Political Geography Week 1 Lesson Plan Scribd

Lesson Title: Political Geography
Grade and Subject: 10th Grade World Geography

Number of Students: 11
Curtis Davis
LESSON AND ASSESSMENT PLAN CONTEXT

This lesson will be taught to a World Geography class. The lesson is their first
introduction to Political Geography. The goal is to provide a foundation for the
entire mini-unit on culture and politics upon which the students will build a
more complete and broad understanding of the world in which they live. By
utilizing electronic technology, the students will attain knowledge of global
political systems and interaction. In addition, students will obtain useful
Overview technological skills, such as organizing information electronically, and building
a website. This knowledge will be useful for future education and careers. In
addition, the students will enhance their skills of working with information and
synthesizing it into coherent electronic form. Students will be formally assessed
by the individual assignments and informally assessed by their participation and
comprehension. The students will post a website that compiles their weekly
work. The final website will be assessed as a project grade.
This is a very diverse class composed of students from many ethnicities,
religions, and socio-economic status. At least three languages other than English
are spoken by the students. As indicated by demographic information of the
area, the city of Tyrone is approximately 62% Caucasian, 24% African-
American, 10% Hispanic, and 4% other ethnicities. This class has a much higher
percentage of African-Americans and a lower percentage of Caucasian students
than the city average. The city of Tyrone has an average household income of
nearly $83,000 per year, which is significantly above the national average.
However, there are many students who come from households that face
economic challenges. There appears to be little racial or socio-economic tension
among the students, evidenced by the fact that students of all ethnicities and
economic statuses interact frequently. Sandy Creek High School is a relatively
well-maintained facility that enjoys many benefits, especially regarding
Student Background, availability of technological resources for the student body. In addition, the
Culture, and Context school is a Bridges school, in which students with special needs are provided
with enhanced instruction and support to increase their ability to engage with the
subject matter and to apply their knowledge to their personal life experiences.
However, within the classroom, there are no students with IEP’s. Several
students in this class read slightly below grade level. Many of these students
have not received necessary support in their past educational experiences. Sandy
Creek High School provides necessary support that seeks to remedy these
inequalities.
This class has completed a project in which they designed a business plan to
manufacture and sell a product in the global market. They have learned key
concepts of cultural identity and cultural diffusion in a globalized world. Each
student has considered a specific culture and tailored their business strategy to
meet the needs of that culture. This in turn taught them how cultural
amalgamation is occurring in the world today, and the implications of it. In
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addition, the class previously learned about population pyramids and other
population data. They have explored how cultures differ in their perceptions of
the world and how they sometimes come into conflict.
This lesson connects to future lessons that will build upon the concepts of
cultural conflict. Students will discover how geography and borders can impact
successful integration into the global economy, and begin learning about causes
of internal and external conflicts between cultures.
This class is comprised of students from many ethnicities, but the majority are
African-American. Because controversies about racial and cultural inequalities
are prevalent in the nation today, these students are keenly aware about issues
that impact them daily. As Esposito and Swain contend, “teachers- using
culturally relevant pedagogy- are able to implement lessons that generate an
awareness of social justice issues while inspiring their students to dream of a
better world for themselves and their communities” (2009, p. 38). In addition,
“Through culturally relevant pedagogy, teachers enable their students to think
critically about the injustices inherent in schools and the broader society”
(Esposito & Swain. 2009, p.38). With the awareness that the cultural differences
within America have important impact on the lives of students and their self-
identity, these lessons will be taught in a manner that understands the
inequalities, and the desire among students to correct issues that they face. The
injustices that sometimes arise when determining international borders will be
taught with emphasis on how cultures determine internal unity, and how they
react to the “other” when drawing borders. It is important to connect these
concepts of cultural and national identities to the current situations that our
students confront in their lives. With greater knowledge of underlying reasons
for these concepts of cultural and national identities, students will be better
prepared to offer coherent and thoughtful responses and reactions to support
their arguments for equality in future situations. Furthermore, students will
critically consider how borders may be drawn with the needs of all cultures in
mind, and form a plan to rectify issues that current borders exacerbate.
Esposito, J., & Swain, A. N. (2009). Pathways to Social Justice: Urban Teachers' Uses
of Culturally Relevant Pedagogy as a Conduit for Teaching Social Justice. Penn GSE
Perspectives on Urban Education, 38-49. Retrieved November 8, 2017, from
https://gastate.view.usg.edu/d2l/le/content/1464114/viewContent/24094014/
View.
In prior lessons on cultural geography, the class has achieved sufficient levels of
knowledge about what characterized culture and global interactions. In addition,
the class has completed a project in which they developed a plan for a fictitious
business to enter a foreign market. In this project, students learned how to
interpret cultural mores of a target market and to modify their business plan to
Rationale
ensure successful integration. This lesson will build upon the previous units on
culture and explain how culture and politics interact within individual cultures,
and between different cultures in the same nation. These interactions will be
explored and explained in more detail in subsequent lessons. By the end of the
unit students will be able to identify the similarities and differences between
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world cultures and explain how and why cultural factors influence international
borders and national identity. Furthermore, students will be presented with
information that will encourage then to think critically about how cultural
differences within North America has influenced American national identity.
The inequalities that exist within many nations, and the desire for independence
among many cultures today will be explored and compared to similar injustices
present in the United States. These injustices include race and ethnic differences,
gender roles, and inequalities between the rich and poor of society. By
understanding the cultural interactions within other nations, students will utilize
their critical thinking skills to understand how cultural interaction within the
United States have helped shaped the nation in which they live. Furthermore, by
comparing inequalities in other societies to modern America, students will be
encouraged to critically assess the foundations of such inequalities in our
society. It is important for students to understand that injustice is not, and has
not been, a uniquely American phenomenon. By broadening their understanding
that injustice spans all cultures throughout time, students will begin to grasp the
scope of the issue facing the world today.
Building knowledge of these aspects of world cultures will challenge the
students to discover and analyze why many aspects of their lives have developed
similarly to other cultures. With this knowledge, students will be better informed
about the structure of American society and government that has important
impacts on their lives. It will add to their ability to comprehend current events
and lead to the formation of personal opinions about modern government
policies and social structures, including aspects of inequality. As an introductory
segment of the overall unit on Political Geography, this plan serves as a
foundation for learning of the entire unit. Furthermore, this unit connects to the
next unit that will cover how geographical position impacts the ability of
cultures and nations to participate in the global markets. With a sound
knowledge of how borders are drawn, students will learn how borders affect
economic and social success in the global economy and arena of political power.
Without a strong grasp of factors that influence border formation, students will
be unable to fully understand how the geography of nations impact the ability of
cultures to thrive. This lesson ensures that the students will begin to develop an
understanding of the connections between cultural unity, national identity, and
economic success.
The approach to the lesson is to utilize modern technologies that will engage the
students and aid in the retention of interest in the subject matter. By using
technology, such as bubbl.us, piktochart.com, and Weebly.com, students will
work with their peers and exchange ideas and knowledge. The theories of Lev
Vygotsky who theorized that “complex mental processes emerge out of social
activities,” form the basis of the structure of this plan (Ormrod, 2016, p. 306). In
addition, this approach is supported by the theory presented by Jean Piaget that
“interaction with other people is equally critical for earning and development.”
(Ormrod, 2016, p. 280). Furthermore, in a prior lesson in which the electronic
applications were used, the students were completely engaged, scored well on
their test, and have frequently asked if they could do other lessons with
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technology. This indicates that the students are engaged and willing to learn new
material if it is presented in a manner that is interesting to them. By including
instruction that connects to their prior knowledge and that connects to their
current life situations, this lesson will help prevent the students from becoming
bored with the content. According to Strong, et al., “When students say they are
bored, what they frequently mean is, I don’t see where this is going, or, I don’t
think that I can do this well” (Strong, 2003, p. 25). The activities in this lesson
will maintain student interest by presenting information in a way each student
has confidence in their ability to participate and succeed, and by emphasizing
the connections to previous and subsequent lessons, the students will obtain an
idea of how this lesson will fit into the curriculum of the class.
Ormrod, J. E. (2016). Human Learning (Seventh ed.). Boston, MA: Pearson
Strong, R, H., Perini, M., Silver, H,. & Tuculescu, G. (2003). Boredom and its
Opposite. Educational Leadership, 24-
29. doi:https://gastate.view.usg.edu/d2l/le/content/1479989/viewContent/239140
01/View
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DAY 1: LESSON AND ASSESSMENT PLAN

Learning Objectives
Students will be able to answer:
Purpose of the Lesson: “What are different aspects of national identity?”
Central Focus “What are three different forms of governmental structure?”
“What factors determine how international borders are drawn?”
Students will:
• Build knowledge about aspects of national identity, forms of governance, and
factors that impact the formation of international borders.
• Discover new organizational technologies that will enhance their learning
Learning Objective(s) strategies.
• Analyze how this new knowledge is applicable to the class and to realities in the
world today.
• Critically think about connections between the formations of borders and cultural
contexts.
SSWG3 Evaluate how cooperation and conflict among people influence the
division and control of the earth’s surface.
a. Explain why political boundaries are created and why they change (e.g.,
nation, state vs. nation-state; political vs. ethnic sovereignty; the
GSE - Georgia unrecognized states of Palestine, Kosovo, and Taiwan).
Standards of
Excellence L11-12WHST7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under
investigation.
Formal and Informal Assessment
Students will turn in six The summative Worksheets will be evaluated

worksheets, two electronic assessment for the final for accuracy and depth of
activities and a final project project will include thought. Electronic activities
Describe both the for assessment. These will student analysis of will be evaluated for whether
formal AND informal be evaluated for border formation using the all applicable content is
assessments. Both completion and for cultural interaction, included, and information
assessments must comprehension. identification and indicates engagement with
provide evidence of comprehension of the the content, and evidence of
student achievement factors that must be depth of thought.
for (each of) the addressed to draw
lesson’s learning borders, evidence of
objective(s). critical thinking that
indicates awareness of
cultural differences and
power relationships, and
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for completeness of the

website.
Students will be
formatively assessed
throughout the lesson by
observing the language
usage and the accuracy
of information they
apply. In addition,
students will be
assessed for
participation and
dynamics.
Throughout the unit lesson the desks will remain in the usual grouped
configuration, ease of access and egress will be maintained. All desks will be
positioned in a manner that all students will easily be able to see the screen.
Instructions will be given orally and included on the PowerPoints to ensure that all
students are aware of expectations. This ensures that both students who are at grade
level reading can understand instructions, and oral instructions for those who may
have difficulty in reading the instructions. All materials for the class will be
provided, this includes electronic worksheets for the opening and closing activities
Facilitation & Safety and Chromebooks for the other activities. Students will remain in their seats for the
majority of the lesson, but will be required to turn in their classwork as they leave
at the end of the period. Students will be informed to turn their work in at the table
that is at the back of the room as soon as they complete it. This will prevent all
students from turning it in at the same time and avoid congestion at the table.
Because these lessons utilize unfamiliar technologies, i.e., Piktochart, Weebly, and
Bubbl, all assignments will be modelled by the instructor to ensure comprehension.
Furthermore, the instructor will float around the classroom while students are
working individually or in groups to answer questions and provide personalized
instruction as needed.
Students will follow the lesson by viewing the PowerPoint, following on-
screen scaffolding, and listening to instruction. The lesson requires students to
work individually, but encourages them to share ideas and perspectives.
ACADEMIC LANGUAGE
Students will discuss how to manipulate computer icons and offer suggestions
to each other. Students will use key terms such as “icon,” “drag and drop,” and
Language “publish.”
Function Students will be able to compare information and concepts from the unit and
the applications. They will also be able to identify important concepts and
factors that influence national identity. In addition, the students will analyze
important aspects of political boundaries and apply them to subsequent
lessons. They will begin the process of critically thinking about how culture
impacts global civilizations.
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In this lesson students will be introduced to key vocabulary terms that will be
necessary to ensure understanding of the important concepts central to the lesson.
Sovereignty
This term is defined as “freedom from outside control.” This is important for students
to understand because many cultures desire to choose their lifestyles within the
parameters of their own culture without influence from outside entities. This is a key
determinant of how borders are drawn.
Nation
A large group of people who share a common history and culture. A vital
component of understanding international borders. Shared experiences often
determine how people perceive themselves as being a community.
Vocabulary
State
As opposed to a nation, a state is a political entity that controls territory. State
borders frequently cross-cultural borders. These types of borders often lead to
conflict.
Nation-state
An independent state or country whose people mostly share a common
identity. Students will discover how nation-states sometimes include varied
cultures and other groups who self-identify as an amalgamated unit.
Students will complete electronic guided notes while learning these terms.
Vocabulary terms will be monitored for proper use in oral and written exercises
throughout the lesson.
Students will utilize the vocabulary terms in their responses to activities. This will be
evident in the submission of assignments throughout the unit. Students will be
expected to use the terms and the context of each term in their infographics, concept
maps, and the final webpage. In addition, students will include a short summative
Syntax or
essay on their webpage in which they will demonstrate comprehension of vocabulary
Discourse
and context of the content they include in all assignments. They will be observed and
assessed for proper use of the term and demonstration of understanding by written
and oral usage. In addition, terms and concepts learned in prior lessons will be
applied and assessed.
Students will complete electronic guided notes as they listen to a short PowerPoint
Instructional Strategies
Introduction lecture. Lecture and notes will encompass definitions for the terms “sovereignty,”
& Learning Tasks that
(Number of “nation,” “state,” and “nation-state.” Examples of each term will be presented and
Support Diverse
Students’ Needs
minutes) discussed class-wide.

(10 minutes.)
Students will complete an online concept map utilizing the bubbl.us website. They
Body will enter information onto their maps following scaffolding from the instructor. The
(Number of students will refer to a National Geographic article that explains how borders are
minutes) formed. Students will organize that information onto a concept map. The instructor
will float around the room to explain why each is relevant to the construction of
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borders and to answer questions. Upon completion of the exercise, students will be
required to include boxes beneath each that contain their personal perspectives on
why each is applicable to the formation of borders.
(30 minutes)
Students will complete an electronic 3W’s exercise.
They will answer the questions:
Closure What did I learn today?
(Number of Why does this matter?
minutes) Where does this fit into this class?
Answers will be submitted through Google Docs to the instructor.
(10 minutes)
The lesson material will be presented visually with the aid of PowerPoint and with
links to Google classroom. All materials will be uploaded to the class webpage for the
students to view at their leisure. Material and instructions are given both orally and
Differentiation, in electronic form to facilitate understanding for both visual and auditory learners.
Modification(s), & The lesson has both lecture and activity aspects which enables students of both
Accommodation(s) traditional and kinetic learning styles to participate and learn. Group and one-on-one
tutoring will be made available for students who desire. Students may work alone or
in groups. This enables those who work best in group settings and those who work
best alone, may work how they learn best.
 Chromebook
 Link to electronic guided notes worksheet
Materials  Link to National Geographic article
 Link to 3W’s electronic assignment
 PowerPoint presentation
Learning Objectives
Purpose of the Lesson: “What factors determine how international borders are drawn?”
Central Focus “What are enclaves, exclaves, and salients? How are they formed?”
“What issues may arise when drawing borders?”
Students will:
• Build knowledge about factors that influence the formation of international borders.
• Critically think about how a border should be drawn to address the needs of varied
cultures, and about connections between the formations of borders and cultural
Learning Objective(s) contexts.
world today.
• Develop summarization skills.
GSE - Georgia SSWG3 Evaluate how cooperation and conflict among people influence the
Standards of division and control of the earth’s surface.
Excellence
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unrecognized states of Palestine, Kosovo, and Taiwan).
L11-12WHST7: Conduct short as well as more sustained research projects to

narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under
investigation.

for assessment. These will student analysis of will be evaluated for whether
be evaluated for border formation using the all applicable content is
completion and for cultural interaction, included, and information
comprehension. identification and indicates engagement with
comprehension of the the content, and evidence of
factors that must be depth of thought.
addressed to draw
Describe both the borders, evidence of
formal AND informal critical thinking that
assessments. Both indicates awareness of
assessments must cultural differences and
provide evidence of power relationships, and
student achievement for completeness of the
for (each of) the website.
lesson’s learning
objective(s). Students will be
of information they
apply. In addition,
students will be
assessed for
participation and
dynamics.
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ACADEMIC LANGUAGE
The following terms are important for students to comprehend how borders are not
always contiguous, and some of the reasons why.
Enclave
Vocabulary
A portion of a country, that is surrounded by another country.
Exclave
A portion of a country that is apart from a larger part of the country by a
surrounding separate country.
Salient
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A panhandle, such as in the Congo.
These terms allow students to understand that borders are not always static. They
will begin to discover how and why some nations attain new territory without
redrawing political borders.
Land Reclamation
The creation of new land from bodies of water.
Polder
Dutch name for land that has been reclaimed from a body of water.
Students will complete electronic guided notes while learning these terms.
Vocabulary terms will be monitored for proper use in oral and written exercises
throughout the lesson.
Syntax or
Discourse
Students will view a short video that explains how international borders are formed.
This video explains the formation of borders by utilization of natural barriers,
Instructional Strategies & Learning Tasks that
Introduction war/colonization, treaties/politics, and land reclamation techniques. Students will

(Number of complete an electronic vocabulary worksheet that includes the terms “enclave,”
minutes) “exclave,” “salient,” “land reclamation,” and “polder.”
Support Diverse Students’ Needs
(10 minutes)
Students will separate into groups of three or four. Each group will be handed a set of
4 maps. Each map is a fictitious continent. The first map contains mountains and
rivers, the second contains religious groupings, the third contains language
Body groupings. The final map is a blank outline of the continent. Students will be required
(Number of to draw borders on the blank map while being cognizant of the cultural and physical
minutes) makeup of the continent. Each group will then present their map to the class and
explain why they drew the borders where they did. They must justify their reasoning
and indicate any enclave, exclaves, or salients they created.
(30 minutes)
Students will be given a blank piece of paper. They will be instructed that they have
Closure
just written a book about international borders. They will sketch a book cover with a
(Number of
short “blurb” of what the book is about. They will submit it as they leave class.
minutes)
(10 minutes)
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 Chromebook
 Link to electronic guided notes worksheet
 Packet of 4 maps
Materials
 Colored pencils
 PowerPoint presentation
 One sheet of blank paper
Learning Objectives
Purpose of the Lesson: “What is an unrecognized state?”
Central Focus “What unrecognized states exist today?”
“What is the history and some of the characteristics of an unrecognized state?”
Students will:
• Build knowledge about unrecognized states, national identity, and how borders
have precluded the realization of national identity.
• Discover new organizational technologies that will enhance their learning
Learning Objective(s) strategies.
world today.
• Critically think about connections between unrecognized states and modern
conflicts between cultures.
Standards of
investigation.
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Students will turn in six The summative

worksheets, two electronic assessment for the final Worksheets will be evaluated
activities and a final project project will include for accuracy and depth of
for assessment. These will student analysis of thought. Electronic activities
be evaluated for border formation using will be evaluated for whether
completion and for cultural interaction, the all applicable content is
comprehension. identification and included, and information
comprehension of the indicates engagement with
factors that must be the content, and evidence of
addressed to draw depth of thought.
lesson’s learning
of information they
apply. In addition,
students will be
assessed for
participation and
dynamics.
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Unrecognized state
A state that has declared sovereignty, but has not achieved recognition by the world
ACADEMIC LANGUAGE
community. An important term that is applicable to many cultures around the world
today.
Students will be introduced to some unrecognized states that exist in the modern
world:
• 1. Palestine
Vocabulary • 2. Kosovo
• 3. Taiwan
• 4. N. Korea/S. Korea
• 5. Cyprus
• 6. South Ossetia
• 7. Somaliland
• 8. Western Sahara
Each student will research an unrecognized state and create an infographic that
explains the state and its’ history. Students will be required to use vocabulary terms
and concepts in their infographic to show mastery.
Syntax or
Discourse
A short discussion about what an unrecognized state is will be followed by the
Strategi
Instruct
Support
s’ Needs
Learnin
Introduction
Student
Diverse
g Tasks
assignment of a specific unrecognized state to each student. Each student will be

ional
es &
that
(Number of
assigned one of eight unrecognized states to research and complete a project.
minutes)
Students will call out a number, in order from 1 to 8, until each student has a number.
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An unrecognized state will be assigned according to the number that each student has
received.
(10 minutes)
Using a Google Doc links sheet, students will research one unrecognized state and
Body create an infographic using the Piktochart.com website. Each student will work
(Number of individually. Each infographic that they create will contain a map of the territory, a
minutes) short historical summary, demographics, and the current situation of the territory.
(35 minutes)
On a blank piece of paper, students will write a definition of an unrecognized state as
Closure
if they were explaining it to a first-grade student. They will submit upon exiting the
(Number of
classroom.
minutes)
(5 minutes)
 Chromebook
 Google Doc with links to research articles
Materials
 One sheet blank paper

Learning Objectives
Students will:
Purpose of the Lesson: Practice designing a webpage and infographics
Central Focus Summarize research information in an essay
Critically analyze information and synthesize solutions for border issues
Students will:
 Discover an unfamiliar technology to construct a webpage.
Learning Objective(s)  Identify positive and negative visual design of webpages.
 Enhance information organization for public perusal.
 Practice design skills.
GSE - Georgia
Standards of
Excellence nation, state vs. nation-state; political vs. ethnic sovereignty; the
unrecognized states of Palestine, Kosovo, and Taiwan).
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L11-12WHST7: Conduct short as well as more sustained research projects to

investigation.

for assessment. These will student analysis of will be evaluated for whether
be evaluated for border formation using the all applicable content is
completion and for cultural interaction, included, and information
comprehension. identification and indicates engagement with
comprehension of the the content, and evidence of
factors that must be depth of thought.
addressed to draw
lesson’s learning
of information they
apply. In addition,
students will be
assessed for
participation and
dynamics.
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ACADEMIC LANGUAGE
Students will learn and practice several electronic platforms. Vocabulary terms are
specific to the utilization of each website.
Weebly
An online webpage design program. Students will need to know this website to
complete the final project.
Vocabulary Infographic
An electronic form that presents information in a coherent and organized manner.
Students will create one using Piktochart.com.
Drag and drop

This is how students manipulate icons in the Weebly site.
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Block
A separate section within an infographic that is used to organize information by
theme.
For the opening vocabulary segment, the following governance terms are included:
Unitary system
Control of a nation by a centralized government. This system may impose policies
upon varied groups within a nation against their will. This is important for students
to understand that this can lead to alienation among some groups.
Federal system
A system of government in which a central government shares power with local
political units while exerting centralized control over some aspects of the nation.
Students will understand that this system allows for power sharing between smaller
groups of people and an entire amalgamated nation. Students will learn that this is
the system that is utilized in the United States.
Confederation
A system of government in which smaller, local political units wield more power
within society while allowing a centralized government limited powers. This system
allows for control of smaller cultural groups while limiting the unity of a nation-state.
Students will demonstrate comprehension of these terms while discussing their

individual project, and by using the terms in their questions.
Syntax or
Discourse
Students will complete electronic guided notes as they listen to a short PowerPoint
Learning Tasks that Support
Introduction lecture. Lecture and notes will encompass definitions for the terms “Unitary
Instructional Strategies &
Diverse Students’ Needs
(Number of government,” “Federal government,” and “Confederation.” Examples of each term

minutes) will be presented and discussed class-wide.
(10 minutes)
Students will begin designing their webpage using education.weebly.com website.
The framework of the page will be explained by the instructor step-by-step on the
Body screen at the front of the classroom. Students will be taught how to “drag and drop”
(Number of cells onto the page. They will add titles and text boxes to their page. Students will
minutes) then add previous assignments, i.e., infographic and concept maps, to their page
following instructor-led scaffolding.
(30 minutes)
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Students will be given a blank sheet of paper. They will be instructed to complete the
following exercises:
Closure “Today I learned…….”
(Number of “I do not understand…….”
minutes) “I have a question about……”
They will turn their responses in to the instructor before leaving.
(10 minutes)
 Chromebook
Materials  Handout with links to research articles
 One blank sheet of paper
Learning Objectives
Students will:
Practice designing a webpage and infographics
Purpose of the Lesson:
Summarize research information in an essay
Central Focus
Critically analyze information and synthesize solutions for border issues
Share knowledge with peers
Students will:
 Build information organization and webpage design skills.
 Discover how divergent technologies can be merged into a single platform of
Learning Objective(s)
information dissemination.
 Enhance organizational skills.
 Critically think about why borders change.
Standards of
investigation.
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Students will turn in six The summative

worksheets, two electronic assessment for the final Worksheets will be evaluated
activities and a final project project will include for accuracy and depth of
for assessment. These will student analysis of thought. Electronic activities
be evaluated for border formation using will be evaluated for whether
completion and for cultural interaction, the all applicable content is
comprehension. identification and included, and information
comprehension of the indicates engagement with
factors that must be the content, and evidence of
addressed to draw depth of thought.
lesson’s learning
of information they
apply. In addition,
students will be
assessed for
participation and
dynamics.
Facilitation & Safety
and Chromebooks for the other activities. Students will remain in their seats for the
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ACADEMIC LANGUAGE
Vocabulary from the preceding four lessons are needed in this lesson. Students will
demonstrate knowledge and mastery of all vocabulary terms from the mini-unit
Vocabulary
during discussions, and questions. In addition, students will incorporate terms and
concepts form the preceding lessons in their website and summative essay.
Syntax or
Discourse
Any questions from the prior day’s closing assignment will be discussed. When any
questions/concerns are addressed the class will then answer the question of the day.
Learning Tasks that Support
Question of the day:

Instructional Strategies &
Diverse Students’ Needs
“Why do borders change?”

Students will be guided in a discussion that includes the following factors:
Introduction
(Number of
 Cultural ties
minutes)
 Political harmony
 Religion
 Language groups
Any other answers will be discussed as warranted.

(10 minutes)
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Students will continue working on their webpage and any of the weeks assignments
that they have yet to complete. This includes the guided notes, the concept map, and
Body
the infographic. The instructor will float around the room to aid students as needed.
(Number of
Students will be encouraged to utilize the knowledge of their peers to complete
minutes)
assignments.
(35 minutes)
Students will be asked to offer their own personal “best practices” that they have
Closure
learned while working on the webpage, and from their personal experiences of
(Number of
“netsurfing” away from the classroom to their peers in a class-wide discussion.
minutes)
(5 minutes)
 Chromebook
Materials
 Research notes
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Political Geography Vocabulary
Name_______________________________________
DAY 1
Vocabulary Word Definition
Freedom from outside control
A large group of people who share a common

history and culture.
A political unit that controls a particular territory.
An independent state, or country, whose people

mostly share a common identity.
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DAY 2
A panhandle, such as in the Congo.
A country, or especially, an outlying portion of a

country, entirely or mostly surrounded by the
territory of another country
A portion of a country geographically separated

from the main part by surrounding alien territory.
Creating land from water.
Dutch name for land that has been reclaimed

from a body of water.
DAY 4
System in which a central government runs the

nation.
System in which a national government shares

power with smaller units.
System in which smaller political units keep

sovereignty and give central government limited
power.
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Political Geography 3 W’s Assignment
Name:
Answer the following questions.
What did we learn today?
Why does it matter?
Where does this fit into this class?
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Boundaries link
•https://www.nationalgeographic.org/encyclopedia/bo
undary/
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Unrecognized States Links
1. Palestine
http://www.history.com/topics/palestine
2. Kosovo
https://www.britannica.com/place/Kosovo
3. Taiwan
https://www.thoughtco.com/brief-history-of-taiwan-688021
4. North/South Korea
https://asiasociety.org/education/korean-history-and-political-geography
5. Cyprus
https://www.britannica.com/place/Cyprus
6. South Ossetia
https://www.npr.org/sections/parallels/2017/03/13/519471110/along-a-shifting-border-georgia-
and-russia-maintain-an-uneasy-peace
7. Somaliland
http://www.bbc.com/news/world-africa-14115069
8. Western Sahara
https://www.britannica.com/place/Western-Sahara
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Political Boundaries Blank Map

Names_________________________________________
__________________
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Mountains and Rivers Map
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Languages Map
Religions Map
Religion
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Political Geography Week 1 Lesson Plan Scribd

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Lesson Title: Political Geography

Grade and Subject: 10th Grade World Geography

LESSON AND ASSESSMENT PLAN CONTEXT

Ormrod, J. E. (2016). Human Learning (Seventh ed.). Boston, MA: Pearson

DAY 1: LESSON AND ASSESSMENT PLAN

Formal and Informal Assessment

Students will turn in six The summative Worksheets will be evaluated

for completeness of the

minutes) discussed class-wide.

L11-12WHST7: Conduct short as well as more sustained research projects to

Formal and Informal Assessment

Students will turn in six The summative Worksheets will be evaluated

A panhandle, such as in the Congo.

Introduction war/colonization, treaties/politics, and land reclamation techniques. Students will

Formal and Informal Assessment

Students will turn in six The summative

assignment of a specific unrecognized state to each student. Each student will be

DAY 4: LESSON AND ASSESSMENT PLAN

L11-12WHST7: Conduct short as well as more sustained research projects to

Formal and Informal Assessment

Students will turn in six The summative Worksheets will be evaluated

Drag and drop

Students will demonstrate comprehension of these terms while discussing their

Diverse Students’ Needs

(Number of government,” “Federal government,” and “Confederation.” Examples of each term

Formal and Informal Assessment

Students will turn in six The summative

working individually or in groups to answer questions and provide personalized

Question of the day:

Diverse Students’ Needs

“Why do borders change?”

Any other answers will be discussed as warranted.

Political Geography Vocabulary

Vocabulary Word Definition

Freedom from outside control

A large group of people who share a common

A political unit that controls a particular territory.

An independent state, or country, whose people

A panhandle, such as in the Congo.

A country, or especially, an outlying portion of a

A portion of a country geographically separated

Creating land from water.

Dutch name for land that has been reclaimed

System in which a central government runs the

System in which a national government shares

System in which smaller political units keep

Political Geography 3 W’s Assignment

Why does it matter?

Where does this fit into this class?

Political Boundaries Blank Map

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