When we analyze statistics this way, what do we imagine in terms of where people practice these religions? For those of you who worked with a topographic map, what happens to our thinking when we remove the constructed borders?--As culture is constructed, so are borders. Thus, when we teach geography, we owe it to our students and the development of more globally minded, critically thinking students to move beyond political maps or labeling rivers and cities, but think in terms of cultural and human geography. Use a topographic map, but with a new objective for learning.
What do maps like this mean for how we think and teach students to think about culture? Imagine places and people?—conflating place and culture(2) Is this the problem with majority rules?(3) Discuss EQ: Is there a more equitable way to (re)present people in the world? Yes, there is: We have to shift how we think and stop subscribing to how knowledge, including how the world has been organized and thus organized how we imagine places and people to be, has been constructed and is perpetuated as the only way.(4) What has this activity and discussion involved? If we break it down, what have we done?
Working across the common core standards, focusing here on 9&10 grade.But also need to provide student with multiple opportunities apply and demonstrate this level of learning
Is this the ultimate use of a map with students? Do these activities engage students in application and address the CCSS? Instead, give students an opportunity to create (inquiry based approach).Title=thinglink map of indiaTransition: As students construct these representations of peoples, places, and cultures, we as teachers must recognize and help students recognize that we are caught within a western biases re: how we represent the world an din how we choose perspectives.
Think about what you know about this city map. The difference between the aerial view, the map of the United States or even Missouri, and bring on the ground. As you move through the city this weekend, how do spaces change?Now apply it to the rest of the world. Do not let students believe countries are landmasses associated with a color or that people “over there” do “this or that.” Signifiers such as “Old North” St. Louis and Midtown. The use of this type of map as still detached from lived reality of people; first person perspective, on the ground experiences.
Earth Cam—major cities around the world, cameras set up to view in a voyeuristic manner. But why there? What and who is being left out of the shot? What if the camera moved? Google Earth—commonly used, helping with making geography more interactive. Used it with 6th graders to show them the number of pizza restaurants in Tehran. Cultural hybridity?globalization? Cultural imperialism?ODT maps—a range of world maps that can be used as images or purchased for the classroom.World mapper—great for integrating graphs, charts, statistics, and maps for students to work with multiple texts and multiple forms of information to construct positions and interpretations to align with the Common Core standards of
You cannot talk about geography without talking about colonialism and the lingering effects.
Issues of power: most populated vs. who is in control? Majorities? International institutions?Let’s use this image to think about and discuss the problem of a single story.
Does geography limit our understanding of Turkey?Istanbul—one city, two continents
Religion: Majority?Muslim 99.8% (mostly Sunni)—fair to say America is mostly Christian? Multiple denominations—Catholic or Protestant and then multiple beliefs that fall under Protestantism, so it is not equitable, nor accurate, to claim a nation is just Muslim. Gov’t learned that in Iraq.
Our World: http://www.youtube.com/watch?v=n8zBC2dvERM&list=PLuReICiw4XPSJd4f1Gc5sw0kjW3C4f4Px&index=2 (West Wing)
About this Map (NCSS 2013)
“The only true borders lie between day and
night, between life and death, between hope and loss.”
Framing the work of
The imagined world
The experienced world
Views and Voices
in Our World
EQ: Is there an equitable way to (re)present
people in the world?
o Establish a working conceptualization of what
we mean by critical geography.
o Analyze and reflect upon how we imagine the
world came to be.
o Use Turkey as a case study to help inform our
evaluation of geography instruction in the
Map A: Identify the location of the world’s
Map B: Identify the location of the world’s
Pair up with someone who had a different
task (A find B and B find A. Numbers do not
Working with multiple texts &
multiple representations of
Comparing texts for different
Working with academic
Integrate quantitative or technical
analysis (e.g., charts, research data)
with qualitative analysis in print or
Analyze how a text uses structure to
emphasize key points or advance an
explanation or analysis.
Compare and contrast treatments of
the same topic in several primary and
Determine the meaning of words and
phrases as they are used in a
text, including vocabulary describing
political, social, or economic aspects
of history/social science.
Label the cities
Label the physical
Label the states
Color the map
MAKE THE MAP
A WORK IN
“I'll start with the most obvious point: teaching the “Other” immediately
creates a double bind. On the one hand, people can say you lack
qualifications to teach about an “Other” unless you belong to that group.
On the other hand, one can say that you are something-centric (or
racist, sexist, homophobic, or whatever), if you don't include the “Other” in
your teaching. I think that the only ethical thing to do is just acknowledge
the double bind.
Kleinhans, C. (1993).Teaching the "other," being white, male, and middle
class. Jump Cut: A Review of Contemporary Media, 38(2), 127-130.
CRITICAL GLOBAL GEOGRAPHY
Metageography: the set of spatial structures through which we
order our knowledge of the world (Lewis & Wigen,1997).
Association of place and culture construction of what/who
belongs in certain places (Anderson, 1991; Schmidt, 2010).
Combating geographical determinism with a
approach emphasis upon
fluidity, multiplicity, movement, and flexibility (Kenreich, 2013).
Teacher education and professional development:
o Teacher as “gatekeeper” (Thornton, 1991).
o A future oriented education (Hicks, 2002;
o Critical history and social studies (Segall, 2004).
A Travel Blog About Rome
For those of you who got our Peru trip travel log you will be happy to
know this trip is not the hair raising puke fest depth defining
experience. For me this has been what great travel is all about Pastry
shops on every corner, cool historic sites, and studying art. First of all
it is not just Layl and I traveling we brought Daycia our 10 year old and
Terry McDill Layl's Aunt. We left Elliot with my parents who are taking
her on a Disney Cruise. So don't feel sorry for her.
Rome is amazing! At first it seemed overwhelming but very
charming. We walked the streets the first night and ran into a half a
dozen ruins and took night pictures of them. We were very excited for
daybreak. Our first thing on the list was the Vatican. But when we got
there they were closing for the day and it was only 11 am. Some how
they are only open for 2 hours a day and have a weird schedule to try
to keep tourist confused. It worked. We have plans to try to make it
back on our last day in Italy.
Read more: http://www.travelpod.com/travel-blogentries/claysquared/1/1199391720/tpod.html#ixzz1Dl6I5c60
The nation, plagued for many centuries by factional feuds, has yet to overcome its
regional chauvinism and, above all, close the wide gap between north and south.
When Mount Etna in Sicily was going through one of its periodic sputters recently,
graffiti reading ''Forza, Etna!'' blossomed on the mainland near Venice. The
message, mysterious to foreigners, may be translated and amplified as ''Come on,
Mount Etna, blow up real good and knock off a few thousand Sicilians!''
Southern Italians like to depict their countrymen in the industrial north as
''colonialists'' who owe their affluence to the protected markets of the deep south
and the cheap labor they get from there. The Apulian auto worker in Turin thus
describes the people in the area where he now lives as ''Piemontesi - falsi e
(''Piedmontese - deceitful and polite''). The Genoese are represented by other
Italians as tightwads, the Neapolitans as swindlers who will charm the shirt off your
back, the Florentines as supercilious fops. There is a prejudice for every province.
Most Italians, however, seem to agree on their professed distaste for their capital.
The diffuse sense of a privilege undeservedly enjoyed by Rome is subliminally
deepened by those ROMA license plates. Only the capital and its surroundings are
allowed to spell out the fateful name; all other 94 Italian provinces have to content
themselves with two letters - MI for Milan, NA for Naples, and so forth.
Resource Ideas for Teaching Geography
Where is Turkey located ? Do
you teach Turkey as a
European, Asian, or Middle
What makes Turkey modern?
Who or what do you compare
Turkey to in order to define
Who is Turkish? How do you
develop understandings of
national and global citizenship
in relation to Turkey and its
relation to the world?
“Herein lies the challenge:
how do we conceive of the
other, indeed the Other,
outside of our inherited
concepts and beliefs so as not
to replicate the patterns of
repression and subjugation
we notice in the traditional
Mohanty, S.P. (1989). “Us and Them:
On the Philosophical Basis of Political
Criticism,”Yale Journal of Criticism, (2),
2. Yale University Press, pp. 1-31.