Module 3: Human Geography

Shelley E. Rose

Modules

Module 3: Human Geography

Shelley E. Rose

Key Questions

How do humans interact with and impact the physical environment?
How do geographic factors affect human mobility?
How do geographers define “space” and “place.” Why do these terms matter for social studies?

Class 1: Migration

Reading: Harm De Blij, The Power of Place, Chapter 1; Open Geography Education, Introduction to Human Geography “Population and Migration”

Resources

- Modern Human Migration
  - “Why do people move? Follow this journey through some of the largest mass migrations in recent human history, including Germany, Israel and Palestine, Vietnam, Afghanistan, China, Myanmar, and Syria, and identify what causes people to emigrate, or leave a country. As you investigate these periods of time, note what common experiences they may share or what makes their journeys unique.”Created by: Ellie Reitz, Google Earth Education Expert at Kennedy Junior High School in Naperville, Illinois
- The Migration Data Portal
  - “The Portal aims to serve as a unique access point to timely, comprehensive migration statistics and reliable information about migration data globally. The site is designed to help policy makers, national statistics officers, journalists and the general public interested in the field of migration to navigate the increasingly complex landscape of international migration data, currently scattered across different organisations and agencies.” – “About,” The Migration Data Portal
- Gapminder
  - “Imagine the world as a street. All houses are lined up by income, the poor living to the left and the rich to the right. Everybody else somewhere in between. Where would you live? Would your life look different than your neighbours’ from other parts of the world, who share the same income level?” – Gapminder.org

Activity (Migration)

Go to gapminder.org
Click through to the Dollar Street Project.
Open Google Earth (https://www.google.com/earth/)
Click on the voyager icon, then go to the “education” tab and the “Modern Human Migration” layer.
Browse both Dollar Street and the migration layer.
Choose a location (last 10 years) from the map and compare the information you find. Show at least 1 connection between the Dollar Street information and the information in the Google Earth layer.
Go to The Migration Data Portal “10 Coolest Visualizations of Migration Data”
1. Explore the visualizations. Why might people leave the location you chose? Where do they typically go? Why?
How could you use these tools in your classroom?

For a PDF of instructions and questions for this activity download this file: GSSE Module 3 Activity

Class 2: Regional Focus: Europe & Russia

Reading: Open Geography Education, “Europe,” and “Russia”

Module 3 | Lab 1

Open Geography Education, World Regional Geography Lab Manual, Chapter 2-2.1 Europe & Medieval European Invasions

Quiz Materials

Map Quiz Study Guide for Europe and Russia

Class 3: Urban Geography & Historical Geography

Reading: Open Geography Education, Introduction to Human Geography, “Rural and Urban Landscapes”, Reading: Judith Walkowitz, “Jack the Ripper and the Myth of Male Violence;” Joshua Comaroff, “Ghostly Topographies”

Module 3 | Lab 2

Section 1

Read: Open Geography Education, World Regional Geography, “East Asia”

Complete the Lab on East Asia: https://humangeographylabmanual.pressbooks.com/chapter/8-3/

Section 2

Visit and explore https://clevelandhistorical.org/
Click Tours at the top of the page.
Browse the different tour options and pick one that you are interested in.
Use the Tour you chose and information from this week’s readings to answer the following questions:
1. Name the tour you chose and provide a link.
2. Describe the spatial characteristics of your tour using the map.
3. Read through a few of the stories from you tour. Do your locations have cultural, economic, environmental, political, or historical significance or a combination? Explain why.

Quiz Materials

Map Quiz Study Guide for East Asia

Class 4: Natural Disasters & Human Geography

Reading: Open Geography Education, Introduction to Human Geography, “Living with Disasters;” , Open Geography Education, World Regional Geography, “Southeast Asia”

Optional Background Reading: Harm De Blij, “Geography of Jeopardy”

Module 3 | Lab 3 (Active Learning)

Lab 3 is an active learning lab that can take place at any campus with an Augmented Reality Sandbox. Visit https://pressbooks.ulib.csuohio.edu/csugelab/chapter/activelearninglab/ for the full instructions.

Module 3 | Lab 3 (Remote Learning)

Geography plays an important role in the understanding of regional and global catastrophes. Use this lab to explore the ways in which scholars have used digital methods to visualize and understand disaster.

Think of a regional, national, or global disaster and search for digital maps, visualizations and other representations of your topic. Choose one of these sites to analyze and provide the link as your answer to question 1.
Answer the following questions about your site.
1. What is the title?
2. What is the site or project’s purpose?
3. Who are the authors or directors of the project?
4. When was it created?
5. Is it reliable?
6. How would you use it in a geography classroom?
Next visit the COVID-19 Archive at https://covid19.omeka.net/. Read through the project materials and items.
1. Think about what consitutes an historical source. What source would you contribute to document the current pandemic? Use the form provided by the COVID 19 Archive team to make your contribution: https://covid19.omeka.net/contribution. If you prefer not to contribute to the public archive, you are not required to do so. **All students MUST copy the submission form questions into a document to submit for credit in the lab using a copy of the submission form.