Académique Documents
Professionnel Documents
Culture Documents
Email: ErinKConners@gmail.com
geography is more than memorizing places on a map, but that it has shaped the
way of life on this planet. Students will have been engaged with geography
Ÿ Students will integrate and draw upon their knowledge of geography to help them with
Ÿ Students will provide evidence that they understand that geography can change the way
Ÿ Students will use research tools to help them build a mock society in a different area of
the world.
Ÿ Students present their project to the rest of the class in a comprehensive and detailed
manner.
Ÿ Students will use creativity and insight in the formation and presentation of this project.
Ÿ Students will create a charter for their society, including basic laws and rights.
Ÿ Students will use cooperation and diplomacy to develop an international governing body.
“Students will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live- local, national, and global-
including the distribution of people, places, and environments over the Earth’s surface.”
Performance Indicators:
Ÿ Analyze how the forces of cooperation and conflict among people influence the division
1. Elements of Geography
Ÿ Human Geography
Ÿ Physical Geography
Ÿ Political Geography
Ÿ Migration
Ÿ Trade
Ÿ Human/Physical Geography
Ÿ Change
Ÿ Interdependence
Ÿ Culture
points in world history and examine the broad sweep of history from a
variety of perspectives.”
Performance Indicators:
Prior Knowledge:
Students will have an entire year of preparation for the project, during which I will be helping
them learn the above information. This will all be drawn upon for the culminating project.
Basic Skills:
These may not be basic for every student, but review is good for all students. They will need
to know how to read maps, weather reports, and search the Internet and other sources for
information. They will also need to know basic physical geography. The review (or teaching)
of these skills can be taught cooperatively with a math and science teacher.
Skills:
Students will need to know how to use a computer, mainly for research. The rest of the
Assessment:
The assessors:
Ÿ The teacher will assess the majority of the project and will assess according to a rubric
(included).
Ÿ This is group work, so students will be grading their group members, as well as
themselves. This grade will count for a small percentage (10%) of their presentation
grades.
Ÿ When students give the presentation. I would like their classmates to anonymously give
them written feedback. The students will each be given a copy of the rubric to assess the
Ÿ Students will create a Charter for their society, establishing purpose and basic laws, such
as a Bill of Rights. Students can base this on existing documents, such as the U.S.
Constitution.
Ÿ Students will be participating in a type of “street fair” where they attempt to convince
passersby (other teachers, fellow students, and perhaps parents) that they have the best
society. This will give students an opportunity to be creative. They can make different
types of food from their country, dress in their “traditional” clothing; play “traditional”
music, etc.
Ÿ Each month, students will be required to complete a research assignment that will help
them complete the final project. These assignments will include guided question sheets
that will require them to find information about their assigned group and then they will
begin to narrow the possible geographic locations. I will narrow the possible settlement
locations to 15-20 locations. This will still allow students to research each location and
match their society's needs with the “perfect” settlement. This will prevent the students
I will create a detailed rubric for the students to read at the beginning of the
school year. I will also assign them groups and give them the specifics of the
assignment in the beginning of the school year, so they can keep the project in
mind. I believe that several rubrics will be necessary, because there are so many
different components to the project. I would also have the project due in
increments, so they are not rushing at the end of the year to finish the project.
This rubric represents students understanding of the project as a whole. It does not
There
Imagine...
It is the year 3100 A.C. You are leaving planet Earth on a spaceship.
“galaxy far, far, away.” You have been selected from thousands of
Earth 2. Each society will have certain needs and you must be
will fail. Once you have established your society, you will create a
system of laws and rights. You will also establish traditions for your
society.
I have separated your class into groups of four. Each group will represent a
society with different needs and wants. For example, Group A grows wheat.
You will need to find the requirements for wheat growing, such as how much
rain it needs, how much sunlight, the best soil type, etc. This will help you
This project will be ongoing throughout the school year. You will use what you
are learning in class to aid you in the project, as well as using outside
resources (websites, books, magazines, journals, etc). You will work with your
receive your needs and wants today. You will also receive a map with 20
different geographic coordinates. You will use what you have been learning in
Due September 15th: Your group must hand in one map with all 20
October 1st and 2nd: We will be working with the librarian in the computer
lab to learn how to research using books, journals, magazines, and online
sources.
Due October 15th: FOOD PLAN- Does your society grow its own food or
do you rely on trade for your food? If you grow your food, what requirements
does your food need to grow? If you rely on trade, what does your society
have to trade?
transportation does your group use? Will you need navigable rivers, flat
transportation.
December 1st: NARROW YOUR CHOICES: You will narrow your potential
geographic locations to 10. You must include justification for each location
Due December 15th: ANIMALS: What type of animals does your group
rely on? Do you use the animals for transportation or food, or both? What do
you need to ensure the survival of these animals?Due January 1st:
from, i.e. cold winters, rain, etc.? Please hand in a drawing or picture.
Due January 15th: Please name your society, you will be a full-fledged country soon! Also,
Due February 1st: Narrow your possible geographic locations down to four. Justify the
Due March 1st: Final geographic location is chosen. Group must justify each aspect of their
civilization with this location. For example, The society grows wheat and central North
Due March 15th: What natural resources do you need for your society to function? Is there
competition for your resources? How will your society handle resource competition or
scarcity of resources?
March 21st: What religion will your society follow? Is it an existing religion, based on those
from the original Earth, or did your group invent this religion. What are the basic tenements
of this religion? How did your geography influence the development of this religion?
Due March 24th: CLOTHING- What type of clothing will your society wear? Why? Please
Due April 3rd: Draft of Society's Charter is due. You should look at examples of existing
documents, such as the Magna Carta, Declaration of Independence, U.S. Constitution, U.S.
Bill of Rights, etc. You will receive a more detailed assignment sheet later in the year.
Due April 8th: ECONOMY- What economic system does your society follow? How has your
Week of April 15th: PRESENTATIONS: A different group will be presenting their society to
the class each day. You will have 40 minutes to present. Be creative! You can use film, music,
May 1st: STREET FAIR: Each group will be participating in a street fair during the lunch
period. This is a time to present your country to your classmates and teachers. I also
encourage you to invite your parents or other family members. You will receive a more
Week of May 15th: Each group will be representing their societies at an international
meeting to debate the creation of an international governing body and what it will consist of.
You will receive a more detailed assignment sheet later in the year.
Time Required: This project would be built upon and conducted over the course of
a school year. I will establish these goals at the beginning of the school year. I would like to
use a syllabus, similar to that of a college course. This will give students adequate time to
plan their assignment. I am having a portion of the assignment completed each month, so
the students will not be rushing at the end of the school year to complete such a large
assignment. Some of these dates may have to be adjusted throughout the semester.
Resources: I do not want to give the students the exact locations to find information,
because research is such an important part of the project. Computers and the Internet will
be the most valuable resources. Students will also need poster board, markers, crayons,
paint, and whatever else they need. I would like to work with the art teacher to provide a
place for them to work with these materials and a person to help them with the artistic
Johnston,Ronald J.. The Dictionary of Human Geography. 4 ed. Malden, Mass: Blackwell
Publishing, 2000.
The Dictionary of Human Geography is a great source because it not only gives students
background knowledge, but provides them with sources for further research.
December 5, 2010).
The CIA World Factbook provides students with a resource to research what makes a society
and what common criteria are used to judge countries, such as literacy rates, infant
This site provides students with information on their climate and climates around the world.
This will help students eliminate potential geographical sites based on their climate.
The United Nations website provides examples of government and international government
documents. Students can use these documents to help them develop their societies’
Instructional Modifications: This will alter the traditional classroom structure throughout
the school year. I think that this is a good thing because it helps students remain engaged in
learning. Several times throughout the year I would bring the class to the library or
computer lab, so they can do in class research with their groups. Class will also be held in
the hallway at least once during the semester for the street fair mentioned above. For
students with IEPs and 504 plans, I will follow any instructional modifications required,
including technology to assist with computer work. I will provide alternatives to students are
Reflection: I know that this project needs more work and development, but I think that with
time, it could be used to include many aspects of the Standards and Performance Indicators.
By making the students develop a society, they are not only engaging in geography, but in
history, government, and economics, as well as developing their research skills, their public
speaking skills, and enhancing their creativity and ability to work in a group setting. This
exercise will tie together everything they have learned in the class, as well as teach them