Geography and history are parts of the cultural area. Their main purpose is to increase the cultural background of a child and to enhance their knowledge of the surrounding world. Another important aim of these areas is to develop tolerance to other cultures. Teachers should prepare geographical and historical areas and different activities which could attract children’s attention and help their learning.
We will write a custom Essay on Social Science Rationale specifically for you
301 certified writers online
How Do Geography and History Areas Relate to the Other Curriculum Areas? Give Examples
Geography and history areas are closely connected to other disciplines. First of all, geography is connected to natural sciences: biology, physics, and astronomy. In general, the aim of geography is to provide information about the Earth. It is impossible to learn geography without learning astronomy (the impact of the Sun and other sky objects on our planet), biology (biosphere is the part of the Earth), physics (physical processes influence the planet’s formation and development). Geography is closely connected to math because it is important to analyze quantitative geographical information. Political geography is also related to the economy and history. History also has various connections to other disciplines. It is connected to biology because humans are parts of the biosphere. History is also related to the economy because the majority of historical events are predetermined by the economic situation of the country and its relations with other countries. Math is also important for history because it provides useful statistical tools for objective events analysis.
Please Explain the Difference between Physical and Political Geography and Give Examples.
Physical geography is a branch of geography that studies the Earth and all its natural components: atmosphere, hydrosphere, lithosphere, and biosphere (“Open geography education”). It is usually set against human geography as a branch of the sciences which studies artificial objects, created by human. Political geography is a part of human geography. It studies the spatial distribution of political processes and the dependence of political structure on the geographic location. Examples of physical geographical objects are world water systems (oceans, seas, rivers, and lakes), terrestrial systems (continents, islands, mountains, and valleys), and the structure of the atmosphere. Objects of political geography learning are countries, their political structure, economics, and relations (Mellor, 2015).
What Are the Purposes of Geography and History in the Classroom?
Geography helps children to discover the world around them. This branch of science enhances ecological knowledge and understanding of the unity of living and non-living objects in the world. Political geography provides an opportunity for older children to learn more about the political structure of the world, about different countries, and their relations. This branch is important, in particular, for the children’s critical and analytical thinking development.
The main purpose of history learning is the children’s personality development. Humans could analyze the historical background and make certain conclusions. In particular, understanding the history of humanity promotes the self-identification and understanding of a human’s role in the world. The presence of society is the consequence of its past. A country’s history is crucial for understanding its particular place in the world political arena. History also teaches children to analyze information and be critical (Haydn, Stephen, Arthur, & Hunt, 2014).
How Do You Present History Concept to the Young Child? Give Examples.
It is not easy to teach history to young children. It is hard for them to focus their attention and hold it for a long time. Moreover, history is an abstract discipline; it is impossible to feel it with people’s senses: to see, hear, or touch. Therefore, a teacher should use imagination to attract children to history. One of the approaches is to tell children stories about particular tools. For example, a teacher could bring a model of an ancient stone implement and tell stories about how ancient people used it. Besides, it is also possible to prepare historical performances with older children. These plays can be dedicated to particular holidays because a lot of them have a historical background. To hold children’s attention, a teacher should prepare illustrations. Pictures should provide information about historical events and about people in the past: their habits, living places, clothes, and other information (Haydn et al., 2014).
How Can the Adult Prepare the Environment for Geography Area in the Classroom? Give Examples.
The geography area consists of two parts: physical geography and human geography, including the cultural and political information. The aim of this area is to explain to children the structure and properties of our planet and to introduce the cultural particularities of different countries. A physical part should include a globe and a map. If it is possible, it might be useful to prepare a collection of minerals. Children could touch it and see the differences between different rocks.
A cultural part should contain a political map and represent cultural differences between countries. Children should learn about different nations and nationalities which live on the planet and that all of them are equal. An area could contain various countries’ colors, images of national clothes, and shelters. In this area, kids could listen to national music. Therefore, the cultural geography part is especially important for children’s tolerance and cultural background development. It is a task of teachers to prepare this area as an exciting part of a classroom.
Why is Language and Movement Significant in the Cultural Area? Give examples.
Get your first paper with 15% OFF
One of the important parts of children’s development is accepting other cultures. Therefore, the aim of cultural areas is to represent them. Language is one of the most important characteristics of the culture. Thus, children in the class should learn about different languages and their extensions. For example, a video with greetings in various languages could be used for children’s habituation. National dances are also an important part of the culture. It is possible to learn some dance elements with kids. They might enjoy the activity. In such a playful and active way, kids are learning that the world consists of different nations’ cultures and that all of them are rich and equal.
What Materials or Activities Does the Child Need to Know Before Presenting Continent Maps to Him/Her?
Geographical knowledge, as other knowledge, should be presented sequentially. One of the main geographical tools is a map which represents the structure of the earth. However, children should be prepared to deal with maps. First of all, they should know the structure of our planet in general, that it is round and consist of oceans and continents. A globe is a useful approach for presenting this information because it is a small copy of the Earth. After that, children should be explained the concept of maps, their intended purpose, and the principles of their usage. Also, a teacher should explain all the marks and sigils on a map: how seas, rivers, mountain ranges, and flatlands are represented on a map. After that, children might be ready to read a map and to receive the needed information.
Cultural Geography Helps the Children Gain an Understanding of the People of the Worlds. Which of the Following Areas Would You Consider Presenting First as an Introduction to a Continent or Country: Clothing, Food, Shelter, Transportation, Songs, Weather, Plants, and Animals? Why? Give a Sequence for Presenting Each Area and Give Reasons.
As it was stated (Cifuentes & Prozesky, 2014), the sequence is highly important for children learning. They should discover new information about a country or a continent step by step. First of all, the physical geography of a country should be introduced: weather, plants, and animals. These characteristics are much easier to explain, and children are usually interested in different natures. After that, human geography features should be taught. Children should be told where and how people live, what food they eat, what clothes they wear, what culture do they have: holidays, songs, and music, and other characteristics. Finally, the economic and political characteristics of a country should be given: what are the main economic branches, developed technologies, including a transport system, its political order, and relations with other countries. Therefore, the order will be the following: weather, plants and animals, shelter, food, clothing, songs, transportation.
Name At Least 3 Cultural Geography and History Activities You Could Present to the Children in Large or Small Groups. Please Explain Your Rationales and Give Examples.
Different activities could be used in geographical and historical areas to explain materials. These actions should include children’s participation because children learn in the process of action better than when they receive the information in a passive way. Play preparation is an effective activity for historical information learning. A teacher and children could prepare a performance on the basis of a particular historical event. For example, they could prepare a play about the American War of Independence and Independence Day.
Songs and verses are important for the process of learning. A lot of geographical songs could be found on the Internet, which might be helpful for children learning, for example, “7 continents,” “The 50 states and capitals songs,” and others (“Geography songs,” 2012). The third possible activity is a game. It is not difficult to involve a child in a game during which he or she will learn new information. A group of children could be divided into several teams and compete. The competition might increase the children’s interest and passion which means that they will gather the information better.
Cifuentes, L., & Prozesky, K. (2014). The Montessori approach to integrating technology. Problemy Wczesnej Edukacji, 1 (24), 29-38.
Geography songs. (2012). Web.
Haydn, T., Stephen, A., Arthur, J., & Hunt, M. (2014). Learning to teach history in the secondary school: A companion to school experience. Abingdon-on-Thames, UK: Routledge.
Isaacs, B. (2014). Learning and teaching in Montessori nurseries. Early Years Educator, 16(2), 38-44.
Johnson, K. (2013). Montessori and nature study: Preserving wonder through school gardens. Montessori Life: A Publication of the American Montessori Society, 25(3), 36-44.
Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford, UK: Oxford University Press.
MacDonald, G. (2016). Technology in the Montessori classroom: Benefits, hazards and preparation for life. NAMTA Journal, 41(2), 99-107.
Mellor, R. E. (2015). Nation, state and territory: A political geography. Abingdon-on-Thames, UK: Routledge.
Open Geography Education. Web.