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As an alternative to this approach, you might present a set of speculative statements of your own design or use the ones included in the lesson and ask for student reaction.
Then have ti\c students develop a set of their own.
" Students may use their charts and maps as resources in the development of the paragraph.
Paragraphs can be discussed by the group or collected for grading, or both.
Divided into five sections, section 1, "Environmental Change," contains the following essays: (1) "The Changing Use of Water in the Americas" (Lee); (2) "Streamflow" (Bock); (3) "The Effects of Volcanoes on the Landscapes and Peoples of the Americas" (Romey) ; (4) "Volcanoes and Human Activities in the Caribbean (Bencloski) ; (5) "The Global Effect of El Nino" (Caviedes) ; (6) "Teaching El Nino" (Prorok) ; (7) "Tropical and Temperate Rainforests" (Hansis) ; (8) "Humans, Owls, and Trees" (Beaman and Osborne); and (9) "Deforestation on Trial" (Sandmeier).
(EH) Vc Vf Vf Vc Vc Vc Vc -': Vc V: Vc Vc Vc Vr Vc it Vc ? Remind students that when Columbus encountered the Western Hemisphere, dramatic changes in physical and cultural environments on both sides of the Atlantic resulted.
speculative statements using the ones the teacher presents as a model. As homework, or as an in-class acrivity, distribute the United States map (copied from the Appendix of this book) and explain that students are to prepare a color-coded version of the infonnation presented in the Warf essay.
The map should include a title, a color key identifying the regions, the major urban center for each, symbols portraying the "new" and the "old" economic activities of each region, and the new immigrant groupings.
DOCUMENT RESUME ED 383 623 SO 024 984 AUTHOR TITLE INSTITUTION REPORT NO PUB DATE NOTE AVAILABLE FROM PUB TYPE Martinson, Tom, Ed,; Brooker-Gross , Susan, Ed. Guides - Classroom Use - Instructional Materials (For Learner) (051) — Guides - Clas sroom- Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC12 Plus Postage.
Revisiting the Americas: Teaching and Laarning the Geography of the Western Hemisphere. DESCRIPTORS American Indian History; '''American Indians; Area Studies; ''Tross Cultural Studies; Culture; Ethuic Groups; Foreign Countries; "Geography; '''Latin American Culture; Latin American History; "Latin Americans; North American History; Spanish Culture; Western Civilization IDENTIFIERS North America; South America; Western Hemisphere ABSTRACT This book, issued in observance of the Columbus Quincentennial and on the occasion of the 27th International Geographical Congress, addresses a broad range of contemporary topics including environmental change, dynamics of the world economy, human needs, wants and rights, political order and change, and contemporary cultures.At this point, class members might be able to suggest other incidents of regional changes such as the impact of war on aii area, the ruptures caused by a natural disaster like a tornado or a flash flood, cultural changes brought about by the mass migrations of human beings, or the adaptations necessary due to the missionary activities of many of the world's religions. With that as background assign, as homework or as an in-class reading, Barney Warfs essay United States Regions and the Global Economy, To provide a guide for study, write this focus question on the chalkboard or overhead projector: What is the key social and economic change that has occurred over the last several decades in each of the five regions Mr. Tell students that their responses will serve as the ba^is for the next class. Ask students to summarize the Warf essay by working with a classmate to complete the "United States Regions Comparison Chart" (Handout 1 ).