Social Studies Model Where in the World

¶ … World

Research shows that American students need greater geographic awareness. The lack of concern for, or appreciation of, other cultures is also deplorably low among American students. As Roach (2006) points out, "Fewer than three in ten think it's absolutely necessary to know where countries in the news are located. Only 14% believe speaking another language fluently is a necessary skill," (p. 2). Not caring about geography shows that there are fundamental problems with American social values and norms. Xenophobia and insularity should not be concurrent with the American ideal. Low geographic awareness is debilitating for American students, many of whom will want to seek jobs in the global marketplace.

The goal of the proposed academic program Where in the World? is to improve map reading and basic geography skills, but to do so within an appropriate framework of cultural awareness. It is our mission to not just teach children how to locate their hometown or the United States -- but to be able to locate other countries and talk about the history of those countries in the context of their geographic locations. Issues related to population migrations, language, and natural resources can also be incorporated into the lessons that comprise the program.

One of the core missions of the proposed program Where in the World? is to get parents involved in the education process. As with verbal literacy, geographic literacy begins in the home. It is our belief that involving parents in geographic activities will enhance cultural awareness throughout the community. Parents who are from countries outside the United States are welcome to share information about their home countries during the project. Special activities such as culinary global tours, and musical global tours will involve parents, teachers, and community members in the geographic education process.

The specific programs and services offered through Where in the World? include the following. First, Where in the World? includes games such as trivia and map reading activities. Second, Where in the World? will include a competition for mastery of geography. There will be special categories for different continents, and students can master a continent of their choice. Some students will be assigned continents to focus on for the duration of the semester for in-depth preparation of social studies projects related to the region.

Diversity is both a method and a goal of Where in the World? As a method, diversity will show why geography is important. Students will learn, for example, where each student's ancestry is from. Ancestry and genealogy exercises will help get the parents involved. This is as true for parents who do not speak English as for parents who speak nothing but English. Students from China can share where their province and city is, not just the country. Even students of European descent will be asked to be more diligent about pinpointing their ancestry and locating those places on the map. Therefore, genealogy will be an integral component to Where in the World?

Students will approach the geography lesson from multiple perspectives. The instructional focus includes visual identification of places on a map, map reading skills (such as compass directions and deciphering map keys and legends). Conceptual and analytical instruction will focus on critical thinking. For example, students will be asked to show on the map where Mongolia is and where the Mongol hordes invaded. Older students will be asked to make conjectures about key historical events. For example, why did the United States become interested in acquiring territories in the Pacific such as Hawaii, Guam, and the Philippines? Applying knowledge of culture to map skills, students will show which languages are spoken in which areas. Students will identify fundamental trends in natural resources production. Throughout all the lessons, students will engage the material in a social way. The students will provide multiple perspectives, which are enhanced by parental input.

Lesson material will be delivered using a variety of communication methods. Teachers and parents can collaborate on new activity development, and on coordination of group events. Community leaders can offer input into how to use public spaces for enhanced learning activities. Museums and cultural centers can provide field trip opportunities. Culinary, music, art, and other cultural "tours" of the world can also involve community members. Students will demonstrate a variety of learning outputs, including the creation of special projects and presentations. Preparation of Moroccan food might be coupled with a display of Moroccan traditional clothing, and the playing of Moroccan music.