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1. Introduction
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Re: [Channel-talkgeography] Anyone currently enrolled?

From: Herbert Belcher <Herbert.Belcher@sdhc.k12.fl.us>
Date: Tue Sep 11 2007 - 17:37:30 EDT
X-Mailer: FirstClass 8.3 (build 8.283)

Yes. I have the kids do this in the last nine weeks. They have to choose
a country they have visited in our mad dash from Europe, Russia, South
America, and North America. They then have to determine based on the five
themes what they need to do to make their country great. Example:
Brazil. Can I really cut down the rain forest? Whose lives will I
impact? How am I going to solve the problem of the children in the
streets of Rio and Sao? Will the mineral miners leave my country pock
marked? How can I balance jobs for my people and industry that pollutes
or degrades my countries land? What happens if there is a world economic
collapse, will my industries survive? How far must I educate my citizens?
 Do they pay for education or do I increase taxes? The list can go on and
on. I usually cut the list down to three items for each student after two
days of allowing them to brainstorm the issues under each of the Five
Themes of Geography. (3 per theme) It works great. Students always tell
me, I never thought I could make a decision that would hurt the earth but
I had to help my people survive temporarily. It was a hard decision to
make but I made it ...........

'Nuff Said!

Jay

Discussion list for TEACHING GEOGRAPHY <channel-talkgeography@learner.org>
writes:
>It's nice to meet you.
>
>Here's a little exercise I use that might interest you:
>
>My classes are grouped into cooperative base teams. As they learn about
>cuture, nationhood, sovereignty, etc., I allow them to become nation
>states, complete with names, forms of gov't, flags, currency, etc. One of
>the first things I do is have them map their location, from their
>perspective. Using the floor tiles as grid lines, I create a prime
>meridian and an equator. The outermost legs of each desk represent their
>national boundaries, and the team leaders' desks represent the capital
>cities. At first, they have a heckuva time figuring out how to plot
>latitude/longitude, how to make maps to scale, etc (Yes, even 11th
>graders!). But, after awhile, they are able to produce pretty good work.
>They learn that every nation tends to see the world from its own
>perspective and, by using various methods, I teach them how cultures,
>conflict, etc. develop. it's quite an effective tool for me. have you
>ever done anything like that?
>
>Henry
>
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Received on Thu Sep 13 11:47:16 2007

 

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Workshop 8 - Global Forces/Local Impact Workshop 7 - Europe Workshop 6 - Russia Workshop 5 - Sub-Saharan Africa Workshop 4 - North Africa/Southwest Asia Workshop 3 - North America Workshop 2 - Latin America Workshop 1 - Introduction