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Minnesota State University, Mankato
Jacquelyn Bresser Lesson Plan April 15, 2008
Course: World Geography Grade: 7th Grade
NCSS Standard: I. Culture Performance Expectation: a. compare similarities and differences in the ways groups, societies, and cultures meet human needs and concerns.
MN Standard: V. Geography D. Interconnections. The student will demonstrate how various regional frameworks are used to analyze the variation in culture and humans’ occupation of the Earth’s surface. -Benchmark: Students will describe the locations of government systems on the surface of the Earth and identify patterns of change.
Title: North Korea
Learning Outcomes: Information: § Students will understand the general location of the Korean Peninsula and North Korea specifically. § Students will know the general land makeup of North Korea. § Students will understand North Korea’s economic activities. § Students will be able to list North Korea’s leaders. Dispositions/Affect: § Students will acquire a critical but objective opinion of North Korea’s government. Skills: § Students will be able to critically analyze the effects of North Korea’s land makeup on their economic activities. § Students will be able to engage in a guided discussion with their fellow classmates. § Students will be able to analyze an article discussing a North Korean’s daily life. Evaluation: The students’ knowledge and understanding will be evaluated by a classroom discussion about the article. The summative assessment will be an end of unit test covering both Japan and the Koreas. Curriculum: This lesson would be used in a geography class but could also fit into a history class. Instruction: Class will begin with a PowerPoint presentation investigating some of the aspects of North Korea. The students will learn about the location of the Korean Peninsula, the size of North Korea, its landforms, economic activity, Korea’s cities, communist influence on Koreans’ lives, and Korea’s past and present leaders. After the PowerPoint is complete, the article will be passed out to each student. The students should be directed to read the article out loud as a class. Each student should read one paragraph. Any comments by the teacher can be interjected as appropriately. The students will then be broken up into their table partners to discuss the five questions presented on the PowerPoint. This should take an estimated ten minutes. After the students have discussed and come up with answers, the entire class will engage in a discussion. Teacher will lead by reading the question and asking for volunteers. Any knowledge can be expressed to the students at appropriate times. The class will continue with the discussion until time has run out. A conclusion to this lesson would be to ask each student to give an example of the more interesting fact they learned during this lesson. Questions: What problems could be associated with North Korea’s land makeup? What kind of government does North Korea have? What are some differences between North Korea and the U.S.’s governments? What is a closed economy? What is an open economy? Which type does the U.S. have? How does life in North Korea differ from life in the U.S.? (Other questions presented on the PowerPoint) Materials Needed: Computer Projection System Article Handouts Multiple Intelligences: Visual/Spatial Verbal/Linguistic Logical/Mathematical Practical Considerations: Teacher should be aware of classroom arrangement so that everyone can see the projection. Teacher should also be aware of students that do not feel comfortable expressing their thoughts in class. Also be aware of students will hearing disabilities because they may not be able to hear their classmates’ contributions to the discussion.
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