United States History to 1877

Geography

USI.2

The student will use maps, globes, photographs, pictures, and tables to

a) locate the seven continents;
b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range;
c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

SUGGESTED INSTRUCTIONAL STRATEGIES

Before beginning this lesson, have students assess their knowledge of the geography of the United States. Challenge them to draw from memory the outline of the United States (cover all maps in the classroom) and label the following features on their map:

The Appalachian Highlands
The Rocky Mountains
The Great Lakes
The Mississippi, Missouri, Ohio, Columbia, and Colorado rivers, and the Rio Grande
The Great Plains
The Gulf of Mexico

Many students will struggle to remember the location of these features. After the exercise is complete, review the map of the U.S. with students, focusing on the above features. Another option for this activity would be to let students work in pairs to label the features.
Have the students, working individually or in small groups, design a travel brochure surveying one of the geographic regions of the United States. Assign each student or group of students a region from the following list:

Appalachian Highlands
Canadian Shield
Interior Lowlands
Great Plains
Rocky Mountains
Basin and Range
Coastal Range

To begin, students should find their region on a map and identify the outstanding physical and cultural characteristics of that region and the states located in it. After the students have completed this step, give each student or group a copy of the "Travel Brochure" Worksheet. Have students use the library and/or Internet sources to complete this project. They should access official state Web sites that offer tourist information. To assist students, you may want to show students examples of some real travel brochures and point out some of the distinguishing characteristics they all share. For the Travel Brochure worksheet, CLICK HERE.
After students have completed their brochures, have them present their brochures to the class while the remaining students take notes on the main points. Another option is a "scavenger hunt" in which the brochures are posted around the room and the students examine the brochures to find answers to questions on a teacher-created worksheet.
Use a pull-down map to identify important bodies of water. Have students come up and find each body of water that you name and point to.
Students will then label the map with rivers bolded, using their textbooks. Teacher will show a completed version on the overhead projector so students may check their accuracy. Teacher may choose to have students glue blue yarn to show locations of bodies of water rather than bolding the rivers in advance.
Demonstrate the creation of a foldable paper document.

Fold a sheet of paper in half lengthwise (also known as "HOT DOG STYLE").
Divide into 9 one-inch vertical sections.
Cut ONLY top fold to crease.
Write the name of a body of water in each one-inch section.

Have the students copy notes onto the inside of the foldable paper document.
Have students participate in a game of geography trivial pursuit. First, divide students into pairs or small groups. Then have each pair or group use various resources to write a specific number of questions for the game. To avoid duplication of questions, assign each pair or group a geographic region on which to focus. Have the students write their questions on index cards -- the question on one side, and the answer on the other. Check the students' questions for accuracy and content, and have them correct their questions as needed. The students are now ready to play the game.
Collect the questions, divide the students into teams, and play the game as a whole class. Assign points to teams for correct answers. (Alternatively, have students play in smaller groups. This option requires the duplication of index cards.) Students may design and make game boards or bring game boards and pieces to class in order to play.

WEB SITES

http://plasma.nationalgeographic.com/mapmachine/
Variety of world and United States maps from National Geographic

http://www.nationalgeographic.com/geospy
Interactive maps from National Geographic

http://www.enchantedlearning.com/geography/
Collection of maps, activities and quizzes, including information on continents, oceans, regions of North America, and latitude/longitude

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