In literary theory TEXTS are any object that can be “read,” or interpreted–whether the object is a book, a street sign, the way a city block is organized, or styles of clothing. I named this section “TEXTS” because it will be the place where we deposit and archive the variety of photographs, maps, paintings, literature, academic writing and news articles that we will bring to the discussion table during the year. They will be categorized by course and date for easier access.
Objective:
Students will explore global locations using Google Earth, stopping when they find a geographic theme from the current unit (e.g., population density, urbanization, migration patterns).
Materials:
Activity:
Begin by introducing Natasha Gupta’s TikTok exploration method and how students will use a similar approach to identify geographic themes.
https://edition.cnn.com/travel/natasha-gupta-explores-world-google-earth-ugly/index.html
Demonstrate the process by randomly dropping a pin and identifying a theme from the current unit.
Students will then explore different locations around the world using Google Earth. When they encounter a specific geographic theme, they will stop, take a screenshot, and record their observations. The documentation should include the location, the identified theme, and an explanation of how the scene represents the theme.
In a class discussion, students will share one of their findings and explain the theme they identified. Encourage them to connect their findings to broader geographic concepts discussed in class. This activity fosters critical thinking as students apply geographic concepts in a virtual, visual context.
Themes to Focus On:
Assessment:
Students will submit screenshots and explanations of the themes they found for grading, focusing on how well they identified and analyzed geographic themes in their virtual exploration.
Extension Activity:
Encourage students to research the real-world context of the locations they explored to deepen their understanding of the geographic themes identified. Alternatively, they could compare their virtual findings with data from real-world field studies.
You can also spend time critiquing Gupta’s project and explore what kind of geographical imagination is produced by rating landscapes and places either ugly or not ugly. To help spark debate, read the Ugly Geographies opinion piece on The Geographical Imaginations Expedition & Institute website.
Click here to see the documentary on Cleveland urban dynamics.
Click here for a great review (in color) of APHG-Models.
And HERE for a Prezi of models. For urban models skip ahead as they come later.
Here you can download a copy of the World Cultures Final Exam Review Qs.
Click here for more information about the AP Human Geography Exam. Scroll down and you will find a wealth of information–including past FRQs and their corresponding Scoring Rubrics.
Click here for a review game to help prepare for the May 1st AP Exam.
Calculate your carbon footprint here. Compare it with industries here.
Click here for the Urban Explosion video.
Watch this video about micro-loans. For maps and other potentially useful information about Paraguay consult the following Power Point.
Here are the coordinates for Aleman Cue/Teniente Morales on Google Maps.
For the sixth instalment of the Salzburg Geographical Expedition you will deepen your understanding of community/economic development.
NGOs and Community Development You are a member (i.e. employee) of a new NGO (non-governmental organization) based in Salzburg that has a sister city relationship with Teniente Morales, Paraguay. This town/village is also known as Alemán Cue. You have never been there before but you know the village has 1000 inhabitants (approx. 200 families) and is located 25 kilometres from a major town in the centre of the country called Coronel Oviedo. Both are located in the Department of Caaguazú. The main source of income for families is from the small-scale production on their small 5 hectare farms. Farmers plant cotton, mandioca, beans, sugar cane, bananas and yerba mate. Global cotton prices have fallen, though, and it is not profitable to plant this cash crop anymore. They do not have many vegetable gardens. They have dirt roads, a small health care facility that is only open “sometimes” and have electricity but no running water. School-age children can attend primary school but need to go to Coronel Oviedo 25 kilometers away to complete secondary studies (Grades 6-12). Bus service is infrequent because the rain turns the road into mud. Families do not own cars or tractors. The levels of corruption and interest rates are both high in the region and the country.
Your NGO has 100,000 Euros for a small-scale development project.
For SZG Expedition #6 you need to write a blog article with an Introduction (2 paragraphs) that orients your reader to this particular expedition and a Discussion/Conclusion (at least 3-4 paragraphs) that explores #5 & #6 below. Be sure to address the following questions in the rest of your report:
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