1. Activate students' prior knowledge and introduce vocabulary.
Conduct a short discussion with the class about the vocabulary terms border and region. Ask: What is a border? What is a region? What do those words mean to you? Then ask: Why do people define regions or countries in any given area? How are borders defined? Have students brainstorm examples of different types of borders and what defines them. Encourage students to think about what forms a border, who determines borders, and where borders can be found. List students’ ideas on the board and add to the list throughout this activity. If time allows, extend the discussion to include some of the benefits and challenges of borders.
2. Introduce the activity and its purpose.
Write the guiding questions for the activity on the board: How are regions defined? How are land and resources divided among countries? Have students build on their ideas from Step 1 to explore the question of how land and resources are divided among countries. Explain to students that in this activity they will work, first independently and then in small groups, to set borders and define regions in an area of land. This activity is intended as a discussion starter. Make sure students understand that there are no right or wrong answers.
3. Have students work independently to draw political borders.
Distribute a copy of the worksheet Draw Political Borders to each student. Instruct students to use the information in three of the maps—Religions, Mountains and Rivers, and Languages—to determine where they would place borders in the Outline map and draw them. Remind students there are no right or wrong answers and they should draw borders as they see fit. Give students about 5 minutes to draw their borders.
4. Have students work in small groups to revise political borders.
Divide students into small groups of approximately four students each. Distribute one copy of the worksheet Draw Political Borders to each group. Have students compare their individual maps to spark discussion and debate as to whose borders are most valid and why. Write the following questions on the board for students to consider while working in groups:
- Do you think physical features, such as rivers, are more important than cultural ones, such as language, in setting borders? Why or why not?
- What would happen if you split a physical feature between two countries? Would people in the countries be able to share the land and/or resources? Or would they constantly fight over its use?
- What would happen if a country had a mix of different cultural features, such as language and religion? Would this impact how the people live and work together in that country? How?
Ask each group to come to a decision together, draw new borders, and take notes about why they drew borders where they did. Give groups about 15 minutes to discuss and draw their borders. Ask students to include a map legend and a compass rose. Rotate around the room, observing small groups as they work.
5. Have a whole-class discussion about political borders.
Regroup as a class and discuss the questions on the board. Then revisit the guiding questions for the activity to see how students’ answers have changed. Tell students that they will have an opportunity to present and discuss their maps in Lesson 1, Activity 2 of this unit.
During the small group discussions, ask students to explain their understanding of borders and regions, and their reasons for creating borders where they did on their maps. Encourage students to use the information in the Religions, Mountains and Rivers, and Languages maps in their explanations.
Extending the Learning
- Have each group create a name for their country and label landforms and features of the country. On a separate piece of paper, have each student write three reasons why their group chose those borders.
- Display each group’s map in the classroom and provide sticky notes and pencils. Give students enough time to write comments and questions and post them next to other groups’ maps. These can be used as discussion points for Lesson 1, Activity 2 of this unit. They can also remain on display for students to refer to throughout the year as you move into other units.
- What does science say about lucid dreaming?no_redirect=1
- Why do some people not have compassion?no_redirect=1
- Did retirement not suit you Why
- What is the rank of pharmaceutical companies
- How can someone lie so much
- How do I stay focused 11
- What are some good PHP tutorials
- What are the causes of unseasonal rains
- Why are pencils a hexagon shape
- What does an ash tree symbolize
- How do you make peanut namkeen
- Where can I find bacillus bacteria
- What is Fermi parafox
- What if everything had happened before
- What is guanabana extract