Powerful Geography Project
Relief Organizations Respond to Regional Conflicts in Southwest Asia
Developed by Matt Lyons and Kivett Gresham
|Subject and Grade Level:
High School – AP Human Geography
|Time Frame: How long will it take to complete this lesson? Include number of days and typical length of class period.|
By the end of this lesson, students will be able to:
|Overview of Lesson: Provide a brief description of the lesson.
|Essential/Guiding Questions: What are the questions being asked and potentially answered for this lesson.|
|Connection to the Curriculum/Units: Provide a description of where in the curriculum this lesson should be placed. Include regional focus, unit titles, etc. If prior knowledge is required before completing this lesson, please provide a description of what students need to know.
-> After this lesson, teachers can follow up with by having students look at the connection of shatterbelts to agricultural development.
|TEKS Content Objective(s): What content standards or strands will be the focus of this lesson?
-> AP Human Geography
Learning Objective PSO-4.C: Describe the concepts of political power and territoriality as used by geographers.
-> World Geography Studies – WG.13.A-B
(13) Government. The student understands the spatial characteristics of a variety of global political units. The student is expected to:
(A) interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and
-> World Geography Studies – WG.14.A-C
(14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
(A) analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;
|TEKS Skills Objective(s): What skills standards or strands will be the focus of this lesson?
-> World Geography Studies – WG.21.A-C,E
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;
-> World Geography Studies – WG.22.B,D
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(B) generate summaries, generalizations, and thesis statements supported by evidence;
-> World Geography Studies – WG.23.A-C
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
(A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;
|Powerful Geography Focus: Which content domain of the Powerful Geography framework (Human Geography, Physical Geography, Places & Regions, Environment & Society) does this lesson address? Include all that apply. Also, if this lesson is connected to certain Job Areas, provide job titles or links here. A selection of Job Summaries can be viewed here. Visit www.powerfulgeography.org for more information.
-> Human Geography, Environment and Society
|Resources Needed for this Lesson:
|References (if any): (use formal citations)|
|Strategies: What geography or other pedagogical strategies will be used in this lesson? Please provide a description of the strategy or a link for teachers to refer to. This area is intended to provide descriptions of Best Practices particularly to help novice geography teachers.
-> This activity will introduce students to careers available through non-governmental organizations.
|Before the Activity: What is recommended before starting the lesson plan. What is required before starting the lesson plan.|
|Procedures to conduct the lesson:
Starting the Lesson:
1. Using historic maps, students figure out why Southwest Asia would be considered a shatterbelt. Students can use the Shatterbelts Lesson Analysis Guide (Student Worksheet) to help them organize their thoughts. Students will use the information they collect on this sheet throughout the lesson to help create the job listing in step #6.
2. Pairs of students should work together to point out a historical and a current process that would make it a shatterbelt. https://www.vox.com/a/maps-explain-the-middle-east
3. Student will conduct research in order to learn the location of violent activity in Southwestern Asia during the last 20 years using the ACLED website (see Materials for Students.)
4. Students will research needs of refugees based on the Active USG Program Maps. Students should construct a list of regional priorities.
5. Students will research NGOs in order to discover agencies that can assist refugees based on the prioritized list from the previous step.
6. Students will create an NGO job posting for a specific needs present in Southwestern Asia (See Resources for this lesson).
End the Lesson and Closing Product:
7. Students react in writing to the following prompt, citing evidence from their research:
“Shatterbelts disrupt the political organization of a region. Respond using evidence.”
|Differentiation strategies to meet diverse learner needs: What will be used to help differentiate the lesson for diverse learners?
|Evaluation/Assessment: Include your assessment product or idea with the lesson plan. Note, you want your assessment to measure your students understanding of the objectives (listed above). Include grading rubric and student samples, if possible.