Welcome to Obama’s United States of America USA! USA! USA! USA! Key Stage 3 Geography Unit ©Jeff Stanfield – County Inspector Geography – Hampshire LA. Key Stage 3 Geography Unit. Welcome to Obama’s United States of America USA! USA! 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 Where on earth is the USA ? -To locate the USA within a global context What do I already know about this enormous country? Learning Pathway – Suggested Activities – Strategies and Resources 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?) -To record the key Locating the USA using Goggle Earth or similar features of the USA electronic mapping package + atlases. Key features of the country and surrounds recorded on prepared base -To review our map. existing knowledge Paired work – recording key words that come to mind and understanding when considering the USA. of the USA . Recap from whole class transfer words to www.wordle.net - create USA word frieze – print for (T) (R) whole class. http://www.50states.com/us.htm http://www.map-of-usa.co.uk/ http://worldatlas.com Learning Outcomes -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 Obama’s 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. Image of Obama – Who on earth is he? Why is he important to us and USA? - Representation of the journey of Barack Obama from childhood to first coloured president of the USA. (R) (I) (C) Significant dates and locations – interconnections to other places. 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. 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 Key Question What do facts and figures tell us about the nature of the USA? Learning Objectives -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) Learning Pathway – Suggested Activities – Strategies and Resources Every number paints a picture. Use information on www.census.gov to discover 10-15 key facts and figures about the USA. 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 Learning Outcomes Knowledge and understanding of simple socio economic terms. -Country comparisons USA to China etc. with regard to demography. Key Question What is the USA like? – Physical geography. Learning Objectives - 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) Learning Pathway – Suggested Activities – Strategies and Resources 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.com – Great site Learning Outcomes -Simple annotated cross section of the USA to display key geographical information. - Knowledge regarding the differences between weather and climate. Learning Pathway – Suggested Activities – Strategies and Resources Key Question Learning Objectives What is the USA like? Human geography. -To investigate and Where on earth do all the people live in the USA? give reasons for the distribution of Creation of a base map to show differing population population in the density – can create choropleth maps. USA. Explain the reasons why the population distribution is -To create simple as it is. choropleth maps to display population More able can investigate population change. distribution in the USA. http://ww.censusscope.org/us/map_popchange_9000.html (C ) (R) http://nationalatlas.gov/natlas/Natlasstart.asp Learning Outcomes 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 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. Introduction – American National Anthem – so why do Simple open enquiry the words mention stars and stripes? undertaken. Secret states small group enquiry. Comparisons in the Groups given envelopes with their secret state in (one state per group) examples – California; Nevada: geography of selected states South Dakota; Florida; Texas; Michigan; New York; of the USA. Nebraska; Wyoming ; Pennsylvania and Maine etc. (T) (I) (E) 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/ Learning Outcomes 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. Starter activity image of an elephant and a donkey. What on earth have they got to do with USA.? -Understanding of the nature of key political parties. - To explain the patterns of voting in the 2008/09 USA presidential election. Which areas of the USA really wanted Obama as their president? Describe the voting pattern across the USA – suggest use ( R) http://www.personal.umich.edu/mejn/election/2008/ Introduce the two keys parties’ democrats and republicans. Timed research on each party. Is there a correlation with previous work? 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 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? -To describe the location of Washington DC. Starter – flight ticket London Heathrow to Dulles International – Where on earth is this airport? Where on earth is Washington? What is Washington DC like in character? -To use a range of secondary geographical resources. 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 ) -Location of Washington Dc in a global and national context. -To describe the key urban features / character of Washington DC. Use Google maps (yellow person for ground level views) to explore the settlement. To attain a sense of place. What are the student’s main discoveries? (S) ( R) http://www.hotmaps.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 - 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. Starter activity Washington City Tour Outline – with use of maps from travel guides. -Knowledge and understanding of the nature of tourist guides. -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) 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 -The creation of a simple Washington D C tourist guide. Key Question Worlds Apart. How are areas of Washington DC similar and different? Learning Objectives -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) Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes The story of two different parts of Obama’s Washington DC – “Worlds Apart” - Knowledge of the very real differences that exist between districts within the US capital. 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/FoggyBottom/ http://www.trulia.com/real_estate/Foggy_BottomWashington/1830/ http://www.trulia.com/real_estate/Marshall_HeightsWashington/1865/ http://www.neighborhoodlink.com/washdc/mhc/ 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. 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. -Creation and completion of simple data collection sheets. -To summarise the actual and perceived impact of the USA on the lives of people in the UK. (S) (R) Lesson review homework assignments. Then compare the content and character of BBC news with CNN or Fox news for the same day. - Presentation of findings to demonstrate the impact of the USA on our lives. Key Question Learning Objectives Why is the -To describe and USA known explain the term as a global super power. super power? -To analyse the impact of the USA on global affairs. (R) (C) Learning Pathway – Suggested Activities – Strategies and Resources Learning Outcomes Starter flags of superpower nations. Naming the countries – how are they similar and different. -Understanding of the key characteristics of a super power. What do\we mean by a superpower? Investigate why the is considered a superpower. - Creation of an Annotated world map to display the impact of the annotated map USA on our global community. to show the global http://www.usaid.gov/ influence of the http://en.wikipedia.org/wiki/Foreign_policy_of_the_Un USA. ited_States http://actrav.itcilo.org/actravenglish/telearn/global/ilo/multinat/multinat.htm http://www.fas.org/sgp/crs/natsec/RL32170.pdf Unit links Literacy Links. Numeracy 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. - - - 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. PLTs – see components of work. - - - - - - 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. Independent enquiry (I) Creative thinking. (C) Reflective learners (R) Team workers (T) Self management. (S) Effective participators (E).