Geographic Perspective Dr' Diane E' Newby Central Michigan University

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Geographic PerspectiveDr. Diane E. NewbyCentral
Michigan University
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Knowledge of geography enables us to analyze both
the physical features and the cultural aspects of
our world. By helping us understand relationships
within and between places, a geographic
perspective brings an understanding of
interdependence within local, national, and
global communities.
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Research Findings

• Children learn from the concrete to the abstract
  in the area of geography.
• Geography is taught from the childs immediate
  environment to the outer world.
• Geography is taught across the curriculum.
• There should be maps, globes, and charts for
  students to refer to at all times.
• Geography is integrated in other subject areas.

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Developmental Stages for Geography Skills
Ages 6-10 8 still having difficulty with left
and right Still confused about relating
directions. 12 understands cardinal directions.

• Ages 2-6
• Moves on earth.
• Orients self in a given space.
• Represents world in buildings and drawings
• Draws rough maps, can find treasures with rough
  map.
• Begins orientation to distance

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Map Making
Materials Blocks Boxes Dollhouses Sticks Paper Dra
wing Materials
Grade Level K-3 K-3 K-3 K-3 K-3 1-3 1-3
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Concepts of Five Geography Themes
Regions Nation Physical Cultural Community States
Middle East Europe Historical District
Movement Migration Diffusion Barriers Systems Cur
rents Winds Transport Communicate Causes
Relation- Ships Attitudes Adaptations Inventions T
echnology Pollution Changes Industry Deforestation
Conservation
Place Environment Landform Climate Land
use Vegetation Elevation Population Rural/urban Bu
ildings
Location Absolute Grid system Map/globe Legend/ke
y Relative Directions Scale Equator
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Standard 1 Diversity of People, Places, and
Cultures

• All students will describe, compare, and explain
  the locations and characteristics of places,
  cultures, and settlements.
• Culture is the way of life of a group of people
  including language, religion, traditions, family
  structure, institutions, and economic activities.

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Standard II. Human/Environment InteractionAll
students will describe, compare, and explain the
locations and characteristics of ecosystems,
resources, human adaptation, environmental
impact, and the interrelationships among them.

• The focus is on
• how people rely on the environment
• how they alter it
• how it may limit what they are able to do
• the consequences of actions for both people and
  the natural environment.

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Standard III. Location, Movement, and
ConnectionsAll students will describe, compare,
and explain the locations and characteristics of
economic activities, trade, political activities,
migration, information flow, and
theinterrelationships among them.

• Locations are connected by different
  transportation and
• communication networks that channel the movement
  of people,
• goods, and information.
• Students should analyzing why some places are
• different in size
• the complexity from other places
• what connections have developed
• why movement occurs
• the consequences of different types of movement

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Standard IV. Regions, Patterns, and
ProcessesAll students will describe and compare
characteristics ofecosystems, states, regions,
countries, major world regions,and patterns and
explain the processes that created them.

• A region is an area with unifying
  characteristics. By defining regions, we are able
  to divide the world into parts in order to study
  their uniqueness and relationships.
• Climate
• Religious
• Language
• Ethnic
• Hemispheric
• Agricultural

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Standard V. Global Issues and EventsAll students
will describe and explain the causes,consequences
, and geographic context of major global
issuesand events.

• Places are interconnected by global processes.
  Throughout the world, people are increasingly
  linked by physical and human systems.
  Interdependence can be understood through the
  study of events that have significance beyond
  regional or national boundaries.

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Standard II. 1 Diversity of People, Places, and
CulturesBenchmark 1. Describe the human
characteristics of places and explain some basic
causes for those characteristics.

• Kindergarten Grade Level Expectations
• Identify some human characteristics of place in
  the classroom and home.
• Name items in the classroom that students and
  adults made.
• Name items in home that people made.
• Tell what language they speak.
• Tell who makes the rules at home.

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Landforms
Grassland
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Colorado Plateau, Arizona
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Monument Valley
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Curving highway through Valley of the Gods,
Nevada, USA
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Grassy hill and horizon
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Rivers
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Provide several different types of maps and globes