1. Review 5 Themes of Geography

2. Five Themes of Geography
Location
Place
Human-Environment Interaction
Movement
Regions

3. Theme 1: Absolute Location
Every point on earth can be determined using an imaginary grid of lines noting longitude and latitude to determine its exact location.
Practice: What can be found at these points: , , ,
Copy and paste the coordinates into the “fly to” box on Google Earth.

5. Answers
Great Pyramid
Great Wall of China
Taj Mahal

6. Theme 1: Relative Location
This describes a general description of where a place is located.
Example:
Japan is located to the east of China.
Practice: Using the map on the next slide, determine four ways to describe the relative location of Iraq.

7. Determine four ways to describe the relative location of Iraq.

8. Theme 2: Place
Physical and human characteristics that distinguish a one place from another. These help provide clues to understanding the nature of places on earth.
You try with a Partner: Write a description of the place without naming a place in Cary that is known and easily described to your partner. Then exchange descriptions with your partner.
Can your partner identify the place from its description alone? What makes one description easier or harder to guess than another?
Suggestion for Practice: Give each student a folded piece of paper on which you have written the name of a place that is known and easily described by the students. Ask each student to write a description of the place without naming it, then exchange descriptions with another student. How many students can identify the place from its description alone? What makes one description easier or harder to guess than another?

9. Place Teacher: See questions in “Notes” below.
Questions to ask students:
What is this a picture of? Answer: desert, oasis (in Africa)
Why are these men dressed like this? (help students understand that deserts are always DRY but can be hot or cold).
How would you describe this photograph to others? (include the land, climate, and people)
What caption would you write for this photograph if published in a newspaper?
What do you know about the lives of these two men, based on this photo?
What do you think life is like in this this village?
What might these men say about their life? About their future?
How is their life similar and different to people in the following pictures?
Teacher: See questions in “Notes” below.

10. Place Teacher: See questions in “Notes” below.
Questions to ask students:
What is this a picture of? Answer: Refugee camp in Chad
Why are people living like this?
How would you describe this photograph to others? (include the land, climate, and people)
What caption would you write for this photograph if published in a newspaper?
What do you know about the lives of the people here, based on this photo?
What do you think life is like in this this camp?
What might these people say about their life? About their future?
How is their life similar and different to people in the previous picture?
Teacher: See questions in “Notes” below.

11. Theme 3: Human-Environment Interaction
HEI looks at the positive and negative effects that occur when people interact with their surroundings.
What are ways this occurs every day?
What seasonal activities impact the environment?
What can we do to reduce the human impact on the environment?
Have students list ways that people affect their environment every day (for example, driving cars, using water, disposing of garbage, smoking cigarettes). Make a second list of ways that people affect their environment through seasonal activities (for example, watering lawns, burning leaves, fishing and hunting). Make a comparison chart of the two lists and have students discuss which activities are more harmful or more helpful to their environment. Discuss the findings and have students suggest ways that people can change their behavior and improve their environment.

12. Case Study: Ataturk Dam
Completed in 1990 on the Euphrates River in Turkey
Generates hydro-electric power
Irrigates the plains of the region

13. Approximate location of Ataturk Dam
Map of the Region
Approximate location of Ataturk Dam
Point out to students that the Euphrates River travels into Syria and Iraq before emptying into the Persian Gulf.

14. Example: Before Ataturk Dam

15. Ataturk Dam in its Completed State

16. Example: After Ataturk Dam
What implications does this have for those that live in Turkey?
What implications does this have for nations that live downstream of the dam?
Supplemental Information: Mid January 1990, when the first phase of the dam was completed, Turkey held back the flow of the Euphrates entirely for a month to begin filling up the reservoir. Turkey had notified Syria and Iraq by November 1989 of her decision to fill the reservoir over a period of one month explaining the technical reasons and providing a detailed program for making up for the losses.[24] The downstream neighbors protested vehemently. At this point, the Atatürk Dam has cut the flow from the Euphrates by about a third.[25]
Syria and Iraq claim to be suffering severe water shortages due to the GAP development. Both countries allege that Turkey is intentionally withholding supplies from its downstream neighbors, turning water into a weapon. Turkey denies these claims, and insists it has always supplied its southern neighbors with the promised minimum of 500 m3/s (18,000 cu ft/s). It argues that Iraq and Syria in fact benefit from the regulated water by the dams as they protect all three riparian countries from seasonal droughts and floods.[26]
Syria's anger over the GAP project was a major factor in its decision in the mid 1990s to provide support to the Kurdistan Workers Party (PKK) in Turkey. Fed by discontent over the status of Kurds in Turkey, the PKK then grew into a major terrorist threat to the Turkish state.[27]
Sources: ^ "Water May Be Next Flashpoint In Mideast". Senate Retrieved
^ De Châtel, Francesca ( ). "Turkish Water Project: Curse or Blessing?". Islam Online. Retrieved
^ "Strategic Assessment - Flashpoints and Force Structure. Environment". National Defense University. Retrieved

17. Theme 4: Movement Movement is often determined by two factors:
It is important to understand why people move from one location to another and how products, information and ideas move around the earth.
Movement is often determined by two factors:
push factors: factors that drive a person away from their current location (war, poor economy, unstable government)
pull factors: factors that attract a person to a new location (stronger economy, stable government)
Have students think of a time when they moved. This could be from city to city, state to state, etc. or something like changing tables in the cafeteria or changing schools. What were the push and pull factors that contributed to the decision to move?

18. Movement Case Study: The Lost Boys
The Lost Boys of Sudan are a group of youth who fled civil war in their native country, spent a decade growing up in a Kenyan refugee camp, and were eventually resettled in the United States.
Click here for a 5-minute video clip that briefly describes life as a refugee and the start of their life in the US. National Geographic- A Sense of Place and Community
Click here for a 5-minute video clip about that compares life in Africa to their new life in America: National Geographic- From Sudan to the United States
For a fuller lesson plan on this subject, go to:

19. Movement Case Study: The Lost Boys
What were the push factors that contributed to the movement of the Lost Boys?
What were the pull factors that contributed to the movement of the Lost Boys?

20. Regions: grasslands, deserts, rain forests, mountains, polar regions
Theme 5: Region
A region is defined as an area on the earth’s surface that is defined by certain unifying physical, human, or cultural characteristics.
Geographers compare regions to each other and compare specific regions have changed over time.
Regions: grasslands, deserts, rain forests, mountains, polar regions

21. Examples Physical Regions
GRASSLAND
DESERTS
RAIN FORESTS
MOUNTAINS
POLAR REGIONS
For this segment, complete the following activity: Introduce students to physical regions on earth
(grasslands, deserts, rain forests, mountains, polar regions). Assign groups of students to different regions. Have students list items that they would need to adapt to the environment when visiting their assigned regions. (Items might include food, clothing, insect repellent, ice ax, etc.) How many of the items do they have to buy? What kinds of items do people who live in rain forest regions have in common with people who live in mountainous regions? What items are unique to one region? What items are manufactured in their region? What items are imported? What items are absolutely essential?

22. Examples Physical Regions

23. Partner Work!!!!!!!!!! As we look at the regions: With your Partner
Create a list items that they would need to adapt to the environment when visiting that region. (Items might include food, clothing, insect repellent, ice ax, etc.)
How many of the items do they have to buy?
What kinds of items do people who live in the different regions have in common Example: What do rain forest regions have in common with people who live in mountainous regions? What items are unique to one region? What items are manufactured in their region? What items are imported? What items are absolutely essential?

24. Mountains: often too high, cold, rugged to be conducive to human life

25. Polar Region: too cold to support human life without extensive supplies and shelter

26. Desert: typically too dry and too hot or cold to support life.

27. Grasslands

28. Rain Forest