4th Grade United States Studies

Unit 3: Human Geography in the United States

SS040301
Lesson 1

Lesson 1: Questions Geographers Ask about Human Geography

Big Ideas of the Lesson

In studying human geography, geographers examine how people and places are connected to
each other, as well as how people are connected to the Earth.
Human geography has two main themes: movement and human/environment interaction.
In studying movement, geographers ask questions such as: Why do people move?, How does
the movement of people connect places?, and How do geographic features impact movement?
In studying human/environment interaction, geographers ask questions such as: How do people
use the Earth?, How do people change the Earth?, and What are the consequences of
changing the Earth?

Lesson Abstract:
In this foundational lesson students explore questions geographers ask when studying the human
geography of the United States and determining how places are connected. With a specific focus
on movement and human-environment interaction, the teacher assists students in developing
questions about these geographic concepts. Some examples include: Why have people moved to
United States? How have people moved within the U.S.? How has the movement of people
affected cultural development in the U.S.? How have people changed the environment in the
U.S.? and, What are positive and negative effects of these changes? Students apply these
questions to what they know about Michigan. In addition this lesson provides an opportunity for
students to further develop the skill of making inferences from maps.
Content Expectations
4 H3.0.2: Use primary and secondary sources to explain how migration and immigration
affected and continue to affect the growth of Michigan.
4 - G1.0.1:

Identify questions geographers ask in examining the United States (e.g., Where it is?
What is it like there? How is it connected to other places?).

4- G1.0.3:

Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States

4- G1.0.4:

Integrated GLCEs
R.NT.04.04: Explain how authors use literary devices including flash-forward and flashback
to depict time, setting, conflicts, and resolutions to enhance the plot and create
suspense.
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4th Grade United States Studies

Unit 3: Human Geography in the United States

SS040301
Lesson 1

Key Concepts
human/environment interaction
movement
Instructional Resources
Equipment/Manipulative
Overhead projector or Document Camera/Projector
The Geographers Hat from Unit 1
Student journal or notebook
Student Resource
Van Allsburg, Chris. Just A Dream. New York, NY: Houghton Mifflin, 1990.
Teacher Resource
Egbo, Carol. Supplemental Materials (Unit 3, Lesson 1).Teacher-made material. Michigan
Citizenship Collaborative, 2008.
Michigan Global Connections. MEDC Website. 12 November 2008
<http://ref.michigan.org/medc/miinfo/mimaps>.
Percent of People Who Are Foreign Born Map. U.S. Census website. 12 November 2008
<http://factfinder.census.gov/jsp/saff/SAFFInfo.jsp?_pageId=thematicmaps>.
United Airlines International Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_World_8_08.pdf>.
United Airlines North America Route Map. 12 November 2008
<http://www.united.com/ual/asset/unitedroutes_NA_8_08.pdf>.
Lesson Sequence
1. Putting on the Geographers Hat from Unit 1, remind students that in the previous unit they
explored the United States in spatial terms. Briefly review the three themes used in the
previous unit: Location, Place, and Regions. Then, ask students to list in their social studies
journal some of the questions geographers use in investigating these themes. Discuss the
various questions students have listed. Then, review the questions for the themes of Location,
Place and Movement listed on the Questions Geographers Ask chart located in the
Supplemental Materials.
2. Explain that in this unit students will explore themes and questions relating to what
geographers often refer to as human geography. Give each student a copy of the Unit
Graphic Organizer located in the Supplemental Materials, and explain that geographers often
think about human geography in terms of connections. They explore ways people and places
are connected to each other, as well as ways people are connected to the Earth. Place
students in small groups and give each group a copy of the Group Brainstorming Sheet

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4th Grade United States Studies

Unit 3: Human Geography in the United States

SS040301
Lesson 1

located in the Supplemental Materials. Tell groups to work together to brainstorm and list
examples of the two kinds of connections listed on the chart.
3. Give groups time to work together and then have them share their ideas in the large group.
Record ideas on a chart or overhead transparency of the Group Brainstorming Sheet. Note
that a chart showing possible answers has been included in the Supplemental Materials.
4. Referring again to the Questions Geographers Ask chart point out the geographic themes of
Movement and Human/Environment Interaction. Explain that human geography centers around
these two themes. Like the themes of location, place and regions, geographers often use maps
to investigate these themes. Make and display an overhead transparency of Map #1 located in
the Supplemental Materials or give pairs a copy of the map. Use the following questions to
guide students in interpreting the map:
What does the map show? (The ways in which Michigan is connected by air and
shipping to other places in the world.)
How is the map related to the theme of movement? (It shows air routes and shipping
lanes and connections.)
What questions does the map help answer? (What are some major places in the
world to which Michigan is connected? What are some important nonstop airline
routes? How is Michigan connected to other places?)
What are some questions the map raises? (Why is it that nonstop flights go to these
particular cities? Why do people travel to these cities? Do passengers use the
shipping lanes or are they only for goods?)
5. Place students in pairs and give each pair a copy of the sheet showing Maps #2 and #3 located
in the Supplemental Materials. Tell pairs to examine the maps and write answers to the same
four questions used in Step 4. Note that a chart showing these questions has been included in
the Supplemental Materials. Give pairs time to work and then lead a discussion on the maps
based on the answers pairs have come up with. Make sure to point out that these maps show
only the routes of a single airline. Then, pose the following question: Considering the fact that
there are many different airlines in the United States, what can we infer about how the U.S. is
connected to other places by air?
6. Make and display an overhead transparency of Map #4 located in the Supplemental Materials.
Guide students in reading the map title and key. Then, pose the following question: What does
this map have to do with the theme of movement? Discuss student responses and then guide
students in understanding that this map shows the movement of people in that it relates to
people who have moved to the U.S. from other countries. Use the following questions to
discuss the map:
What questions does the map help answer? (What states have a high percentage of
people who were born in another country? What states have a low percentage?)
What are some questions the map raises? (What are some of the countries that
people came from? Why did they migrate to the United States? Why do some states
have a high percentage of foreign born people and some states a low percentage?
How do people decide where to live when they migrate to the U.S.)
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4th Grade United States Studies

Unit 3: Human Geography in the United States

SS040301
Lesson 1

Explain that in this unit students will have an opportunity to explore the movement of people
within and to the United States in depth.
7. Review the chart you created in Step 3 describing ways people are connected to the Earth.
Then, refer students back to the Questions Geographers Ask chart located in the
Supplemental Materials and review the three questions relating to the theme of
Human/Environment Interaction. Explain that one of the most important things that
geographers investigate are the ways in which people change the Earth and the consequences
of those changes. Introduce students to the book Just a Dream by Chris Van Allsburg or a
similar book with an environmental theme. Explain that as you read the book and share the
illustrations with students they should try to identify examples of ways in which people have
changed the Earth.
8. Read the book to students making sure to share the very descriptive illustrations with them.
Then, divide students into groups of three and give each group a copy of the Book Analysis
Chart located in the Supplemental Materials. Explain that groups should work together to
review the book and list various ways people had changed the Earth as described in the book
and the consequence of these changes. Give groups time to work. Make the book available for
groups to review the illustrations as needed. When groups have finished, have them share their
ideas with the whole class. Note that a chart showing possible answers has been included in
the Supplemental Materials.
9. Use the following questions to discuss the book and the ideas students have listed on their
charts:
How had Walter changed by the end of the story? (He became much more sensitive
to environmental issues and problems.)
How did the author make use of the technique of flash forward? (In his dream,
Walter visited the future.)
What happened to Walter at the end of the story? (Walter had another dream.)
Why did Walter think he was dreaming on the past in his second dream? (He saw
someone mowing the lawn with a motorless lawn mower and there were clothes
drying on the line.)
What was the evidence that his second dream was actually showing the future? (The
two trees that he and Rose had planted were very large.)
Which dream do you think best describes what the future will be like? (Answers will
vary.)
Are there alternative futures that may be possible? (Answers will vary.)
10. Pose the following question to students: Besides the questions we have been exploring in this
lesson, what are some other questions geographers might investigate that relate to the theme
of human/environment interaction. List student answers on an overhead transparency or
board. Note that possible answers include:
Do people in some countries tend to change the Earth more than people in other
countries?
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4th Grade United States Studies

Unit 3: Human Geography in the United States

SS040301
Lesson 1

What might be some positive consequences of changing the Earth?

Are changes to the Earth always permanent?
Did people in the past change the Earth more or less than people now?
Do people always change the Earth when they use the Earths resources?
Who has the responsibility for taking care of the Earth and its resources?
Are there ways in which countries work together to conserve the Earths resources or
solve environmental problems?

Assessment
The Map Activity from Step 5 can be used as an assessment as well as the group activity relating
to the book used in Step 8. Students could also chose one of the questions from Step 10 and write
a paragraph answering the question.

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