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Comparing Populations Through History Using 5 Themes of Geography

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Comparing Populations Through History Using 5 Themes of Geography GRADES 55---1212 Comparing Populations Through Arkansas History Using the 5 Themes of Geography* Materials Activities Using the Five Theme of Geography ! Relief map of Arkansas The Five Theme s of Geography ! Arkansas and the Land by 1. Location (location of Tom Foti and Gerald Han- things); LOCATION: Create an out- son line map of Arkansas from 2. Place (difference in places memory and mark the six and reasons for difference – natural divisions (grades 5- climate, physical features, 8). Students at lower grades people, traditions); may wish to create a puzzle 3. Human/Environment Inter- Goal of the six natural divisions action (relationships among (grades K-5). This activity people and places, changes To recognize the six natural may be done in small in relationships based on divisions of Arkansas and its groups or individually. environment); population diversity through- 4. Movement (patterns of out Arkansas history using the LOCATION: Identify the movement of people, prod- five themes of geography climate, geology, soil, hy- ucts and information; trans- drology, vegetation, plants portation modes, exports and animals that are indige- and imports, communica- Objectives nous to Arkansas on the out- tion to move ideas); line map created by stu- 5. Regions (division of Arkan- dents. (grades 5-8) sas for study – can include 1. Students will identify the area, language, political di- six natural divisions of Ar- LOCATION: Produce an visions, religion, vegeta- kansas. atlas showing major Arkan- tion). sas cities or communities, 2. Using the five themes of natural features (i.e., Buf- geography, students will falo National River) and identify the population and landmarks (e.g., Old State settlement patterns House Museum, University throughout Arkansas his- of Arkansas) (grades 5-8). tory associated with the six natural divisions of Arkan- sas. ♣ Information for this lesson was obtained from the National Geographic Society, the National Geographic and National Council for the Social Studies. 94 Natural Diversity in Arkansas Activities Using the Five Theme Post students work on bulle- HUMAN ENVIRONMENT/ of Geography tin and number each card. INTERACTION: Allow stu- Give students a week to read dents to pick one of the six PLACE: Craft an ABC cook all the cards on their own geographic regions of Arkan- to describe the place in and jot down their best sas to live in and have stu- which they live, using a let- guesses as to the place. dents make a list of things ter to describe a unique Who correctly guessed the they would want to have to physical feature, person, or most places? (grades 5-12) have a good life during vari- tradition from your commu- ous periods in Arkansas his- nity or geographic area. An tory (1830, 1855, 1863, 1870, HUMAN ENVIRONMENT/ unfamiliar reader should be 1880, 1895, 1920s, 1930s, INTERACTION: Read aloud able to have a good idea of 1940s). Rationalize which excerpts from Arkansas set- what life is like in your geo- items were available and if tlers that are enclosed in this graphic area after reading they really need them. How lesson. Talk about the differ- (grades K-8). many of those items could be ent persons and how they feel found in the natural environ- about each of them. What PLACE: Invite students to ment? Which had to be made does each person symbolize? form pen-pal relationships by people? How would they How is each settler affected with students in other parts go about obtaining those by where they lived? (grades of Arkansas. Students items? (grades 5-12) 5-12) should ask for samples of soils (baby jars work well) Best source for this infor- HUMAN ENVIRONMENT/ or plants/flowers (grades 5- mation: Arkansas GenWeb INTERACTION: Collect 12). Project (rootsweb.com/ population statistics for your ~usgenweb/ar/arfiles.htm); community or county for as PLACE: Create a postage census.gov (1999 returns long as they are available. stamp or post card by as- for Arkansas available, esti- Create graphs to show how signing each student a mates only). the town’s population has county of Arkansas. The changed over the decades. student must research the How has the population county and design a postage HUMAN ENVIRON- change affected your town. stamp/post card to be used MENT/INTERACTION: What events have influenced by its citizens. Place physi- Conduct a “what if” exer- your population (e.g., eco- cal features, persons of note cise using the question, nomics, warfare, natural disas- or landmarks that identify “What if the yard outside ter, discrimination, land scar- that county (e.g., Hempstead your home was never city, personal reasons, other)? County – watermelons; touched (i.e., if you did not (grades 5-12) Sebastian County – Fort mow or water, plant shrubs Smith National Historic or rake leaves). Talk about HUMAN ENVIRONMENT/ Site). Students should be or draw pictures to show INTERACTION: Collect pho- able to present their stamps/ how it would look if left tographs of your community post cards to class and ex- alone. (grades 5-8) over the years. How is the plain why they chose the town different in appearance images they used. today from how it looked many years ago? Create a school display. (grades 5-12) Natural Diversity in Arkansas 95 REGIONS: Have student MOVEMENT: Where do create a map of the area in Is there part of your commu- products used in Arkansas which they live and go to nity that is a “shopping re- originate? Collect data on school (i.e., the immediate gion,” “factory region,” or products that students use neighborhood). Each stu- “farm region.” List other fea- and find out 1) where they dent can add a pin to indi- tures that might be considered come from, 2) what percent- cate the location of his/her part of your community (e.g., age originate in Arkansas, 3) home. (grades 5-8) Civil War battlefields, man- how products imported to made lakes). (grades 5-12). Arkansas get to the state REGIONS: Create a (modes of transportation). BINGO game that lists the (grades 5-12) six regions of Arkansas on the cards. Place Best source for this infor- county outlines on the mation: Arkansas Eco- BINGO card and have nomic Development Com- the teacher prepare ques- mission, “A Natural for tions that describe the Companies/A Natural for county (e.g., Sylvanus People” (aedc.state.ar.us). Phillips settled in east Arkansas in 1795. This county is named for him MOVEMENT: Find out OR “This county has a about your family’s roots by tallgrass prairie – Arkan- plotting your family tree on sas County) The first a chart. See if any of the person to complete a roots of other students over- BINGO card will receive lap with others in the class. a prize! (grades 5-12) Let students tell what they know about when, why and REGIONS: Identify regions how their ancestors came to in your own community Arkansas. (grades 5-12) (neighborhoods). Investi- Correlation to Arkansas gate why those neighbor- History Guidelines of 1997: MOVEMENT: Conduct an hoods or areas developed 1.1.2., 1.1.4., 2.1.1., 2.1.2., oral history report with where they did, including 2.1.3., 3.1.1., 3.1.2., 3.1.3., older citizens of your com- the historical background 4.1.1., 4.1.2., 4.1.3., 4.1.4., munity (family members, behind them (e.g., Argenta 5.1.3., 5.1.6.(K-3); 1.1.6., neighbors) about their earli- was a railroad center and 1.1.9., 2.1.4., 2.1.5., 3.1.4., est memories. Ask ques- later became North Little 3.1.6., 4.1.5., 4.1.6., 4.1.7., tions about transportation, Rock). They might have de- 4.1.8., 4.1.9., 5.1.7., 5.1.10. food-ways, clothing cus- veloped around factories or (4-6); 1.1.15., 2.1.7., 2.1.8., toms, education, society De- farms, a church (Germans in 2.1.10., 2.1.11., 3.1.8., 3.1.10., posit these interviews in the Arkansas River Valley), 3.1.11., 3.1.12., 3.1.13., your school or local library a hill or lake. What can you 4.1.11., 5.1.18., 6.1.15 (7-12). so that others may enjoy learn about your community hearing them. (grades 5-12) history from its neighbor- hoods? 96 Natural Diversity in Arkansas REFLECTIONS ON ARKANSAS FROM CITIZENS AND VISITORS: • From Henry Rowe Schoolcraft, Journal of a Tour into the Interior of Missouri and Arkansas (London, 1821) and cited in Arkansas and the Land by Tom Foti and Gerald Hanson. School- craft visited Arkansas between 1819 and 1820: “The prairies, which commence at the distance of a mile west of this river, are the most extensive, rich and beautiful, of any which I have ever seen west of the Mississippi River. They are covered by a coarse wild grass, which attains so great a height that it completely hides a man on horseback riding through it. The deer and elk abound in this quarter, and the buffalo is occasionally seen in droves upon the prairie and in the open high-land woods. Along the margin of the river is found a vigorous growth of forest-trees, some of which attain an almost incredible size. The lands consist of a rich black alluvial soil, apparently deep, and suitable for corn, flax, and hemp. The river banks are skirted with cane, to the exclusion of the all other un- derbrush. The lands rise gently from the river for a mile, terminating in high-lands, without bluffs, with a handsome growth of hickory and oak, and a soil which is probably adapted for wheat, rye, oats, and potatoes.
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