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Mongolia: 5-6 Day Unit on Mongolia for the Geography and History ...


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Mongolia: 5-6 Day Unit on Mongolia for the Geography and History ...



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        Mongolia: 5-6 Day Unit on Mongolia for the Geography and History of the World Course  Created by the Inner Asian and Uralic National Resource Center Indiana University, Bloomington © 2007
                           This project was supported by Indiana University’s Inner Asian and Uralic National Resource Center with funds from the U.S. Department of Education
Table of Contents  Rationale for the Unit:   Lesson One: Lesson Plan Student Worksheets Teacher Image Sheet Student Image Sheet   Lesson Two:  Lesson Plan  Student Worksheets  PowerPoint Material    Lesson Three:  Lesson Plan  Student Information Sheets   Suggested Time-line for the Unit   Resource List  
Rationale for This Unit:Viewing Imperialism and Conquest through the history of the Mongolian Conquest.  
 This unit focuses on Standard Four of Geography and History of the World:
Standard 4 Exploration, Conquest, Imperialism*, and Post- Colonialism* Students will examine the physical and human geographic factors associated with the origins, major players and events, and consequences of worldwide exploration, conquest, and imperialism.  These lessons are designed to serve a variety of functions in diverse social studies classrooms. The three lessons are organized as a six to seven day unit (or a five to six day unit under the block schedule) on Mongolian history and geography. However, should teachers feel that they can not devote that length of time to this region, each of the lessons can stand alone. At the end of the unit, we have provided a variety of resources and content information so that teachers can use this material to meet the particular needs of their classrooms and students.    
Lesson One: Mongolian Images
 Grade Level:9-12 Course:Geography and History of the World  Overview:can serve as a powerful tool to help students utilizeVisual representations their prior knowledge and apply newly acquired information. It is important for students to understand cultural and historical information in a geographic context. This lesson uses images from Mongolia to introduce geographic and historic information about the region. The activities in lesson one help to motivate students’ interest in the topic “Mongolia” and introduce major information about this unit.  Connections to National Geography Standards: Standard 4: The physical and human characteristics of places. Standard 5: How culture and experience influence people's perceptions of places and  regions.  Indiana State Standards:  GHW.1.2 Ask and answer geographic and historical questions* about the locations and growth of culture hearths. Assess why some of these culture hearths have endured to this day, while others have declined or disappeared. (National Character, Change Over Time, Physical Systems, Spatial Distribution)  GHW.4.1 Explain the causes and conditions of worldwide voyages of exploration, discovery, and conquest. Identify the countries involved. Provide examples of how people modified their view of world regions as a consequence of these voyages. (Origins, Change Over Time, Sense of Place, Spatial Interaction, Spatial Organization) GHW.4.3 Identify and compare the main causes, players, and events associated with imperialism during different time periods. Use a series of political maps to examine the global extent of imperialism. (Changes Over Time, Spatial Distribution, Spatial Interaction)   Time:45 minutes  Materials Required:  Mongolian images (provided)  Student Observation sheet (provided)  Computer with projector (optional)  3x5 index card (optional)  
Objectives: Students will:  List prior knowledge about Mongolia and build on that knowledge throughout the lesson.  Use visual cues to make hypotheses about the historical impact of the Mongolia region.  Evaluate hypotheses based on newly acquired information.  Utilize logical reasoning skills.  Procedures:  Opening:  Open the class by asking students to write down everything they know about Mongolia. o They can write this down in the first box on the student worksheet. (Provided below) o down on one side of a blank index card.Or: They can jot their list  Main Activity:  Display each of the images one by one.  Suggestionimages can be placed in a: If the technology is available these PowerPoint presentation. If not, the images can be printed out and laminated. Students can work in groups to view and analyze the images and then pass them to other groups. A third option is to have students view printed out versions of the images or access the images on individual computers. o Ask the students to fill in columns B, C. o Push the students to probe further while examining these images by asking some of the following questions:  What do you see in the picture? ƒ ƒ Are there familiar images? ƒ What aspects of the images are unique or new? ƒ there any objects in the image/photograph that stick out toAre you? ƒ do the signs, symbols, etc., signify?What ƒ What do you think the people in the image feel about what they are experiencing? ƒ Where might the images take place?  Then go back and review each image o Ask individual students to share their hypothesis about each image. o Give the title of each image and then describe its significance. (Information is provided in the teacher resource section)