|
MN Standard
|
Topic
|
Title
|
Overview
|
Author
|
Download
Lesson
(PDF files)
|
Standard: The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.
Benchmarks: 1. Students will demonstrate the ability to obtain geographic information form a variety of print and electronic sources.
2. Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.
3. Students will locate major political and physical features of the United States and the world. |
Change in Duluth, MN
|
If You Build It
|
In these two lessons, students will investigate Duluth, Minnesota to understand its current state of urban redevelopment.
Note: revised version posted 9/20/05
After this investigation, students will develop, present, and judge a plan to redevelop a declining urban area by completing the “If you build it, will they come?” WebQuest. |
Kerri Westgard
|
Download Duluth lesson in PDF
Click here to go to the Duluth WebQuest
|
Standard: The student will identify examples of changing relationships between patterns of settlement and land use in Minnesota.
Benchmarks: V.D.2 Students will analyze how changes in transportation affected settlement of the state.
Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associate effects. |
Edge of City Change
(Blaine, MN)
|
Development on the Edge of a City |
Students will analyze a land use issue in a growing suburb. |
Mary Mohr-Scinocca |
Download entire lesson in PDF
|
Standard: V.C.4 Students will identify physical features that either hindered or promoted the industrialization of the state.
V.D.2 Students will identify factors that drew people to their local communities.
|
Analyze how changes in transportation influences the development of a community
7 – 12
.
|
Why Is A City Located Where It Is?
(Stillwater, Minnesota) |
Students will analyze how transportation influenced the development of Stillwater, Minnesota, Students will use the same techniques to analyze the impact of transportation on the origination and development of their own community. |
Mary Mohr-Scinocca |
Download lesson in PDF
Download PowerPoint presentation
View PowerPoint presentation as a web slide show |
Standard: The students will use maps, globes, geographic information systems and other sources of information to analyze the nature of places at a variety of scales.
Benchmarks: V.D.1 Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources. (lesson 1)
Benchmarks: V.D.1 Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources. (lesson 2) |
Basic Geography skills and resources use
Place Nature
|
Me on the Map Lesson (1)
Me on the MapLesson (2)
|
Students study city, county, state, country, and continent and will identify on a map and determine the population of the city, county, state, country and continent that they reside in. Students also study the difference between rural and urban and gain find locations on a grid map and using the index of an atlas.
Students will understand city, county, state, country, and continent by making a booklet called me on the map. Also identify and determine population of the city, county, state, country and continent that they reside in. |
Michelle Leba
|
Download entire lesson1 in PDF
Download entire lesson 2 in PDF |
Standard: The student will identify and locate major countries, events and cultural features that played an important role in the history of the United States.
Benchmarks: V.D.2 Students will locate the major source countries for immigration to the United States during the years 1877-1916. |
Immigraation to the USA
|
United States Immigration |
This lesson is designed to help students understand United States Immigration History by analyzing data and creating graphs. |
Michelle Leba |
Download entire lesson in PDF
Click here to view a PowerPoint show on USA Immigration |
|
Standard: The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota.
Benchmarks: V.D.5 Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes.
. |
Immigraation to Minnesota
|
Minnesota Immigration |
This lesson helps students understand Minnesota Immigration History through primary source documents. |
Michelle Leba |
Download entire lesson in PDF
Click here to view a PowerPoint show on Minnesota Immigration |
Standard: The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth
Benchmark: 1. Students will create a variety of maps to scale.
Standard: The student will use basic terminology describing basic physical and cultural features of the continents studied.
Benchmark: 2. Students will describe and locate major physical features in their local community and analyze their impact on the community.
Standard: The student will identify and locate geographic features associated with the development of Minnesota.
Benchmark: 4. Students will identify physical features that either hindered or promoted the industrialization of the state.
Standard: The student will give examples that demonstrate how people are connected to each other and the environment
Benchmark: 1. Students will identify factors that drew people to their local communities.
Standard: The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States.
Benchmark: 2. Students will analyze how changes in transportation affected settlement of the country.
Standard: The student will describe how humans influence the environment and in turn are influenced by it.
Benchmark: 1. Students will recognize changes over time in nearby landscapes, resulting from human occupation.
Standard: The student will use maps, globes, geographic information systems and other sources of information to analyze the nature of places at a variety of scales.
Benchmark: 1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic resources.
Benchmark: 2. Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images. |
Red River Valley of NW Minnesota
|
Red River Valley: An Urban Landscape |
Students will investigate the development of and changes in urban landscapes of the Red River Valley. |
Kerri Westgard |
Download Lesson
Download Red River Valley PowerPoint Presentation
View Red River Valley as a web slide show
|
Standard: The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota.
Benchmark: Students will describe the settlement pattern of Minnesota’s largest immigrant patterns. |
Immigration Patterns in Minnesota |
Reading Immigration Graphs and Charts |
Students will be able to research, read graphs and charts, and look for key information on the Internet about immigration trends in Minnesota. |
Annie Strupeck |
|
Standard: (Day 1) The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota.
Benchmark: Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.
Students will analyze how changes in transportation affected settlement of the state.
Standard: (Day 2) The student will use maps, globes, geographic information systems and other sources of information to analyze the nature of places at a variety of scales
Benchmark: Students will demonstrate the ability to obtain geographic informationfrom a variety of print and electronic sources
Students will make inferences and draw conclusions about the characterof places based on analyses and comparison of maps, aerial photosand other maps
Standard: (Days 3-4) Student will describe how humans influence the environment and in turn are influenced by it.
Benchmark: Students will recognize changes over time in nearby landscapes, resulting from human occupation.
|
Students will analyze how technology affects urban development and growth (4-8) |
Eagan Roads: once slow, now zooms-how my city did grow |
Students will use census data, computer technology and maps to learn how Eagan’s population was affected by the construction of 35E. To ease facilitation of the lesson, some maps were cut and pasted and put at the end of the lesson. |
Romelle Pornschloegl |
|
Standard: The student will give examples that demonstrate how people are connected to each other and the environment.
Benchmark: Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography. |
City borders
Walled Cities |
A Wall for Peace? |
Students learn about walls that have been built by people and their governments in the past. Students then compare their learning about past walls to the security wall being constructed by Israel today. Students apply the lessons of the past to this current wall and prepare a resolution about whether the construction of the wall should continue, and its potential impact on Middle East peace. |
Jan Hertel |
|
Standard: The student will identify and locate major physical and cultural features that played an important role in the history of Minnesota.
Benchmarks: 1. Student will locate major Minnesota ecosystems, topographic features, continental divides, river valleys and cities. |
Development and Future of Coon Rapids, Minnesota |
Coon Rapids |
Students will navigate through learning activities about the development and predict future growth of Coon Rapids. |
Sara Whalen Zimowicz
Ann Lindquist |
|
Standard: The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.
Benchmark: Students will provide examples of how the internal structure of cities varies around the world. |
European Ghettos |
That’s So “Ghetto”: The history of the Jewish ghetto |
Students will analyze the urbanization process of the 20th century European ghettos and compare it to today’s American ghettos. |
Nicole Beck |
|
MN Standard: D Interconnections
The student will identify examples of the changing relationships between the patterns of settlement and land use.
Benchmarks:
1. Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others.
2. Students will analyze how changes in transportation affected settlement of the state.
3. Students will explain the importance of site features in the establishment of Minnesota’s largest cities.
4. Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects.
MN Standard: D Interconnections
The student will describe how humans influence the environment and in turn are influenced by it.
Benchmark:
1. Students will recognize changes over time in nearby landscapes, resulting from human occupation.
MN Standard: D Essential Skills
The student will use maps, globes, geographic information systems and other sources of information to analyze the natures of places at a variety of scales.
Benchmark:
1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources. |
Suburban development |
Development Issues in the Northern Suburbs |
Students will use a variety of maps and data to identify and locate geographical features of Minnesota and Anoka County. Students will learn about shifting populations in Minnesota and Anoka County, as well as the early history, transportation, and development of the region. Students will analyze land use issues in two northern suburbs. |
Jeff Kemmer |
Download lesson in PDF
(note: lesson with attachments is 26 pages long) |
Standard: D. Interconnections: The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States.
Benchmark 1:. Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States.
Benchmark 2: Students will analyze how changes in transportation affected settlement of the country. |
Major U.S. cities |
Population Changes in U.S. Cities |
Students will investigate the changes in the population of major U.S. cities from 1920 to 2003. |
Kris McCarthy |
|
Grades 9-12 Geography Lessons
by Minnesota Standard
MN Standard |
Topic |
Title |
Overview |
Author |
Download Lesson
(PDF files)
|
Standard: The student will analyze the patterns of location, functions, structure and characteristics of local and global settlement patterns and the processes that affect the location of cities.
Benchmark: Students will describe the processes that have produced this pattern of cities.
|
Threshold and Range of Cities |
Why Is ?___ Located Where It Is? |
Have you ever wondered why certain cities are located where they are? Are there certain geographic features that hinder or support a city?
Would these features even be powerful enough to determine if a city were to become a world city or a city with regional or national importance? Through this series of lessons students will explore these questions and develop their own answers and conclusions to them. |
Sharon Shelerud |
|
Standard: The student will analyze the patterns of location, functions, structure and characteristics of local and global settlement patterns and the processes that affect the location of cities.
Benchmark 1. Students will describe the contemporary patterns of large cities. |
City Sites |
Where Would You Place a City? |
Students analyze why cities begin where they do and explore the eastern megalopolis. |
Rebecca Biel |
|
Standard: The student will analyze the patterns of location, functions, structure and characteristics of local and global settlement patterns and the processes that affect the location of cities.
Benchmark 1. Students will describe the contemporary patterns of large cities. |
Minneapolis and St. Paul as City Sites |
Minneapolis and St. Paul With Power Point |
Students apply site reasons to the development of Minneapolis and St. Paul |
Rebecca Biel |
|
Standard: The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.
Benchmark: 1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic resources.
Standard: The student will use maps, globes, geographic information systems, and other sources of information to analyze the natures of places at a variety of scales.
Benchmark: 1. Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.
|
Quality of life in cities |
U.S. City Quality of Life Analysis and Comparison |
Students will be introduced to the concept of creating and measuring, “quality of life”, criteria for large cities.
Students will manipulate U.S. census data to analyze and compare quality of life criteria for the fifty U.S. cities with the highest population. |
Jeremy Christiansen |
|
Standard: The student will explain how the rationalization of space into political units affect human behavior.
Benchmark 1: Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet.
|
Drawing lines for legislative regions. |
Redistricting |
The lesson is designed to help students understand the struggles an urban city has when deciding where to draw the district lines. They will look at their current lines and attempt to draw new lines from the latest census data.
Note: the lesson includes a very large data packet.
The maps for the lesson are in the last column on the right. Stuffit! expander will decompress the entire 11, or you may download one map at a time. |
Greg Saunders |
|
Standard: The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.
Benchmark 1: Students will describe the contemporary patterns of large cities.
Benchmark 2: Students will describe the processes that have produced this pattern of cities.
|
The impact of the GULAG system on current geographic issues in Russia. |
What’s Russia to Do? |
Students will be introduced to the GULAG system through a PowerPoint presentation (download or view in right column). Students will work in groups to create maps, climate graphs, and population pyramids. They will gather information from experts via the web. The assessment is a presentation to President Putin. |
Leonore Heino Hoyt |
|
Standard: The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities.
Benchmark: 6. Students will provide examples of how the internal structure of cities varies around the world. |
Cities over time and cultural differences |
Comparing Cities and Their Common Functions
|
After a brief Power point lecture outlining the function of cities, students will collaboratively research different cultures in time and the cities that the culture was a part of. The students then will present their research to other groups and create a quiz for the class based on their work |
Christian Gould |
|
Standard: The student will analyze the patterns of location, functions, structure, and the characteristics of local to global settlement patterns and the processes that affect the location of cities.
Benchmark: Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle.
|
Forced Migration of Refugees and Population Transfer |
Forced Migration of Refugees |
The purpose of this lesson is to have students examine groups that have experienced forced migration and analyze how those actions have impacted their lives.
|
Kimberly Davidson |
|
Standard: The student will analyze the patterns of location, functions, structure, and the characteristics of local to global settlement patterns and the processes that affect the location of cities.
Benchmark: 1 Students will describe the contemporary patterns of large cities. |
Functions and characteristics of world cities |
Identifying World Cities |
Students will begin by identifying the accessible functions and characteristics of their own community. Students will learn the definition of a city and be able to identify characteristics that make up world cities. Students will analyze cities and their locations to determine their rank of importance as a world city and their spatial distribution. |
Tom K. Myers |
|
Standard: The student will use maps, globes, geographic information systems, and other databases to answer geographic questions at a variety of scales from local to global.
Benchmark: 1 Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources. |
USA state and capital locations |
Where in the USA are we? |
Students will identify and locate the 50 states, and capitals. World, by Torpedo Software, will be used as well as repeated tracing of state and U.S. outline maps, and writing a short story using state and city maps. This lesson is designated 9-12 (ELL, Special Education and Regular) |
Ginny Rueter |
|
Standard: The student will use regions and the interactionamong them to analyze the present patterns of economic activity in the United States and around the world at various scales.
Benchmark: 4. Students will understand how the transportation and communication systems have impacted the development of regions. |
Where world cities are located and how Olympic host cities are chosen |
World Cities and the Olympics |
This lesson has students review a map of world cities for their placement and then decide which world city will be an Olympic Host |
Rebecca Biel |
|
