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).