MLA Style Essay

http://owl.english.purdue.edu/owl/resource/747/08/

Week of Aug. 20-24

8/20/12
Week's Goals:  Introductions; Procedures; Summer Reading; Ch. 1 Barron's

Day's Objectives:
Introductions
Seating Chart
Syllabus
Homework:  Finish syllabus and construct 2 confusing elements

8/21/12
Day's Objectives:
Address syllabus questions
Classroom procedures
Syllabus quiz
Book distribution
Bathroom passes
Homework:  review summer reading and be ready for discussion

8/22/12
Day's Objectives:
Hostility Letter
Distribute books
Summer Reading List discussion
Homework: read preface in Rubenstein

8/23/12
Day's Objectives:
Classroom tasks
Place students into learning groups
Homework: Cultural Hearth work

8/24/12
Day's Objectives:
Collect Hearth Work
Rubenstein discussion 1-9
 Homework:  Read or review Rubenstein 1-9

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Interactive maps

http://yourchildlearns.com/

Promethean Ch. 1

Go to below address for copy of Promethean presentation on Intro. to HG.

http://www.docstoc.com/docs/document-preview.aspx?doc_id=55531657

MLA Style

Visit this site for everything you need to know about MLA style:

http://owl.english.purdue.edu/owl/resource/747/13/

Cultural Hearth Project Outline

Cultural Hearth Project

Introductory Activity

Choose a cultural hearth and identify the following:

Hearth:

Location (region):

Bordering countries:

Climate:

Type of Government:

Dominant ethnic groups:

Dominant language/s:

Dominant religion:

Holidays:

Rituals:

Development: 

Natural Resources:

Migratory patterns:

Population:

Economic status (developed or developing):

2. Maps, Scale, Space, and Place              

Activity 1

Produce an annotated map of your local area illustrating and analyzing the causes of significant land use and changes over time.  Include your own photographic evidence and demonstrate mapping skills, including scale and symbols. (Map Skills)

Activity 2

Produce several detailed and varied maps of your cultural hearth which includes at least three different maps (e.g. choropleths, political, dot, and topographic).  Draw at least three conclusions based on these maps.

3.  Population Geography & Human Migration

Activity  1

Construct family timeline of migratory patterns. (Concepts)

Activity 2

Analyze your hearth’s position on the Demographic Transition Model.  (Analytic Skills)

Activity 3

Present a population pyramid on your hearth.  If you cannot find one through research, you will need to construct your own based on population demographics.  (Skills)

Activity 4

Construct a T-Chart with the following headings:  Pro-natalist/Anti-natalist.  Categorize your hearth as pro- or anti-.  Analyze patterns.

Activity 5

Present an electronic slideshow outlining the implementation efforts of various countries to control population.  First, check your hearth’s efforts.  If research is unavailable, choose from the following:  China, India, Iran, Singapore, US, Uzbekistan, Rwanda.  The presentation should include the following:  background information (site, situation, history, pro- or anti-natalist, etc.); why the policy is needed; what the policy entails; and an evaluation of its effectiveness, including the benefits and problems it has caused or is causing.  Do you agree with the policy?  How would you improve it?  Be prepared for questioning from other students and the teacher. (Analytic Skills)

Activity 6

Persuasive Prompt
1. Persuade a classmate to either accept or reject Thomas Malthus theory on overpopulation.
This must be typed on a word processing sheet adhering to the following:

·         one-inch margins

·         centered title: Thomas Malthus's Theory of Overpopulation

·         page numbers inserted in footer at bottom right

·         double-spaced

·         spell-checked

4.  Cultural Geography

Activity 1

Refer back to the ideas you had about your cultural hearth (beliefs, language, religion, ethnicity, foods, dress, rituals, etc.).  Through research and interviews, determine if your ideas were correct.

Activity 2

Research how popular culture has affected your cultural hearth.  Identify elements of both folk and popular culture and write an essay explaining the dominance of one over the other.

Activity 3

Investigate popular culture’s effect on your cultural hearth.

5.  Political Geography

Activity 1

a. What countries border your hearth's countries? Illustrate on map.
b. What are the historical border conflicts? Summarize in a paragraph.
c. Print border outline of your hearth's country and identify the following:
      1. shape (rectangular, compact, etc.)
      2. landlocked?
      3. exclave or enclave?
d. Has the boundary of your hearth changed? If so, how and why?
e. List the centripetal and centrifugal forces for your hearth.
 

Activity 2

a.  Choose one international organization to which your hearth belongs.

b.  State goals of that organization.

c.  Evaluate costs and benefits of membership. Identify key questions, problems, and or issues. (Analytical Skills)

d.  Predict what would happen if your hearth left that organization.  (Systems)

(If your hearth is not a member of any organization, write a one-page essay explaining the situation.)

OR

Research your hearth ‘s relationship with the United Nations.  Are they members?  Why or why not?  Critically evaluate the advantages and disadvantages of belonging to the UN.  Address these issues in a two-page essay explaining these issues.  (Systems)

6.  Economic Geography

Activity 1

Students work in groups and identify and evaluate the main consequences of the Industrial Revolution in Europe.  Present to class. 

Activity 2

Write an essay explaining how the Industrial Revolution affected your hearth.  (This essay can be an indirect causation.  For example how the IR affected the colonizer.)  (Change)

Activity 3

Construct Fact Sheet (t-chart) noting the following for your hearth: absolute location; natural resources;  govt; GNP; GDP; Life expectancy; literacy level; borders;  conflicts.  Compare to the USA.  Explain the discrepancies or similarities. (Place and Space) 

Culminating Hearth Activity

Hearth Writing Assessment

Hearth Writing Assessment (limit 2 pages or 900 words [insert at end of paper])

Describe how your cultural hearth has been affected politically, and/or economically, and/or culturally because of colonialism or imperialism.

Suggested structure of essay (IF you choose all three topics):

Paragraph 1: Brief history of your hearth’s colonial experience. Thesis statement (last sentence in introduction) should state something like: “________________ has been negatively (or positively) affected economically, politically, and culturally because of the lingering effects of colonialism (or imperialism).

Paragraphs 2-4: Structure the body of your essay in a logical division of topics. For example, you could write a paragraph addressing the changing of political borders and its effects on the peoples; another paragraph could analyze the economic effects. For example, Haiti has never recovered from the huge financial debt it was forced to pay to the French after independence, and this has had a grave impact on the country’s economy. The last paragraph of the body could address any cultural aftereffects of colonialism. For instance, whenever foreign military bases are present in a colony, those military personnel usually interact with the natives resulting in cultural diffusion.

Paragraph 5: Your conclusion should summarize your body (not a repetition, but paraphrasing of findings). You should take a stand on whether or not colonialism was good and/or bad for your hearth. (Remember, there can be positive and negative effects.) You could also address any questions raised by your hearth’s current situation in terms of colonialism or imperialism.

7.  Agricultural & Rural Geography

8.  Urban Geography

Drawing on your first assignment (local annotated map), locate a historical map of your local area.  How and why has the area changed over time.  Reference urban models studied in this chapter.

Winner Take All: A Race for the World's Resources by Dambisa Moyo

This video explains

http://www.c-spanvideo.org/program/TakeAl%26showFullAbstract=1

Rubenstein Web Site

http://www.martinsaphug.com/learn/vocabulary/

Personal Map Assignment

AP Human Geography

Dr. Haley

Map Skills

11.   Go to Yahoo Maps and print out a large scale map of your neighborhood.

22.       Using symbols, illustrate your house or apartment and any other significant landmarks.

33.       Create a scale at the bottom right of your map.  Directions are on eHow.com using key words “How to create a map scale.”

44.    In the first paragraph, write a physical description of your area (urban, suburban, rural), absolute location (latitude and longitude of center of your area); situation (surrounding areas); parks or other recreation areas, pollution, bike paths, sidewalks, etc.

55.     Research the history of your area, and in the second paragraph, summarize your findings (about ½ page).

66.      In the next paragraph, describe and analyze the causes of significant land use changes over time.  For example, how has development affected your area in recent decades?

77.   See if you can find any environmental concerns or controversies about land use, and include a paragraph describing that situation.

88.   In the last paragraph, evaluate the living conditions of your area.  What are the advantages and disadvantages?  Would you like to stay there or move?  Do you plan on returning there after college?  Why or why not?

99. You may (not required) take your own photos to support your illustration and analysis.

110.Make sure you use proper citation for everything that is not your original work.

Rubric  (10 points each)

_____Map

_____Symbols

_____Scale

_____Description

_____Historical summary

 _____Analysis

_____Evaluation

_____Writing Conventions (grammar, spelling, organization, etc.)

_____Overall Presentation (font, margins, spacing, pg. #, etc.)

_____Presented on time.

Hearth Project Overview

 

PROJECT-BASED LEARNING PLAN

Creator: Dr.  Haley Deerfield Beach High School THaley6817@aol.com; Pamela.haley@browardschools.com

Title:  Discovering your Cultural Hearth

Topics: Cultural hearth Map analyses Migration patterns Globalization Colonial and post-colonial issues Economic constraints Developing and developed world Population patterns Areas/history of conflict

Grade level:   9

Subject (s): Human Geography

Project Description: Cultural Hearth Project asks students to investigate either their families’ cultural origins. They will do this by incorporating the AP Human Geography themes mentioned above. Using these themes as guidelines, students will learn about their hearth’s culture (their family’s origin) and see the connections between their cultural hearth and their current home in South Florida. Students will be grouped according to hearth.  The project will culminate in groups presenting their cultural story focusing on the above topics.

Essential Question: How has your or your parents’ or grandparents’ cultural hearth (location in which a particular culture has evolved) affected your life?

Supporting Questions: Identify the supporting questions that will be used in this project?[1] Using different types of graphics (maps, charts, graphs, etc.) what is revealed about this cultural hearth? How do tastes and values or beliefs, political regulations, and economic constraints work together to create this cultural hearth? What events evolved in the cultural hearth that coerced or encouraged your family to migrate to South Florida? How has globalization affected your cultural hearth?

Duration: 18 weeks

Technology (hardware and software): 1 Computers; LCD Projector; Promethean Board, Microsoft Office; Internet (Google images; Google Earth; Google maps) Digital cameras

Example of Internet Sites: http://teacher.ocps.net/michael.coleman/apexam/AP%20Review%20Geography%20Models%20pdf.pdf http://www.yourchildlearns.com/geography.htm http://www.mefeedia.com/watch/24608532 http://www.quia.com/pages/mrsbellaphg.html http://www.collegeboard.com/student/testing/ap/humangeo/samp.html?humangeo Xpeditions @ nationalgeographic.com http://www.nationalgeographic.com/xpeditions/atlas/ http://streaming.discoveryeducation.com/ http://earth.google.com/intl/en/thanks.html#os=win#chrome=yes#updater=yeshttp://scholar.google.com/

Publications: Rubenstein, James. Introduction to Human Geography: The Cultural Landscape Marsh, Meredith and Peter S. Alagona. Barrons’ AP Human Geography (test preparation book)

Guest Speakers, Experts: Students’ parents and pertinent relatives Teachers, para-professionals, or other staff members who have the same cultural hearth

Project Orientation: During the first week of school I will explain the project and themes needed to address the essential question. Students will be grouped according to the cultural hearth each has chosen. I will also present a brief summary to parents during Open House.  The following will be explained and posted on my class web site: Group/Individual Projects Meaningful learning takes place when students can relate global situations to their own lives. Therefore, you will complete a Powerpoint (or something similar) project that addresses human geographic themes in relation to your own family’s history. Groups will consist of students who share the same cultural hearth.  You will interview parents, grandparents, relatives or friends to understand your migratory origins and obtain data on how and why your family eventually settled in the United States. Depending on your ancestry and the demographic make-up, you will either work independently or in groups (limit four). We will allot time for project work each week. The final project will be due one week before the end of the first semester. Below are some issues you will need to address. I provide these now so you can think about them and takes notes in your journal as we progress through the class. You do not have to address each issue, but you must address the majority (over half). Be sure to use plenty of visuals (maps, pictures, video, etc.) to make your presentation interesting. Grading rubric will be posted on my web site. Unit 1: Migration pattern. Sense of place. Spatial perspective. Regional sustainability. Natural landscape. Vernacular region. Unit 2: Distance. Relative distance. Relative location. Large-scale maps of origin and residence. Thematic maps. Population density of both places.  Absolute location.  Absolute distance from origin to current residence.  Accessibility.  Cartogram. Choropleth. Cognitive map (if available.  You may have to get this one from a relative.) Complementarity.  Connectivity. Contagious diffusion. State latitude and longitude of both places.  Friction of distance. Law of retail gravitation. Time-space convergence. Transferability. Site and situation. Unit 3: Age-sex distribution. Emigration. Migration. Chain migration. Push and pull factors. Forced migration. Internal migration. Intervening obstacles. Immigration. Voluntary migration. Refugees. Life expectancy. Child mortality rate. Crude birth rate. Crude death rate. Maternity mortality rate. Total fertility rate. Demographic accounting equation.  Demographic transition model. Dependency ratio. Doubling time. Natural increase rate. Overpopulation. Physiologic density.  Infant mortality rate. Population density. Population growth. Population pyramid. Arithmetic density. Carrying capacity. Zero population growth. Unit 4:  Culture. Customs. Cultural complex. Cultural hearth. Cultural traits. Cultural imperialism. Culture change. Transculturation. Folk culture. Pop culture. Diaspora. Language. Dialect. Ethnic cleansing. Genocide. Ethnic neighborhood. Minorities. Official language. Multicultural. Missionary. Ghettoization. Religion. Local religion. Ethnic religion. Evangelical religion. Fundamentalism.  Unit 5:  Centrifugal and centripetal forces. Colonialism. Frontier. Nation. Landlocked state. Nationalism. Nation-state. NAFTA effect. NATO effect. OPEC effect. Perforated state. Physical boundaries. Political geography. Prorupted state. Relic boundaries. Sovereignty. Superimposed boundaries. Member of any supranational organizations. Territorial organization. Theocracy. Unitary state. Unit 6: Core-periphery model. Cottage industries. Gender equity.  GDP. GNP. Industrialization. Primary economic activities. Secondary economic activities. Tertiary economic activities. Sustainable development. Productivity. Purchasing Power Parity. Quaternary and quinary economic activities. Regionalization. Rostow’s stages of development.  Globalization.

Assessment of Product and Process Things to Assess Formative and Summative Assessments Ability to read, construct, and interpret maps Map construction; map analysis; extended response Ability to understand and interpret relationships between place and culture. Extended response essay; multimedia presentation Evaluate regionalization process Extended response essay; multimedia presentation Analyze changing interconnections among places Extended response essay; multimedia presentation Vocabulary understanding Traditional multiple choice test; extended response essay Ability to use computer technology competently & creatively Presentation rubric; traditional test; checklist Mid-term project progress Checklist Understanding of connection of cultural hearth to South Florida Extended response essay; multimedia presentation Research Skills Checklist; written presentation Group/individual project Multimedia presentation

AP Human Geography Standards addressed: Use, read, and understand the purpose of maps and spatial data Understand and interpret implications of associations amongst phenomena in geographical locations Recognize and interpret relationships among patterns and processes Evaluate regionalization process (evolution of a cultural region) Analyze changing interconnections among places

ISTE/NETS Standards: Available at: NETS Standards NETS Standards addressed: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.  4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

Information Literacy Standards (Media):  Standard 1:  accesses information efficiently and effectively. Standard 2:  evaluates information critically and competently. Standard 3:  uses information accurately and creatively. Standard 4:  pursues information related to personal interests. Standard 5:  appreciates literature and other creative expressions of information Standard 6:  strives for excellence in information seeking and knowledge generation. Standard 7:  recognizes the importance of information to a democratic society. Standard 8:  practices ethical behavior in regard to information and information technology. Standard 9:  participates effectively in groups to pursue and generate information.

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