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.

---