the video programs for Workshop 8: Global Forces/Local Impact, please read
the National Geography Standards featured
in this workshop. You may read the standards here on the Web,
in your print guide, or in Geography
for Life. We encourage you to read Geography for Life
in its entirety as you move through the workshops. It contains
further background on the National Standards, numerous examples
and rich illustrations aiding interpretation, valuable tools for
strengthening and developing lessons, and additional insight on
geography's significance to our daily lives.
Geography Standards highlighted in this workshop include Standards
3, 8, 11, 14 and 16. As you read the standards, be thinking about
how they might apply in lessons you have taught.
to attending the workshop, you should explore the associated Key
Maps and Interactive Activities and read the Video Program Overviews
below, paying close attention to the Questions To Consider.
Overviews: Global Forces/Local Impact
Guangdong, China and Southeast Asia: Booming Economies and Quality
focuses on the province of Guangdong, on China's southern coast.
This province alone is responsible for more than 20% of China's
total exports. As modernization efforts succeed in doubling China's
national wealth each year, it is Guangdong, far from the politics
of Beijing, that has benefited most significantly. 150 million
Chinese have migrated from subsistence farms to Guangdong factory
jobs, dramatically changing their lives. In this case study, we
visit a Nike shoe factory, and explore the global production system
that has encouraged the booming economy in Guangdong.
This program's teaching segment features Illinois teacher Fred
Walk leading his students through an ARGWorld inquiry investigation
about the quality of life in Southeast Asia, asking why there
are disparities across and within countries.
will be able to:
why optimum plant location decisions in a commercial economy
take into account labor costs, transportation costs, and market
and evaluate issues related to the spatial distribution of economic
cooperative and inquiry learning to promote divergent thinking
and understanding of complex geographic concepts..
have the relationships between people, location, and resources
influenced the stability and prosperity of Guangdong and Hong
have factors of human and physical distribution influenced
participation in the Global economy by Guangdong?
does teacher Fred Walk use cooperative and inquiry learning,
as well as maps and data sources, to promote student understanding
about quality of life across and within countries?
Walk, 11th- and 12th-grade geography teacher, Normal Community
High School, Normal, Illinois
Fred Walk brings 30 years experience teaching geography and economics
at Normal Community High School in Normal, Illinois. He has conducted
numerous geography workshops, reviewed textbooks, and consulted
on curriculum development. Fred is past president of the Illinois
Geography Society and is a teacher consultant for the NASA/GENIP
Institute to present lesson plans using Mission Geography curriculum
at Texas A&M University. Fred is featured in two classroom
segments in Teaching Geography, one on Russia's shrinking Aral
Sea and the other on measures of quality of life in Southeast
Part 2. Oregon and Pennsylvania: Water Resources and Human
long been an integral part of Oregon's agriculture, especially
to the Native American population around the Umatilla and Columbia
Rivers. The recent dwindling of the salmon population to near
extinction inspired a project in the early 90's to restore the
Umatilla River by deepening the waters and importing salmon from
downstream. But diversion of these waters to government-subsidized
circular irrigation fields complicates this process. These fields
are part of potato farms whose produce is shipped to the global
resource for both the farms and the salmon, water has become a
source of tension between Native Americans and farmers, especially
in light of the recent energy crisis. This investigation of Oregon's
geography raises the issue of how to allocate limited geographic
resources in order to satisfy multiple and sometimes conflicting
In our teaching
segment, we join two environmental science teachers in Pennsylvania.
First, Marlene Brubaker's Philadelphia class participates in a
field trip through the Peopling of Philadelphia project. They
visit historic Bartram's Garden and see first-hand how Philadelphia's
growth has affected the Schuylkill River. Next, Mary Pat Evans
and her students investigate pH and alkalinity levels in the Chesapeake
Bay watershed in Harrisburg. In both lessons, students gain greater
understanding of the impact that humans have had on the river
systems in their communities and develop insight into their roles
in preserving water resources.
will be able to:
how resource development and use change over time;
the ways in which technology has expanded the human capability
to modify the physical environment;
the effects of physical and human changes on ecosystems; and
the use of first-hand observation, field research, and GIS to
show how human actions modify the physical environment.
has the distribution of water in Oregon influenced the spatial
distribution of population and resources?
has the population of Oregon influenced the physical environment
and use of resources in the region?
how teachers in the video use GIS and field study to facilitate
student understanding of water issues in their communities.
Brubaker, 9th-grade earth science/biology teacher, Philadelphia
Mennonite High School, Philadelphia, Pennsylvania
Brubaker has been teaching at Philadelphia Mennonite High School
for the past four years. As part of her efforts to work for the
betterment of her students and provide opportunities for their
success, Marlene's environmental science course provides a number
of field trips in partnership with the Peopling Philadelphia Cooperative
throughout students' freshman year. These trips provide them with
a wealth common of experiences that they can draw on throughout
their high school career.
Pat Evans, 7th- and 8th-grade earth science and field studies
teacher, Londonderry School, Harrisburg, Pennsylvania
Mary Pat Evans, who earned her BS in chemistry and biology at
Cabrini College, has taught various levels of chemistry and biology
in her career. For five years, she has been using Graphic Information
Technologies, a set of technology tools whose use she helped support
as Chair of the Pennsylvania K-12 GIS Alliance. She has made presentations
on her work at the ESRI User Conference, the National Imaging
Technology in Education Conference and the Pennsylvania State
GIS Conference. In her lesson, Mary Pat's students partake in
a field trip in order to gain hands-on GIS experience.