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Draw the World
4th Grade Geography Workshop
4th Grade Geography Workshop
4th Grade Geography Workshop
Flemish cartographer Gerardus Mercator’s 1569 map of the world.
4th Grade Geography Workshop
Gall-Peter’s Projection Map
4th Grade Geography Workshop
4th Grade Geography Workshop
Geography in the Elementary
Classroom
Ann Marie Gleeson
Primary Source
April 8, 2014
Agenda and Goals
 How can we incorporate spatial thinking into ELA and
social studies instruction?
1. Literacy and the Significance of Place
2. Social Studies Inquiry, Claims, and Evidence
3. Resources
4th Grade Geography
 In what ways do you address geographic concepts in
your teaching?
Geographic Concepts/Terms
 Place
 Climate
 Physical Features
 Movement
 Resources
 Natural Resources
 Culture
 Community
 Environment
 Landforms
 Water
 Political Boundaries
 States
 Cities
 Maps
 Scale
 Location
 Population
 People
 Systems
 Lens to interpret past, present,
and plan for future
Geographic Representations
By the end of Grade 5
 Construct maps and other graphic representations of both
familiar and unfamiliar places.
 Use maps, satellite images, photographs, and other
representations to explain relationships between the locations of
places and regions and their environmental characteristics.
 Use maps of different scales to describe the locations of cultural
and environmental characteristics.
National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State
Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
Human-Environment Interaction
By the end of Grade 5
 Explain how culture influences the way people modify and adapt
to their environments.
 Explain how the cultural and environmental characteristics of
places change over time.
 Describe how environmental and cultural characteristics
influence population distribution in specific places or regions.
National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State
Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
Human Population
By the end of Grade 5
 Explain how cultural and environmental characteristics affect the
distribution and movement of people, goods, and ideas.
 Explain how human settlements and movements relate to the
locations and use of various natural resources.
 Analyze the effects of catastrophic environmental and
technological events on human settlements and migration.
National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State
Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
Global Interconnections
By the end of Grade 5
 Explain why environmental characteristics vary among different
world regions.
 Describe how the spatial patterns of economic activities in a
place change over time because of interactions with nearby
and distant places.
 Explain how natural and human-made catastrophic events in
one place affect people living in other places.
National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State
Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
Literacy and the Significance of
Place
Spatial Thinking and Literacy
1. Read the text.
2. Identify all the places where geographic concepts are
present or connection that you could make to U.S.
regions.
3. Create text-dependent questions related to geographic
concepts for students reading this text.
4th Grade Geography Workshop
Key Ideas and Details:
According to the article, why were
skyscrapers built? Use words and
phrases from the text to support
your answer. (Paragraphs 6, 7, 8,
9)
Craft and Structure:
In paragraph 3, the author
describes the skyscraper as “a
silent but forcible evidence of
Yankee inventive genius, of the
rapid progress in the New World.”
What does the word “Yankee”
mean in this sentence? What is
the author trying to say in this
sentence?
Integration of Knowledge and
Ideas:
How did population density affect
the development of cities in the
northeast?
4th Grade Geography Workshop
4th Grade Geography Workshop
Additional Resources
 U.S. Census Bureau Maps:
http://www.census.gov/geo/maps-
data/maps/thematic.html
 BPL Digital Map Collection: http://maps.bpl.org/
 Google Lit Trips:
http://www.googlelittrips.com/GoogleLit/Home.html
 Google TourBuilder: https://tourbuilder.withgoogle.com/
 Scribble Maps: http://www.scribblemaps.com/
Analyzing Maps
 Library of Congress Map Analysis Guide:
http://www.loc.gov/teachers/usingprimarysources/resour
ces/Analyzing_Maps.pdf
 Library of Congress Map Collections:
http://memory.loc.gov/ammem/browse/ListSome.php?c
ategory=Maps
http://www.loc.gov/item/2011589045/
4th Grade Geography Workshop
Social Studies Inquiry, Claims, and
Evidence
Inquiry, Claims, Evidence
1. Examine the primary source set.
2. Make a claim about a U.S. region
based on the documents.
3. Identify evidence to support your
claim.
 How might you use these primary source sets to help
students make connections to place?
Additional Resources
 National Geographic Common Core Connections:
http://education.nationalgeographic.com/education/m
edia/common-core-ela-geography-
connections/?ar_a=1
 Google Maps Gallery: https://maps.google.com/gallery/
 Google Maps Street View Treks:
http://www.google.com/maps/about/behind-the-
scenes/streetview/treks/
 National Museum of the American Indian Infinity of
Nations: http://nmai.si.edu/exhibitions/infinityofnations/
Wrap-Up: Your Classroom
 http://blnds.co/1jLusrV
 How might you use some of these resources or strategies
with your students?

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4th Grade Geography Workshop

  • 5. Flemish cartographer Gerardus Mercator’s 1569 map of the world.
  • 10. Geography in the Elementary Classroom Ann Marie Gleeson Primary Source April 8, 2014
  • 11. Agenda and Goals  How can we incorporate spatial thinking into ELA and social studies instruction? 1. Literacy and the Significance of Place 2. Social Studies Inquiry, Claims, and Evidence 3. Resources
  • 12. 4th Grade Geography  In what ways do you address geographic concepts in your teaching?
  • 13. Geographic Concepts/Terms  Place  Climate  Physical Features  Movement  Resources  Natural Resources  Culture  Community  Environment  Landforms  Water  Political Boundaries  States  Cities  Maps  Scale  Location  Population  People  Systems  Lens to interpret past, present, and plan for future
  • 14. Geographic Representations By the end of Grade 5  Construct maps and other graphic representations of both familiar and unfamiliar places.  Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.  Use maps of different scales to describe the locations of cultural and environmental characteristics. National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
  • 15. Human-Environment Interaction By the end of Grade 5  Explain how culture influences the way people modify and adapt to their environments.  Explain how the cultural and environmental characteristics of places change over time.  Describe how environmental and cultural characteristics influence population distribution in specific places or regions. National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
  • 16. Human Population By the end of Grade 5  Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.  Explain how human settlements and movements relate to the locations and use of various natural resources.  Analyze the effects of catastrophic environmental and technological events on human settlements and migration. National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
  • 17. Global Interconnections By the end of Grade 5  Explain why environmental characteristics vary among different world regions.  Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.  Explain how natural and human-made catastrophic events in one place affect people living in other places. National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).
  • 18. Literacy and the Significance of Place
  • 19. Spatial Thinking and Literacy 1. Read the text. 2. Identify all the places where geographic concepts are present or connection that you could make to U.S. regions. 3. Create text-dependent questions related to geographic concepts for students reading this text.
  • 21. Key Ideas and Details: According to the article, why were skyscrapers built? Use words and phrases from the text to support your answer. (Paragraphs 6, 7, 8, 9) Craft and Structure: In paragraph 3, the author describes the skyscraper as “a silent but forcible evidence of Yankee inventive genius, of the rapid progress in the New World.” What does the word “Yankee” mean in this sentence? What is the author trying to say in this sentence? Integration of Knowledge and Ideas: How did population density affect the development of cities in the northeast?
  • 24. Additional Resources  U.S. Census Bureau Maps: http://www.census.gov/geo/maps- data/maps/thematic.html  BPL Digital Map Collection: http://maps.bpl.org/  Google Lit Trips: http://www.googlelittrips.com/GoogleLit/Home.html  Google TourBuilder: https://tourbuilder.withgoogle.com/  Scribble Maps: http://www.scribblemaps.com/
  • 25. Analyzing Maps  Library of Congress Map Analysis Guide: http://www.loc.gov/teachers/usingprimarysources/resour ces/Analyzing_Maps.pdf  Library of Congress Map Collections: http://memory.loc.gov/ammem/browse/ListSome.php?c ategory=Maps
  • 28. Social Studies Inquiry, Claims, and Evidence
  • 29. Inquiry, Claims, Evidence 1. Examine the primary source set. 2. Make a claim about a U.S. region based on the documents. 3. Identify evidence to support your claim.  How might you use these primary source sets to help students make connections to place?
  • 30. Additional Resources  National Geographic Common Core Connections: http://education.nationalgeographic.com/education/m edia/common-core-ela-geography- connections/?ar_a=1  Google Maps Gallery: https://maps.google.com/gallery/  Google Maps Street View Treks: http://www.google.com/maps/about/behind-the- scenes/streetview/treks/  National Museum of the American Indian Infinity of Nations: http://nmai.si.edu/exhibitions/infinityofnations/
  • 31. Wrap-Up: Your Classroom  http://blnds.co/1jLusrV  How might you use some of these resources or strategies with your students?