-112689
(b&w film copy
neg.)
Frank and Frances
Tenants on
Ranch in Chile Carpenter
Collection at the
Library of
Congress.
LC-USZ62-110246
(b&w film copy
neg.)
URL
http://www.wdl.org/en/item/496/
http://lcweb2.loc.gov/cgibin/query/h?pp/PPALL:@field(NU
MBER+@1(cph+3c12689))
http://www.wdl.org/en/item/288
http://lcweb2.loc.gov/cgibin/query/h?pp/PPALL:@field(NU
MBER+@1(cph+3c10246))
Teaching with Primary Sources
Illinois State University
Rubric
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4
3
2
1
Explanation of
Themes
Gave an explanation Gave an explanation Gave an
for all five themes.
for four themes of
explanation for
Geography.
three themes of
Geography.
Gave an explanation
for at least two
themes of
Geography.
Location
Able to differentiate Able to include
between absolute
essential knowledge
and relative location. about the difference
in absolute and
relative location.
Somewhat able to
include essential
knowledge on the
difference between
absolute and
relative location.
Unable to give any
evidence as to the
difference between
absolute and relative
location.
Place
Extensive evidence
of knowledge
between Physical
and Human
Characteristics.
Able to include
essential knowledge
about the difference
in Physical and
Human
Characteristics.
Somewhat able to
include essential
knowledge about
the difference in
Physical and
Human
Charactistics.
Unable to give any
evidence as to the
difference in
Physical and Human
Characteristics.
Region
Gave examples of at
least 3 different
types of regions the
image could belong
to. Explanations for
each were provided.
Gave examples of at
least 2 regions with
a brief explanation
of each.
Gave an example of
at least 1 region
with a brief
explanation of it.
Gave an example of
at least 1 region
without an
explanation.
Movement
Gave at least 3
examples as to how
and why ideas,
goods and people
get from place to
place. Examples
provided.
Gave at least 2
examples as to how
and why ideas,
goods and people
get from place to
place. Examples
provided.
Gave at least 1
example as to how
and why ideas,
goods and people
get from place to
place. Examples
provided. Gave an
explanation.
Gave 1 example as
to how and why
ideas, goods and
people get from
place to place.
Example provided.
Did not give an
explanation.
Human
Environmental
Interaction
Explain several
ways our
environment impacts
people and the
impact people have
on the environment.
Give at least 3
examples.
Explain at least 2
ways our
environment impacts
people and the
impact people have
on the. Give at least
2 examples.
Explain at least 1
way our
environment
impacts people and
the impact people
have on the
environment. Give
at least 1 example
Could not explain
the way our
environment impacts
people or how
people impact the
environment.
Image is explained
but is missing
sufficient detail in
terms of the 5
themes.
Image is poorly
explained. Missing
significant detail
related to the 5
themes.
Photograph/image Image is explained
Image is explained
effectively in terms but may be missing
of the 5 themes and one or two details
the analysis guide. when it comes to the
5 themes o
geography.
Teaching with Primary Sources
Illinois State University
Handouts
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Photo Analysis Worksheet
Step 1. Observation
A.
Study the photograph for 2 minutes. Form an overall impression of the photograph and
then examine individualitems. Next, divide the photo into quadrantes an study each
section to see what new details become visible.
B.
Use the chart below to list people, objects, and activities in the photograph.
Activities
People
Objects
Step 2. Inference
Based on what you have observed above, list three things you might infer from this
photograph
Step 3. Questions
A.
What questions does this photograph raise in your mind?
Where could you find answers to them?
B.
Designed and developed by the Education Staff, National Archives and Records
Administration,Washington, DC 204085
Teaching with Primary Sources
Illinois State University
5 Themes of Geography Photo/Image Analysis Worksheet
Name:__________________
Directions: Answer the following questions based on the photograph/image you choose.
Save and print out a copy of your image to share with the class once you are done answer
the questions.
Image Title:_____________________________________________________
Image Citation:__________________________________________________
Image URL:____________________________________________________
Place
Location
Human/Environment Interaction
Region
Movement
1. Describe in detail how you believe there is evidence to support the presence of each of
the themes in the image. What things/objects assist you in identifying the location? What
things/objects/people/etc. assist you in identifying the place (What’s it like there?)?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Out of all of the themes, which one seems to be represented the best in the image? Why
is that the case?
Explain.________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
3. Which theme seems to be the most difficult to identify in this image? Explain why you
believe this is the case.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Explain why you chose this image and how you think this is an important representation
for the country you have been assigned.
Teaching with Primary Sources
Illinois State University
5 Themes of Geography Country Analysis Handout
Directions: Using the provided resources, identify the following information for your
country.
1. What is the Location of your country?
a. Absolute Location
b. Relative Location
2. What is it like there? (The Place) Describe the culture, people, climate, etc.
3. What Region is your country part of or connected to? There will be more than one.
4.
How do Humans and the Environment interact with each other?
Human/Environment Interaction
5.
How do things, people ideas move from one place to another in your assigned
country? Movement
Teaching with Primary Sources
Illinois State University