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Content Area: Social Studies
Index: 6.6E Grade 12 CPI 4
Standard: 6.6 - Geography
Strand: E - Environment and Society
Cumulative Progress Indicator: 4 - The student will compare and contrast the historical movement patterns of people and goods in the world, United States, and New Jersey and analyze the basis for increasing global interdependence.
Grade: 12
Sample Activities:
· With assistance from the library media specialist, students investigate the development of the U.S. coal-mining and steel industries during the late 1700s, the late 1800s, and the late 1900s. How did these industries change during these periods? How did the changes influence the development of the surrounding area?
· New Jersey has an extensive mining history, from the early bog iron industry of the Pine Barrens to the mines in the northwestern part of the state. Students research this topic and learn how changes in mining operations affected people. Students could use specific industries as examples, including the Stirling Hill Mine in Ogdensburg, the textile industry at Paterson, and the development of the Seabrook Farms in Cumberland County. (Note: The Stirling Hill Mine is in the process of developing curriculum materials relevant to mining and earth science.) Students investigate the status of these industries today. They also study the effect of international competition.
· Recently, Newark has been renamed “The Renaissance City.” The city is now home to the New Jersey Performing Arts Center, which is intended to renew the central business district of that city by providing jobs and services to residents of the state. Because of its location, Newark has the advantage of being a rail and air transportation center. The Ironbound section is home to many Portuguese immigrants who have opened shops and restaurants. Students compare the futures of Newark, Trenton, Camden, Paterson, and other New Jersey cities based on what they know of their history. Can a city have a renaissance and make a comeback? What is needed to make this happen?
· Students role-play new employees hired by a U.S. company to analyze the trading relationships with countries around the Caribbean Sea and to identify countries that trade more or less than one would expect by looking at their economies. Students investigate trading factors such as size, population, distance from the United States, resources for export and needs for import, current trade agreements, culture, political animosity, and competition. They rank the countries on the basis of factors such as size and population to see how these factors compare to the current volume of trade, and then make recommendations for expanded trade based on perceived opportunities. Encourage students to research areas of the United States that would benefit from the increased trade, or areas that could be harmed by it. The library media specialist can help students find materials on the Western Hemisphere with information on trade and population patterns.
· The movement of people is frequently related to the need for resources and the ability to purchase or acquire them. “Shopping at the Global Resource Bank” is a simulation activity developed by the Population Reference Bureau to develop an understanding of how people’s options for meeting their needs are dependent on their personal buying power. Students analyze maps to identify connections among wealth, quality of life, cleaner air, and changes to the local and global environment.
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