Geography Standard Three - Grades 6-8

Sample Activities

Using thematic maps of religion, language, political affiliation, and economic activity to identify places with similar culture, students could draw boundaries around these places and explain the origin of these distinctive cultures [Places].

Students might be asked to use the concept of cultural hearth (the core area where a culture was first formed) and map the direction and intensity of the spread of cultural traits to surrounding places (e.g., the spread of Christianity or Islam.) They could then explain how the cultural trait was spread and why its diffusion followed some paths while avoiding others [Places].

This activity supports History Standard Four, concerning ancient and medieval world history.

An activity might require students to map the openings of a movie in the world's major cities and contrast the ways cultural diffusion occurs today with the methods of cultural spread in the past [Places].

Using the Internet to obtain descriptions by people in different parts of the world of what they mean by common words about places, such as "beautiful or "ugly", students could compare these descriptions and explain reasons for different ideas about places [Places].

Students might be asked to compile a series of photographs which show one building, structure, or statue which symbolizes a particular city in different parts of the world [Places].

Students might be asked to prepare a briefing paper for a company about to send employees overseas. In it they might make recommendations on language, religion, clothing, and diet to be expected in a specific place, or compare this place with places which might be familiar to an American employee [Places].

By extending this briefing to include local laws and government structure, this activity would also address the civics standards.

to Geography Standard Three.