What are the components of regions and culture?
How can regions and cultures develop interdependent relationships?
How does technology affect human interaction and cultural development?
(5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
(A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and
(B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.
(8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to:
(A) compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;
(9) Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
(A) identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and
(16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
(A) describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;
(B) describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies;
(C) explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently; and
(D) compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes.
(17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:
(A) describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;
(B) describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution;
(C) compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations; and
(D) evaluate the experiences and contributions of diverse groups to multicultural societies.
(20) Science, technology, and society. The student understands how current technology affects human interaction. The student is expected to:
(A) describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and
(B) examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;
(B) locate places of contemporary geopolitical significance on a map; and
(C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;
(B) generate summaries, generalizations, and thesis statements supported by evidence;
(C) use geographic terminology correctly;
(D) use standard grammar, spelling, sentence structure, and punctuation; and
(E) create original work using proper citations and understanding and avoiding plagiarism.
(23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;
(B) use case studies and GIS to identify contemporary challenges and to answer real-world questions; and
(C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
This guide is designed to accommodate class availability. The first tab can serve as a stand alone activity and each lesson tab beyond is designed to build upon the tab before it.
The number of days on each tab indicates days in the library to begin the activity and support students. Teachers may give their students more time to work independently or create their own deadlines based on the students' needs.
This lesson incorporates Virtual Reality and Augmented Reality technology. Students can use iPads or place their own device in VR Goggles. This lesson also uses Merge Cubes which are compatible with Library Bond purchased iPads. To see more information about Merge Cube compatibility, visit the Merge Cube Help Center
This lesson was created for the use of NEISD libraries by Janelle Schnacker, MacArthur High School librarian.