Year 9 – Mexico and the United States<br />The American Dream<br />NOTE: The majority of these lessons are taken from Horizons 3 and the worksheets from the Teacher’s Guide. The teachers guide is on the shelf in the Geography Cupboard and also saved on the Network. There are also copies of worksheets in the filing cabnets.<br /><ul><li>Lesson Number / TitleLearning ObjectivesTeaching IdeasResource IdeasWhat is the United States Like?By the end of the lesson pupils:Must be able to describe the key features of the United States.Should be able to describe what we should know about a distant country.May be able to use pictures to find out information about distant places.StarterBrainstorm what we know about the United States.Main ActivityComplete outline map of the USA labelling key features.Look at pictures of the USA.PlenaryDiscuss what we want to find out about the USA and how we can find answers.Horizons 46-47Horizons Worksheet 3.1Outline Map of USAWhat is Mexico Like?By the end of the lesson pupils:Pupils should be able to describe the key features of Mexico on a map.Pupils should be able to compare the physical geography of Mexico and the USA.May be able to explain differences between Mexico and the USA.StarterBrainstorm about what we know about Mexico.Main ActivityLook at the different physical geography of USA / Mexico.Plenary USA or Mexico QuizHorizons 48-49Horizons Worksheet 3.1Outline Map of MexicoWhat do they do?(Economic Influences)By the end of the lesson pupils:Pupils must be able to define primary, secondary, and tertiary.Pupils should be able to give examples of each type of industry.Pupils must be able to explain why the employment structures differ. StarterExplain primary, secondary, and tertiary industries and then pupils see images of industries and compare them.Main ActivityLook at details related to the USA / Mexico.PlenaryDo you think that Mexican Employment structure will change over time?Horizons Page 48-49Worksheet 3.10 (from Horizons – triangular graph worksheet)Employment RatesUSA: Primary – 1%, Secondary - 24%, Tertiary – 75%.Mexico: Primary – 25%, Secondary – 30%, Tertiary – 55%.Internal Differences in the USA.By the end of the lesson pupils:Pupils must be able to understand that the USA is made up of a number of different states.Should be able to describe the differences between two states.May be able to give details descriptions of two varied states.StarterGet pupils to brainstorm differences between rural and urban China.Main ActivityDiscuss what the Sichuan province is like looking at activities from Places.PlenaryDiscuss what has been learnt during the lesson.Worksheet 3.11 (maps of Arizona and USA)Horizons page 54-55Worksheet 3.14Online State Quiz’shttp://www.sporcle.com/games/states.phphttp://www.purposegames.com/game/states-of-the-usa-quizWhy are people leaving Detroit?By the end of the lesson pupils:Pupils must be able to describe how the population of Detroit has declined in the last 50 years.Pupil should be able to give reasons why the population in Detroit has declined.Pupils may be able to say what is being done to stop the population decline.StarterWhere is Detroit in the USA (map) ActivityGraph the decline in the population of Detroit.Look at the Detroit Worksheet and watch the USA 2000 video.PlenaryDiscuss what is being done and has been done. Detroit WorksheetVideo (USA 2000)Squared PaperHow are Mexico and the USA linked?By the end of the lesson pupils:Pupils must be able to describe how Mexico and the USA have been linked in the past.Should be able to describe produces traded between the countries.May be able to explain say how these countries are linked to the UK.StarterIdeas on how the USA and Mexico are linked.Main ActivityLook at the timeline for Mexico / USA relations.Discuss why some Americans live in Mexico.Discuss links between Mexico/USA/UKPlenaryWhy does BA fly to more places in the US than Mexico.Horizons Page 56-57Horizons Page 58-59Horizons Worksheet 3.16?By the end of the lesson pupils:StarterMain ActivityPlenary?By the end of the lesson pupils:StarterMain ActivityPlenary10. Why is John Doe Staying in Tuscan, Arizona?Unit Assessment – a lesson and a homework.By the end of the lesson pupils:Must have a basic idea of how to answer the mystery question.Should be able to have peer assessed a piece of work and given constructive feedback.StarterLook at mystery cards and begin to formulate an answer to the key question.Main ActivityWork on producing a draft answer to the question: ‘Why is John Doe Staying in Tuscan Arizona’Plenary / ReviewDiscuss answers to the question – link to level criteria – peer assessment to prepare to write up final copy for homework.Horizons page 60-61John Doe Mystery Cards11. Should I go to Cancun or New York?* This lesson can go anywhere in the unit of work depending on availability of ICT Suites.By the end of the lesson pupils:Pupils must be able to list a number of tourist destinations in the USA.Should be able to prioritise the key features to include in a holiday.May be able to use specific details (e.g. climate to justify their choice of location).StarterBrainstorm different holiday destinations in the USA and Mexico. Pupils list what they know about Cancun and New York.Main ActivityStudents find out facts about Cancun and New York and then plan out a holiday to one of the destinations.PlenaryStudents to give 30 second sales pitches to ‘sell’ their holidays to the class. (Probably not all students – volunteers?)ICT SuiteHoliday Brochures </li></ul>Ideas for Homework<br /><ul><li>Weather Map – Using the outline map of the USA and Mexico provided by your Geography Teacher produce a weather map to show the difference in weather across the country.
Do it Legally? – How easy it is to migrate to the USA legally. Research the different options for getting into the USA to live legally.