Professional Documents
Culture Documents
John Stokes
Capstone Portfolio
NCSS Overview
Substrand: Geography
Substrand 1: Geospatial Skills
Standard 2 Geographic inquiry is a process in which people ask geographic questions and
gather, organize and analyze information to solve problems and plan for the future.
Standard 3 Places have physical characteristics (such as climate, topography and vegetation)
and human characteristics (such as culture, population, political and economic systems).
Standard 4 People construct regions to identify, organize and interpret areas of the earths
surface, which simplifies the earths complexity.
Standard 5 - The characteristics, distribution and migration of human populations on the earths
surface influence human systems (cultural, economic and political systems).
Standard 6 - Geographic factors influence the distribution, functions, growth and patterns of
cities and human settlements.
Standard 7 - The characteristics, distribution, and complexity of the earths cultures influence
human systems (social, economic and political systems).
Standard 8 - Processes of cooperation and conflict among people influence the division and
control of the earths surface.
Standard 9 - The environment influences human actions; and humans both adapt to, and
change, the environment.
Standard 10 - The meaning, use, distribution and importance of resources changes over time.
Substrand: History
Substrand 3: World History
Standard 6 - Environmental changes and human adaptation enabled human migration from
Africa to other regions of the world. (The Beginnings of Human History: 200,0008000 BCE)
Additional Resources:
http://www.discoveryeducation.com/ (Discovery Education)
http://www.nationalgeographic.org/lesson/?q=&per_page=25 (National Geographic)
https://historyexplorer.si.edu/lessons (Smithsonian)
http://www.loc.gov/teachers/ (Library of Congress)
http://teachinghistory.org/teaching-materials/lesson-plan-reviews (Teaching History)
https://gai.uni.edu/lesson-plans-and-curricular-materials/9-12 (University of Northern Iowa)
http://www.educationworld.com/a_lesson/lesson/lesson325.shtml (Education World)
http://www.nea.org/tools/lessons/teaching-with-maps.html (National Education Association)
https://www.nps.gov/index.htm (National Park Service)
As described on the National Council for Social Studies Website, NCSS Theme
People, Places, and Environment also deal with various other subtopics
within the theme that educators should make sure when they cover the
theme and the key points that students will be able to learn in the theme.
The first main topic refers to how the study of people, places and
populations and the physical world. During these topic students will learn the
resources. The second main topic related to this theme talks about how
during this theme learners will develop an understanding of spatial
places and environment. During this topic students will study the
networks, the reasons for the network and their impact. This can be done by
looking at railways in the city or examining urban centers. The third main
topic relates to the how students answer and can relate to questions. Some
possibilities of the questions they are talking about are why do people live
where they live, why do people move, how do people interact with the
and the teachers understanding the theme. The fourth main topic relates to
where this theme will be covered. This theme is covered in classes related to
courses dealing with geography, and world cultures. This fits the mold of
what Minnesota Eighth Graders have to cover in their social studies class. A
strength of this theme is that it answers a lot of questions about the world
we live in today. Students will learn about why people settled, why groups
moved and the push/pull effect that many regions have both in the United
States and the World. Another strength of this theme is that many students
can relate to what is being taught and understand why they live where they
live or what brought their parents here. A weakness of this theme is that you
could go in so many different directions with it and miss the point of the
theme or students could feel overwhelmed will all the material the theme
presents.
Lesson Plan 1
Source: https://historyexplorer.si.edu/resource/building-sod-house
Overview: Students will learn the ways of the world, and also Students will
become healthy, educated, ethical and productive citizens
Source:
https://gai.uni.edu/sites/default/files/lesson_plans/9_12/around_the_
world_in_five_days_0.pdf