Globalization Through Maps: Introductory Stations Activity
by Sarah Belton, Scarborough High School, Scarborough, 2024
Key Questions:
1. To what extent did globalization change the world?
2. To what extent is globalization Americanization?
3. Evaluate the benefits and drawbacks to Globalization.
Lesson Introduction:
This lesson will focus on introducing students to the various ways that globalization occurred in the 20th century. For the main body of the lesson students will be moving around to different stations in the classroom and answering questions about 6 different maps. Additionally, following the completion of this activity students will be assigned a short section of reading from How to Hide an Empire: A History of the Greater United States by Daniel Immerwahr. Students will be given several questions to answer using the reading on the standardization of measures. Following the completion of the reading the class will have a brief discussion of globalization using the key questions outlined above. The lesson will conclude with students completing a series of follow up questions that unite the themes from the station’s activity with the information from the reading.
Activity Files:
○ Lesson Guide and Student Documents
○ Globalization Maps Slidedeck
A Blues Journey to Harlem
by Anthony Scott, Maine School of Science & Mathematics, 2024
● The Principle: elements of blues and jazz are in all African American expression (according to Langston Hughes in “The Negro Artist and the Racial Mountain”).
● Traits of Blues/Jazz
○ Simple structure, easy to learn
○ Repetition
○ Loose structure that allows for improvisation lyrically (and musically)
○ Begins with a negative reality
○ Claims power over the negative reality in the last line with irony and reaction
○ Recombines old things into new patterns, innovative
Files:
● Unit Overview
● Lesson 1
● Lesson 2
● Lesson 3
● Lesson 4
● Lesson 5
● Lesson 6
● Homework Document
● Resources Used
Compromises, Maine and Kansas
by Tracey Menard, Deering High School, Portland, 2024
Objectives:
1. Identify the Missouri Compromise of 1820
2. Identify and describe the repercussions of The Compromise
3. Identify and connect to present day compromises: Nationally, Locally, Individually
Lesson Description:
This lesson is part of a larger unit studying the importance of compromising in the democratic process. It will be taught in an Alternative Education Humanities class. The class is typically a heterogeneous grouping of 35 juniors and seniors. These students come to class with a variety of backgrounds and prior knowledge. Thus it is important to plan units that address enduring themes of social studies, in this case, within the context of U.S. history. Choosing a theme that is engaging and relevant to them as lifelong learners is a must. This unit seeks to engender thoughts and actions around the question: When and how do we compromise? There are many examples throughout our nation’s history of compromising – after all it is the essence of the democratic process – but students must grapple with the sacrifices that have been made throughout. They must also discover for themselves on a personal level when/what/if they are willing to compromise as individuals for the benefit of their community. To engage in this topic is a first step towards active citizenship.
Activity File:
○ Lesson Guide and Links
Analyzing WWI Propaganda Posters
by David Farrington, Gorham High School, Gorham, 2024
Objectives:
1. explain the controversies surrounding America’s participation in World War 1
2. describe the U.S. government’s efforts to influence public opinion during wartime
3. interpret primary source documents by analyzing their visual imagery, intended audience, and appeals to emotion
Sources Used:
○ WWI Propoganda Posters in the Robert and Frank Neikirk Collection
○ WWI Propoganda Posters in the Howard Solomon Collection
Activity File:
○ Unit Description
John Smith’s New England Comparison
by Jack Hahn, Mary Hurd Academy, 2024
Objectives:
1. Students will be able to analyze aspects of a primary source.
2. Students will be able to compare and contrast two maps from two different time periods.
3. Students will be able to critically think about why the maps look the way they do and why they include certain place names.
Standards: Geography 2 (F1) Explaining how geographic features have impacted unity and diversity in Maine, the United States, and other nations. (D1) Summarizing and interpreting the relationship between geographic features and cultures of Maine Native Americans, and historical and recent immigrant groups in Maine, United States, and the world.
Files:
○ Student Document
○ Teacher Guide
Two Worlds Collide
by Taylor Rodgers, Nokomis Regional Middle School, Newport, 2024
Objectives:
1. I can identify information provided in the Map Key
2. I can compare and contrast Maps of 1491 and 1650
3. I can evaluate major changes to the land and ways of life for Native tribes.
Standards: SS Standard 2: Students will be able to make informed decisions based on historic, geographic, economic, and government/civic themes and knowledge. Students will be able to explain how geography influences life in the past, present, and future using geographic tools and resources . (MLR D1, D2)
Files:
○ Student Document
○ Unit Description and Links
Rwandan Genocide and Human Security Through Maps
by Matthew Lounsbury, Mt. Ararat High School, Topsham, 2024
Objectives:
1. Identify the elements of Human Security
2. Explain the external and internal influences that resulted in the Rwandan genocide
3. Describe the stages of genocide in the context of the Rwandan genocide
Standards:
1. Civics and Government 3: (D2) Analyzing the political structures, political power, and political perspectives
of the diverse historic and current cultures of the United States and the world.
2. Geography 1: (F1) Analyzing local, national, and global geographic data on physical, environmental, and cultural processes that shape and change places and regions.
3. Geography 1: (D1) Proposing a solution to a geographic issue that reflects physical,environmental, and cultural features at local, state, national, and global levels.
4. History 2: (D2) Making use of primary and secondary sources, identifying and analyzing major turning points and events in the history of world cultures as it pertains to various historical and recent migrant groups.
Activity File:
○ Unit Description and Documents
Title: CTRL-Z “Can we undo damage that has been done?”
by Tim Mason-Osann, King Middle School, Portland, 2022
Guiding Questions:
● Facts:
○ What is the historical relationship between Wabanaki people and settlers?
● Impacts:
○ Why should we care about this if it doesn’t impact us?
○ How does water impact society?
● What can you do:
○ Can you fix damage that has been done?
○ What reparations are owed to Maine’s Indigenous people?
○ How can we get land and water management back into the hands of the Wabanaki people?
Early Explorers and Early Settlers Map Analysis Activity
by Ben Hale, John Bapst Memorial High School, Bangor, 2021
Activity structure:
○ Observe, Reflect, Question
Map List:
● La Nvova Francia by Giovanni Battista Ramusio, 1565 – www.oshermaps.org/map/282
● Carte Geographiqve de la Novvelle Franse by Samuel de Champlain, 1613 – www.oshermaps.org/map/370
● Novi Belgii by Nicolaes Visscher, 1683 – www.oshermaps.org/map/510
● A Map of New England by John Foster, 1677 – www.oshermaps.org/map/492
● A New and Exact Map of the Dominions of the King of Great Britain in North America by Herman Moll, 1715 – www.oshermaps.org/map/4716
● New England by John Smith, 1637 – www.oshermaps.org/map/12548
Studying Maine History Through Data Sets
by Matthew Lounsbury, Mt. Ararat High School, Topsham, 2023
Materials: Links provided in document
Objective: Connect ideas from US study to Maine
Standards: APUSH curriculum (skills 4, 5.2, 6.1) – Continuity and Change over Time
Activity File:
○ Unit Description and Documents
How Cartographers Viewed Native People
by Danielle Lucas, Massabesic Middle School, Waterboro, 2023
Essential Question: What similarities and differences can be seen in how Americans and British Colonists viewed Indigenous Peoples before and after forming the United States?
Activity File:
○ Unit Description and Documents
American Revolutionary War Map Project
by Abbey Woods, Mountain Valley Middle School, Mexico ME, 2023
Project Objective: Students will map the 50 US states and label them with their current state names. Students will create a map key to show the regions of the 13 colonies(the New England colonies, the middle colonies, and the southern colonies). Students will highlight one state or territory within the 13 colonies and explain their involvement in the American Revolutionary War.
Activity File:
○ Unit Description and Documents
