Geography Manual II, Ele

46 Pages·2010·0.09 MB·English

Geography II Manual
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Completed land form maps of North America, including islands, lakes,
peninsulas, gulfs, isthmuses, straits, capes, and bays.
Large, blank sheet.
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1. Display the completed land form maps for North America.
2. Say, “On this large piece of paper, all the information on these separate
maps may be placed. First, the continent of North America must be drawn.”
3. Lightly grid the paper and use the globe and/or atlas for the latitude and
longitude lines to draw the continent.
4. After the continent has been drawn in, place the basic land forms from
earlier research: islands, lakes, peninsulas, gulfs, isthmuses, straits, capes,
and bays.
5. From the knowledge gained from the geography classified nomenclature
and the use of the atlas, the child draws in the rivers, mountains, and
volcanoes. The use of latitude and longitude are important.
6. Overlays in plastic or duplicate maps may be drawn to illustrate:
a) Precipitation distribution
b) Vegetation
c) Altitude variation
d) Climate
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e) Plant distribution
f) Animal distribution
g) Mineral distribution
h) Energy distribution
i) Population distribution
J) Major cities
k) Transportation systems (air, land, water)\
7. From this composite picture of the geography of a land, discuss:
a) Where people live.
b) How people live.
8. The information on the maps may be illustrated utilizing:
a) Bar graph
b) Line graph
c) Pictograph
d) Pie graph
9. To the question, “How do people live?”, the response to the question is a
systematic review of the Fundamental Needs of People: Clothing, Shelter,
Heat, Transportation, Lighting.
A balance is established between the NEEDS of people and the
RESOURCES of the land. Reckless misuse of resources can create an imbalance
between NEEDS and RESOURCES. Later, this imbalance is rectified by lesser
RESOURCES available to satisfy NEEDS. Because people have consciousness,
reflective planning in the utilization of resources is important. Abdication of this
responsibility can result in depletion of minerals, and endangering of plants and
of animals.
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Economic geography begins with the study of the land. A continent map
indicating waterways with the country highlighted suggests the possible
transportation by water that is available within a country, and from that country
to other countries. The study of the land continues with types of maps that
suggest much in terms of ways the land will influence the lives of the people that
inhabit it:
1. Topography map
2. Precipitation map
3. Elevation map
Graphs are useful to further understand the elements that influence the
land in different parts of the country.
1. Temperatures during the year
2. Precipitation during the year
How the land is used may be surmised from the study of the three maps
and graphs.
Research on a country produces information regarding:
1. Land use
2. Plant production
3. Animal production
4. Mineral production
5. Manufacturing
This research, also, indicates information about the people involved with
the production with charts, graphs, and pictographs.
1. Population distribution on the land.
2. Population distribution in employment.
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From this information, the child can draw conclusions about how the
Fundamental Needs of People are met in a particular country. The interrelationship
of everything on earth is the goal. An extensive library with atlases is required for
the research.
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The following is an outline with questions to help the students research a country.
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What are the basic geographical regions within your country?
Are there any geographical features that are especially outstanding?
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Does your country enjoy a variety of climates due to different geographical
regions or features?
Statistics are not necessary unless they are outstanding for some reason.
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What people lived in your land in prehistoric times?
Have there been any invasions or immigrations in historic time?
Who and when?
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This is obviously related to point 3. Which invaders or immigrant peoples
have had the most influence on the currently used language?
How many dialects?
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Which are the most important towns and cities?
For what reasons?
What are the main industries?
Are these industries related to either the regions or the climate or both?
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Have there been different capital cities or towns in the past?
Why were they changed?
Is there any special reason for the present capital being located where it
is?
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Have the towns been named for famous people, geographical peculiarities,
religious reasons?
Can you give some specific examples?
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How have the internal divisions come about?
Has the primary determinant been geographical, historical, religious, or
political?
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Did they link the oldest cities or religious centers?
Were the roads patrolled or guarded?
Are they in use today? (A small map may be useful.)
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How were the people’s houses made in prehistoric time and in historic
time?
Are they similar to those made today?
Does the climate influence the materials used?
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Describe the native costume, if possible. (Pictures or drawings also.)
Are there any special customs that are outstanding? Dances? Games?
What are the common crafts of the people?
Are there any extraordinary crafts?
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What are the staples in the diet of the common people?
Are there any class or caste differences in diet?
Are there any food taboos?
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What animals inhabited your country in the past?
Which ones have survived up to the present day?
Have any animals been imported?
Are there any animals nearing extinction?
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What plants grew in your country in the past?
What plants growing in your country today are different or distinctive?
Are there distinctive regions or belts of vegetation?
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38 or more picture cards depicting geographical features
Definition cards for the picture cards.
Small name tags for the picture cards.
6 geographical feature models
Tracing paper cut to the size of the picture cards
Watercolors
Paint brushes
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1. To show the child that the physical world is composed of different
identifiable features.
2. To help the child learn the 38 basic geographical features. There are
more than 38 geographical features.
3. To prepare the child for the study of an Imaginary Island.
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1. Mastery of the names of the Geographical Feature Models.
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1. Make sure that all of the 38 picture cards, definition cards, and name
cards are complete and in good repair.
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