Combining world history and geography
0. Herma J. 5 years ago. Topic: Undergraduate - Courses & Subjects. What's the difference between Geography, History and Social Sciences? Share. Report. Historical geography is the branch of geography that studies the ways in which geographic The Historical Geography Specialty Group of the American Association of Geographers; The Historical Geography Research Group of the Royal. History and Geography are very closely ddttrh.infophy is an areal science that deals with lands,oceans,atmosphere,people,cultures and earth phenomena .
Geography and History of the World is designed as a legitimate alternative to the standard World History course. More generally, Geography and History of the World standards and the indicators, skills, and concepts associated with them are designed to nurture perceptive, responsible citizenship, encourage and support the development of critical thinking skills and lifelong learning, and to help prepare students for employment in the 21st Century.
Curricular Approaches The standards presented in Geography and History of the World are compatible with and will support a variety of curricular approaches to the teaching of geography. Here students systematically explore world culture regions and interactions between and among regions. For example, a unit on West Africa might include an examination of the factors that influenced forced migration between the region and North America in the 18th and early 19th Centuries, a unit on Japan might focus, in part, on how the cultural landscape was affected over time by the threat of earthquakes, and a unit on Western Europe might, among other considerations, focus on political revolutions, their origins, diffusion, and impact on other world regions.
For example, one unit of study might be concerned with urbanization in different societies over time, a second with the development of nation-states, and a third with conflict and cooperation in modern times, as indicated by economic agreements and political treaties.
For example, a unit focusing on the Industrial Revolution in Europe might also examine related developments in trade, migration, urbanization, and the spread of disease that occurred during that same era. Skills and Concepts In Geography and History of the World, specific geographic and historical skills and concepts of historical geography are used to explore global themes.
The skills provide the necessary tools and techniques to think geographically and historically.
- Integrating History and Geography
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- Historical geography
The skills, intended to enable students to observe and interpret patterns, associations, and spatial order, are grouped into five sets, each representing a fundamental step in a comprehensive investigative procedure.
Produce maps, timelines, and other graphic representations to organize and display the geographic and historical information acquired. Interpret maps, timelines, and other graphic representations to solve geographic and historical problems and to analyze world events and suggest feasible solutions to world problems.
Reach conclusions about the geographic and historical questions posed and give verbal, written, graphic, and cartographic expression to conclusions. The historical geography concepts used to explore global themes in Geography and History of the World are described below. Modifications in human and physical environments resulting from the workings of geographic and historical processes.
The forms and artifacts sequentially placed on the natural landscape by the activities of various human occupants. By this progressive imprinting of the human presence, the physical natural landscape is modified into the cultural landscape, forming an interacting unity between the two. The spatial spreading or dissemination of a culture element [such as a technological innovation] or some other phenomenon [e. The ways that people depend on, adapt to, are affected by, and change the natural environment.
The teacher-generated questions should focus on the activity and provide a challenge and a purpose for students. For instance, in a unit of study covering the westward movement in U. Where did the Oregon Trail begin and end? Name three rivers that pioneers followed on the Oregon Trail. In what ways did the Native Americans, landforms, and climates that pioneers encountered in each portion of their journey ease the passage or make the trip difficult?
How did the pioneers change the landscapes over which they passed? Were all of these environmental modifications negative or were some positive? How did rivers, deserts, and mountain ranges influence their travel route? How are the Great Plains different from Oregon's Willamette Valley, the final destination of many of the pioneers? Planning and implementing the activity Although maps can be valuable sources of information in this activity, do not hesitate to encourage students to use textbooks, other reference books, and magazines.The Relationship Between Population and the Environment (Part 1) - A-level Geography -
Using primary sources e. Refer to the list of organizations at the end of this article for sources of appropriate materials. Exercises and activities should be based on what I call the "detective methodology.
For example, provide students with a map of the Oregon Trail Figure 1an atlas of the United States that displays landform regions and climate, and a short narrative story of the Oregon Trail.
Top 10 Reasons to Study Geography
With this information in hand, students should be able to answer several of the guiding questions. Provide additional information by having students perform a dramatic reading of several diary accounts or letters. If available, show students historical maps or atlases that were sold to travelers and have them compare the maps with contemporary maps for accuracy.
Finally, allow students to view one of the excellent videos available on the Oregon Trail, and have them pay close attention to the persistent influence of geography. In groups of four or five, students should discuss and complete their answers to the guiding questions.
For example, they should be able to relate that much of the Oregon Trail human-made followed rivers natural. After naming and locating several of the rivers, students should be able to discuss how humans interacted with rivers by drinking water, watering their stock, irrigating plants, bathing, washing clothing, fishing, and boating and moved along them following trails, finding paths of least slope, and searching for sources that might provide a pass through a mountain range.
Students should be able to discover why settlers moving west followed rivers.
Using three-dimensional maps and topographic sheets, students will learn that rivers afforded the flattest terrain in any given area and provided a route having the least rise in elevation. As students learn about the size and weight of the wagons used on the Oregon Trail, they will discover why pioneers often looked for river routes, especially those with fairly wide floodplains.
Students should learn that although rivers provided water for drinking, cooking, and washing, they proved difficult to cross and pioneers began to pollute them as they trekked over the Oregon Trail. In the regions through which they passed, pioneers cut down trees to clear land for farming and to establish lumbering industries.
Clearing fields accelerated runoff and erosion, even on relatively gentle slopes. Lumbering on steep slopes produced spectacular and ruinous cases of erosion. Students should also realize that the Rocky Mountains separate three distinct regions: In addition, the mountains serve as barriers to the prevailing westerly winds that drop their precipitation on the westward-facing slopes and create leeward zones of desert environments.
Sources of Information for Integrating Geography Martorella recognized the need for developing integration strategies that would increase awareness within the social studies curriculum. He noted the importance of reinterpreting historical societies and events within an expanding regional, and later global, interdependence. Social studies teachers, then, must use spatial perspectives in all history lessons; without them, the events of history lack ties to real places on earth.
Traditional geographic integration in the social studies, as displayed in textbooks, relied heavily on using maps to find and identify locations. Although this is certainly an important basic skill that should be part of every history unit plan, it should be viewed as a means toward the intrinsic geographical knowledge necessary to impart a spatial dimension to history and not simply as a skill. With some exceptions, few published integrated history and geography lesson plans are available. Strengthening Geography in the Social Studies Natoli includes brief articles highlighting strategies and resources for blending geographic concepts and skills into social studies lessons.
If you live in an area served by a local Geographic Alliance organization, check to see if it publishes locally created geography lesson plans in its newsletter.
Many local chapters of the Geographic Alliance are based at geography departments in nearby universities. These university departments can also supply valuable advice and resources. The following national organizations can provide additional information and addresses of local and state contacts: NCGE produces the Journal of Geography and many other publications, sponsors an annual meeting, and distributes geography education materials published by the Geographic Education National Implementation Project, a coalition of geographical organizations based at the Association of American Geographers, 16th St.
National Geographic Society P.
Historical Geography - Geography - Oxford Bibliographies
Box Washington, DC In an effort to boost geography awareness and education, National Geographic has instituted the Geography Education Program offering teacher training and assistance through workshops and model classroom experimentation. Curriculum guidelines and suggestions and a quarterly newsletter keep teachers informed of classroom strategies and techniques.
Methods of Instruction in Social Studies Education. University Press of America, From Thought to Action, edited by K.