L3+Brock,+Jonathan


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Mr. Brock **Product:** Google Earth/PERSPECTIVE
 * Grade Level:** 9-Diploma **Topic:** Physical boundaries and political borders

__**Objectives**__

 * Student will understand that** Students will understand that physical boundaries and political borders are not the same yet are similar in many ways, and both have their influences.
 * Student will know** the influences of and difference between physical boundaries and political borders.
 * Student will be able to** demonstrate their understanding and perspective of physical boundaries and political borders through a Google Earth project that exemplifies the influences of these geographical features.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - D. Geography D2 Individual, Cultural, International, and Global Connections in Geography Grade 9-Diploma "Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities."
 * Rationale:** Students are meeting this understanding through observing the difference in nature and in influence between physical boundary and political border, seeing different examples of both physical boundary and political border, and by being able to analyze the effects of boundaries and borders on the environment and human activity.

__**Assessment**__
Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with help and instruction from the teacher. Students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others. The class will hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world. Students will consult maps of different time periods to better evaluate their chosen part of the world. Students will develop short written examples that prove the similarities or parallels they are exploring. Students will display their labeled maps on the projector of the class and receive feedback and discuss.
 * Formative (Assessment for Learning)**

Students will use Google Earth to to see differences and similarities between physical boundaries and political borders. Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with the teacher's help and instruction. Next, students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others. The class will then hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world. To further refine their product, the students will consult maps of different time periods to better evaluate their chosen part of the world. Finally, students will develop short written examples that prove the similarities or parallels they are exploring.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will utilize Type II technology in the form of Google Earth during this lesson.
 * English:** Students will connect to the English discipline through writing their written examples of geographic features.
 * Science:** Students will connect to the Science discipline through exploring geological features in this lesson.

__Groupings__
Students will work in groups of three throughout this assignment (each student having an individual product). Students will be allowed to choose their own groups with the criteria that they group with people they haven't worked with before. Groups will not have assigned roles within, but students can collaborate and exchange ideas about their products.

__**Differentiated Instruction**__

 * Strategies**
 * Visual:** Students will be able to see the similarities they are exploring via the image provided by Google Earth
 * Logical:** Students can compare the statistical relevance of physical boundaries in acting as a divider--at what point does the average elevation of a mountain range make it a significantly "dividing" factor, for example?
 * Interpersonal:** Interpersonal students will benefit from discussing their findings when they review them in front of the class.
 * Musical:** Musical students can connect to the content through the song introduced as the hook by the teacher.
 * Verbal:** Verbal students will be able to connect to content by enunciating concepts of parallels between physical boundaries and political borders during the class discussion.
 * Kinesthetic:** Students can create groups to physically role play and simulate the effect of a boundary in regards to human interaction.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**


 * Absent:** An absent student will catch up by doing the group work with other students who were absent, or with the teacher if necessary.


 * Technology:** Students will utilize Type II technology in the form of Google Earth during this lesson.


 * Extensions:** Extensions will be given due to uncontrollable circumstances, technology issues not being one--unless the student contacts the teacher with a viable reason and plan to get things completed in a timely fashion.

__**Materials, Resources and Technology**__
Laptops and Google Earth software; blank-map handouts.

__Source for Lesson Plan and Research__
For information on the two types of geography: [|Physical] and [|political.] Jonathan Brock's 221 student sample, which provides basic information on physical and political geography: http://geographysample221.wikispaces.com/ Google Earth [|tutorial.]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope: Students analyze different types of geographical "dividers" and provide reasoning for the distinctions they make. Clipboard: The process of making the Google Earth is guided and the pre-Google Earth map labeling will allow students to organize their thoughts. Beach Ball: Students are allowed a lot of room for creativity in their products--a good hands-on experience. Puppy: Students will engage in a //guided// discussion where products and ideas are shared.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** The Google Earth product and its creation process are based on providing evidence and understanding of the two different types of geographic "dividers" (physical boundaries and political borders). This is necessary knowledge for comprehension of geographic unity and diversity, as it is mentioned in the Maine Learning Results. This will address the "Perspective" facet of understanding. How might physical boundaries have an impact on peoples' lives and culture? A mountain range can divide two cultures almost completely (especially before the information age). Conversely, students will be able to explain and understand political borders. If two towns are separated by a national border, their level and nature of interaction is very different compared to if they were in the same state.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** Students are using Type II technology in the form of an iMovie to show their understanding of physical and political geography.
 * Visual:** Students will be able to see the similarities they are exploring via the image provided by Google Earth
 * Logical:** Students can compare the statistical relevance of physical boundaries in acting as a divider--at what point does the average elevation of a mountain range make it a significantly "dividing" factor, for example?
 * Interpersonal:** Interpersonal students will benefit from discussing their findings when they review them in front of the class.
 * Musical:** Musical students can connect to the content through the song introduced as the hook by the teacher.
 * Verbal:** Verbal students will be able to connect to content by enunciating concepts of parallels between physical boundaries and political borders during the class discussion.
 * Kinesthetic:** Students can create groups to physically role play and simulate the effect of a boundary in regards to human interaction.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Both types of assessments were used in order. Formative assessments were used to help refine the student product and develop student understanding (topic checklist/verbal review). In addition, summative assessment was applied to the students' final products, in order to grade for mastery (rubric-graded product).

Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with help and instruction from the teacher. Students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others. The class will hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world. Students will consult maps of different time periods to better evaluate their chosen part of the world. Students will develop short written examples that prove the similarities or parallels they are exploring. Students will display their labeled maps on the projector of the class and receive feedback and discuss.
 * Formative (Assessment for Learning)**

Students will use Google Earth to to see differences and similarities between physical boundaries and political borders. Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with the teacher's help and instruction. Next, students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others. The class will then hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world. To further refine their product, the students will consult maps of different time periods to better evaluate their chosen part of the world. Finally, students will develop short written examples that prove the similarities or parallels they are exploring.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The class will be arranged in a U-shape, and I will teach from the front. My desk is in the back of the classroom.

Outline of Agenda Day 1 (80 minutes) Day 2 (80 minutes)
 * Hook: 10 min.
 * Brief teacher presentation: 20 min.
 * Map work and labeling: 40 min.
 * Google Earth work time: 60 min.
 * Discussion and sharing: 20 min.

Students will understand that there is a difference in unity/diversity imposed by physical boundaries vs. political borders. Understanding the ramifications of your environmental surroundings and established borders/governments will allow you to see how people can be united or diversified based on geography. **//Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities//**. Students will listen to the song "The Wreck of the Edmund Fitzgerald" by Gordon Lightfoot which involves trade and interaction on the Great Lakes, a physical boundary that also acts as a political border between the U.S. and Canada.
 * Where, Why, What, Hook, Tailor: Visual, Logical, Musical, Verbal, Interpersonal.**

Students will know influences of geographic dividers--physical boundaries and political borders. Students will receive instruction on how to classify these geographic features and understand their implications with the aid of a blank map that they will label. Students will share their ideas with the class via discussion.
 * Equip, Explore, Rethink, Tailor: Verbal, Visual, Logical, Interpersonal.**

Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with help and instruction from the teacher. Students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others. The class will hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world. Students will consult maps of different time periods to better evaluate their chosen part of the world. Students will develop short written examples that prove the similarities or parallels they are exploring.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Verbal, Visual.**

Students will review their product with using the Google Earth rubric. This will allow them to self-assess and make sure that they have met the standards of the assignment in terms of content, formatting, organization, etc.
 * Evaluate, Tailor: Logical, Visual, Verbal.**

Students will know the difference between and influences of physical boundaries and political borders.
 * Content Notes**

"political geography." Web. <[]>. Political geography is the study of political or governmental institutions and states from a geographic or spatial perspective. This means that political geography largely focuses on borders, provinces, territories, cities, and other artificial entities. A map is "political" if it depicts various color-coded states, labels of governments and territories, and population centers ("political geography"). Political geography has a strong impact on an area in many respects. If two towns are separated by a national border, their level and nature of interaction is very different compared to if they were in the same state. Political aspects of geography can unite or divide an area.

McMichael, Christine. "Physical geography." //The Encyclopedia of Earth//. 2010. Web. <[]>. Physical geography is the study of natural features, processes, and characteristics that occur on the Earth's surface. Physical geography is divided into four spheres of study: Rock, Life, Water, and Air. The rock sphere is encompasses physical features such as mountains, valleys, or other landforms. The life sphere is biological--geographic aspects of plants, animals, in addition to their ecology and interaction with inanimate physical features and climate. The water sphere consists of water in its various states of matter ranging from liquid, to solid, to gas. In this sphere, the water cycle is a vital concept. The air sphere is made up of the Earth's atmosphere and its composition. Physical geography is much more than the labels of rivers and mountain ranges on a map (McMichael). Physical geography is a study strongly connected to hard sciences such as hydrology, and full of questions relating to the interconnectivity of Earth's environment. Alternatively, how might physical geography have an impact on peoples' lives and culture? One only has to consider where the world's major population centers are located. They are generally located near a significant body of water--being close to water facilitates sea trade and industry related to the ocean, in addition to generally lending to a land area with climate suitable for land industries like agriculture.

An example of the effects of open borders (an exercise in geographic influence):

"1. //Open borders are an extremely important **component** of the free market and human liberty.// The labor market is roughly 70% of the economy. Labor is the main product that most people around the world have to sell. Immigration restrictions massively distort this market, and deprive literally billions of people of the freedom to sell their labor to willing employers. So even if open borders made all //other// policies much less pro-market and pro-liberty, the (open borders + side effects thereof) package would almost certainly constitute a net gain for free markets and liberty.

2. //The political effect of immigrants on markets and liberty is at worst modestly negative.// The median American isn't a libertarian, and the median immigrant isn't a Stalinist. We're talking about marginal disagreements between social democrats, nothing more. Immigrants' low voter turnout and status quo bias further dilute immigrants' negative political effect.

3. //Immigrants have overlooked positive effects for markets and liberty.// Voters resent supporting outgroups; that's a standard explanation for why ethnically diverse America has a smaller welfare state than, say, Denmark. So even if all immigrants want a bigger welfare state, their very presence reduces //native// support for redistribution. Immigrants are also markedly //more// pro-liberty and pro-market than natives in one vital respect: They favor more open borders.

But in the final analysis, perhaps it's best to respond to the political externalities question with another question: "If you favor markets and liberty, how can you oppose the deportation of the entire [|statist generation]?" Native voters under 30 are more hostile to markets and liberty than immigrants ever were. Why not just kick them out? Part of your answer, hopefully, is that mass deportation would be a vastly greater crime against markets and liberty than anything voters under 30 are likely to manage. My position in a sentence, similarly, is that immigration restrictions are a vastly greater crime against markets and liberty than anything immigrant voters are likely to manage."

//Read comments section for more insight onto this discussion.//

Text above from: []

A discussion on global boundaries and their effects:

"Boundaries can be physical or abstract (in the sense of mental, emotional, psychological, or spiritual). Physical boundaries divide territories, spaces, and places, creating a basis for physical and even socio-cultural separation between such territories, //and// for an imagined coherence within them. Making physical and socio-cultural separation congruent, however, is based on illusions about homogeneity. Boundaries always enclose many contradictions, tensions, and paradoxes. For example, the nation-state relies on and feeds off the ideal of the perfect match between a clearly-cut and uncontested territory, and a homogeneous nation. From the very beginning, such an ideal gave rise to painful internal and external conflicts, as various ethnic groups, caught within the arbitrarily drawn borders of a state, were forced to struggle either for recognition and autonomy, or for separation (which is a more radical form of autonomy). Thus, during and after World War I, thousands of people, considered either ethnic or political minorities in their countries (such as Jews, communists), became undesirable for the states where they were rooted and were consequently expelled. They were forced to take refuge in other countries. As they became "stateless," "," or "displaced persons," their uncertain political status deprived them of human rights both within the territory from which they fled, and within the territory where they subsequently resided. This situation was possible as only the political status of entitled people to "human rights." This dilemma prompted the political theorist and philosopher Hannah Arendt, in her famous //The Origins of Totalitarianism//, to state that only with a "completely organized humanity" (thereby pointing to its division into sovereign territorial entities divided by borders) "could the loss of home and political status become identical with the expulsion from humanity" [|(1951, 177)]. "

From: []


 * Handouts**
 * **Syllabus**
 * **Unmarked map for labeling**
 * **Paper for written examples**
 * **Rubric**