1. Merry Lobrecht Merry.lobrecht@gmail.com

2. Fig. 1-CO (a), p. ii Snapshot for understanding World Cultures

3. What is Geography? Where, Why, What, How 6 Elements of Geography: Human-Physical Maps : the Language of Geography Use thematic maps to teach patterns and processes Foundational Concepts of Geography (Patterns and Processes) World Cultures is foundation of Geography

4. Not a historian or scientist

5.  Location: The world in spatial terms. Where might this place be located?  Places and Regions: What is special about this place? What makes it different from other places? How is this place like others near or around it?  Physical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like?

6. Visual Discovery of Physical Geography List all the geographic features you see Tazmania, Australia

7.  Human Systems: How might people, goods, and ideas travel into and out of this place?  Environment and Society: How have people affected this environment? How might this environment affect people?  Uses of Geography: How do physical and human features influence historical, current, or future events?

11. World Cultures The FOUNDATION NG mission exploring 21 st century geo issues that affect countries across the world.

12. What Makes an issue Global? Think-Pair-Share Individually list what make issues global Share with colleague Group brainstorm Real World Connections Gold, Fast Food, Toyota Car—where? Amazon Rain Forest Different Cultures Egypt-falafel chick peas Japanese, US parts

13. What Makes an Issue Global? Significant Impact Trans-Boundary Persistent Interconnected

14. 14

15. Environment Health Human Rights Energy Food & Water Security Peace & Conflict Economics Population Governance Culture / World View 15 Communication International Trade

16. Applying Lessons Globally

17. 17 *US transfer jobs overseas * South America: foreign companies exploit rain forest * Africa: 1 bil. $1/day, 2.6 bil <$2/day * S. Korea: globalization/prosperity Globalization Map page 8-9 Global Issues

18. global communication systems international workforce Case Study 1 & 2 JIGSAW differentiation Inclusion: Vocab cards/Work as Team ELL: Reading Comp photo/Connection/V GT: Create Ad/Conceptual Art Pre-AP: Create Spreadsheet/Research privatization market vs. state economies global agreements & free trade international banking flexible forms of capital accumulation transnational corporate strategies global transportation systems National Geographic Global Issues Globalization

19. Global Issues: GLOBALIZATION pages 26-27

20. National Geographic: Emerging Explorer AT WORK “All I had was an IDEA” Ken Banks: National Geographic Emerging Explorer Global Issues: Globalization helps people around the world communicate Pages 22-25 *key questions identify problem and identify solutions *design which cell phone features make life better

21. Jigsaw  Number 1-4  Read your section  1 What did you say? (p. 23)  2 Linking Across Long Distances (p. 23)  3 Two Steps to Communication (p. 25)  4 All I had was an Idea (p. 25)  Discuss  Students design Cell Phone: which properties?

22. Stand and Share  Stand and share your findings How can you use this in your classroom?

23. Exploring Africa

24. Pages 354-408 National Geographic World Cultures and Geography “Substantial content, National Geographic Values and outreach” Incredible photography and interactive learning strategies.

25. ‘Students go to school to see how hard the adults work’. The secret to Learning: is the one that works the hardest is the one who learns the most. Our task is: to turn our teaching around so the students are working harder then we are…

26. Core Content Presentation 95—Chapter 13, Day 1 Unit 7 Introduction: Explore Sub-Saharan Africa with National Geographic Chapter 13 Introduction: Sub-Saharan Africa Geography & History Unit 7 Explore Sub-Saharan Africa with National Geographic myNGconnect.com

28. “Read and Say Something” page 376 National Geographic World Cultures and Geography Interactive game simulation to enable students to see the extensive competition for colonies in Africa. Berlin Conference 1884-- no Africans invited 6 Groups: Portugal, France, Britain, Germany, Spain, Italy Follow Secret Colonization Directions - nationalities Reflect Consequences of History Race to Africa

31. How can you use these strategies in YOUR classroom?

32. “The best hope of increasing achievement for our students lies in the amount and degree of engagement in learning that we can orchestrate.” Curriculum Architecture, Hawkins and Graham Student Success

33. Sticky No te World Map Review Review the Strategies

34. Sticky Note Review Write review questions or main points on individual post-it notes Place sticky notes on the correct place on the reading, map, primary source Use the information on the sticky notes to review

35.  Ticket OUT or Ticket IN  Each student must give a ‘ticket out’ before leaving class.  A ticket may be anything that was discussed during the class period:  No one may repeat what has already been said  It is your choice on whether or not they may look at notes or textbook.  When to use ‘Ticket Out’ :  During last 5-8 minutes of class  Change it to ‘Ticket In’ and use as a review for the first five minutes of class.  Rationale :  It gives every student the opportunity to respond and be involved at least one time during the class period.  It makes students responsible for what the have learned.

36. Reflections