SouthernEurope(Spain,Portugal,Italy,&Greece)Introduction: This week we will be focusing on the geography of Southern Europe, including Greece, Italy, Span, and Portugal. I hope that each of you will have a better grasp on each country’s physical features, climate, resources, culture, government, and day-to-day life from many years ago to present day. Each country has a rich history and impact on the world, and I hope you enjoy studying it! Objectives:

1. Content/Knowledge (Blooms Taxonomy) a. Students will be able to locate all four countries on a map. b. Students will be able to identify all the different types of climates in southern

Europe. c. Students will be able to identify their important resources and why they are

important. d. Students will be able to identify how physical geography can help with trade.

2. Process/Skills a. Students will be able to interpret a Physical-Political map.

3. Values/Dispositions (Krathwohl’s Taxonomy of the Affective Domain) a. Students will develop an appreciation for the impact these countries have on

today’s economy.

Standards:

National Council for the Social Studies Standards:

I. Culture a. Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. III. People, Places, & Environments a. Construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size and shape. III. People, Places, & Environment f. Describe and speculate about physical system changes, such as seasons, climate and weather, and the water cycle. National Standards for History

Standard4:HistoricalResearchCapabilities:B.Obtainhistoricaldatafromavarietyofsources.

Illinois Learning Standards

17.C. 3b. Explain how patterns of resources are used throughout the world. 17.C. 3c. Analyze how human processes influence settlement patterns including migration and population growth.

Section1:PhysicalGeography

1. Engagementa. TeacherInstruction

i. FindoutwhattheyalreadyknowaboutEurope.Askifanyonehasevertraveledtherebefore,orhasfamilythere.Givethemtimetothinkaboutitandrespond.StartbyshowingstudentsthePowerPointpresentationofpictures.

b. Resourcei. https://www.cia.gov/library/publications/the‐world‐factbook/wfbExt/region_eur.html

ii. PowerPointPresentation

c. StudentActivityi. Tostartofthischapter,Iamgoingtostartoffbyshowingyousomepicturesofthefourcountries:Greece,Italy,Spain,andPortugal.Justsitbackandenjoytheirbeautifulscenery!

ii. Iamhandingoutgraphicorganizersforeachofthecountrieswewillbediscussinginthischapter.Iwantyoutobeorganizingtheinformationaswegothroughthechapter.Todaywearegoingtolearnalittlebitabouteachcountry,sowhateverisfoundouttodaycanalreadystarttogointothegraphicorganizers.Remember,thatwhentakingnotesonyourown,youputtheinformationyoufindtobeimportantdown,andthatitmakessensetoyou.Yournotesareforyourbenefitandtostudyfrom,notforsomeoneelse.

iii. Doesanyonehaveanythingtheywouldliketoshareaboutwhattheyknowaboutthesefourcountries?Haveyoueverbeentooneofthem,isyourheritagefromanyofthesecountries?

2. Explorationa. TeacherInstruction

i. Attachedareusefulmapstorefertoduringthissection.Havethemdisplayedthroughouttheentireclassperiod.

b. Resourcei. CIATheWorldFactbookii. http://geography.about.com/od/findmaps/ig/Country‐Maps/Map‐of‐

Spain.htmc. StudentActivity

i. Wewillbereferringtothesemapstodayandthroughouttheentirechapter.Ihaveselecteddifferentphysical,climate,andpoliticalmapsthatIthoughtwouldbeausefulreference.ThefirstmapisamapofallofEurope,sothatyouhaveabetterunderstandingonhowtolocatethecountriesfromabroaderperspective.ThesecondmapisaphysicalmapofPortugal.ThenaphysicalmapofItalyfollowedbySpain’sclimatezones,andSpain’sdemographicmap.LastlyyouwillseeaphysicalmapofGreece.WhenyoulookatthedifferentmapsofSpain,whatdoyounotice?Howdoestheclimateaffectpopulationandwherepeoplelive?Wehavediscussedwhatoceanic,mountain,continental,Mediterranean,andaridclimatezonesareandwhatitwouldbeliketoliveineach.WhichareaofSpainismostpopulated?Whattypeofclimatedotheyexperience?IfyouweregoingtovisitorliveinSpain,wherewouldyouwanttolive,basedoffwhatyouknowabouttheirclimatezones?

3. Explanationa. TeacherInstruction

i. Iwanttousethistimeforalittlelecture.b. Resource

i. http://myweb.unomaha.edu/~jefferylarsen/geog3000/maps.htmii. https://www.cia.gov/library/publications/the‐world‐

factbook/wfbExt/region_eur.html

c. StudentActivityi. Introductionii. Iamhandingoutgraphicorganizersforeachofthecountrieswewill

bediscussinginthischapter.Iwantyoutobeorganizingtheinformationaswegothroughthechapter.Todaywearegoingtolearnalittlebitabouteachcountry,sowhateverisfoundouttodaycanalreadystarttogointothegraphicorganizers.Remember,thatwhentakingnotesonyourown,youputtheinformationyoufindtobeimportantdown,andthatitmakessensetoyou.Yournotesareforyourbenefitandtostudyfrom,notforsomeoneelse.

iii. Doesanyonehaveanythingtheywouldliketoshareaboutwhattheyknowaboutthesefourcountries?

1. Lecturetogivebackgroundinformationa. Doesanyonehaveanypreviousknowledgeonanyof

thesefourcountries?Whatdoyouknowabouttheircountriesasofnow?(Givethemtimetothinkandrespond,mightnotneedtoaskthisagain,dependsonhowmuchtheyputforthwhenaskedearlier.)

b. SouthernEuropeisalsoknownasMediterraneanEuropebecausemostofitscountriesareonthesea’sshore.TheMediterraneanSeastretchesover2,300milesfromeasttowest.DoesanyoneknowwhatMediterraneanmeans?WellspecificallyinLatinitmeans“middleoftheland”.Inancienttimes,theMediterraneanwasconsideredthecenterfortheWesternworld,sinceEurope,African,andAsiasurroundedit.

2. TheLanda. Doesanyoneknowwhatapeninsulais?Apeninsulaisa

landsurroundedbywateronthreedifferentsides.Soifwetakealookatthesemaps,howmanypeninsulasmakeupSouthernEurope?Three:PortugalandSpainonone,Italyonanother,andGreeceisonathirdone.SpainandPortugalareontheIberianPeninsula,whichconsistsofhigh,rockyplateau.TheCantabrianandPyreneesMountainsformtheplateau’snorthernedge.Italy’speninsulaincludestheSouthernAlps.Alowermountainrange,theApennines,runsdownthebacksideofthecountry.ThenwhenwelookatGreece’smainland,itextendsintotheAegeanSeainmanyjaggedlittlepeninsulas.Greeceismountainousandincludesmorethan2,000islands.Allthreeofthepeninsulashavecoastallowlandsandrivervalleysthatprovideexcellentareasforgrowingcropsandbuildingcities.Soilsontheregionsuplandsarethinandstonyandareeasilyeroded.

3. ClimateandResourcesa. MostofsouthernEuropehasawarmandsunnyclimate.

Theygetmostoftherainfallsduringtheirmildwintersthatsometimescancausefloodsandmudslidesduetoerosionfromovergrazinganddeforestation.Hasanyoneeverheardthetermsiroccobefore?Itisahot,drywindthatcomesinfromNorthAfricathatpicksupsomemoistureovertheMediterraneanSea.ItblowsoverItalyduringtheirspringandsummer.NorthernItaly’sAlpshaveahighlandclimate.TheninSpain,therearesemiaridclimatesthatarefoundinpockets.IfyouweretogotoNorthernSpainitisgoingtocoolandhumid.LookatthemapofSpain’sclimatezones,fromwhatyouhavelearnedinothergeographylessons,lookatthetermsusedtodescribeSpain’sclimate;whichareawouldyouliketoliveinorvisitmost?

b. SouthernEuropeansusetheseaformostoftheirtrade.SomeofthelargerportsontheMediterraneanincludeBarcelona,Genoa,Naples,Piraeus,andValencia.Lisbon,capitalofPortugal,isanimportantAtlanticport.TheAtlanticOceansupportsPortugal’sfishingindustry.

c. NorthernSpainhasironoremines.Greeceminesbauxite,chromium,lead,andzinc.ItalyandGreecequarrymarble.Fallingwatergenerateshydroelectricitythroughtheregion’suplands.Besidesthistheirresourcesarescarce.

4. Elaborationa. TeacherInstruction

i. IhavefoundavideoaboutthehistoryoftheParthenoninGreeceandthehistoryofit.TheartifactsweretakentothisBritishMuseummanyyearsago,butnowtheywanttomakeamuseuminGreecefortheParthenon.Thereisdebatewhetherornotthisshouldhappen.Showthevideoandthenhavethestudentswritedownwhattheythinkshouldhappen.ShouldGreecegettheartifactsbackfromBritaintoputintheirmuseumorshouldBritaingettokeepthem,andwhy?Findouthowanyofthishastodowiththestudents,howdoesitaffecttheirlivesrightnow,today?Theyarenotgoingtoabsorbalotofthisinformationifitdoesnotaffecttheminsomeway.Ahigherorder‐thinkingquestionwouldbeperfectforthispartoftheclass.

b. Resourcei. http://kids.nationageographic.com/kids/places/find/greece/

1. Hasthevideotoshowtheclass.c. StudentActivity

i. NowwearegoingtowatchashortvideoclipabouttheParthenoninGreece.Iwantyoutopaycloseattentiontotheargumentsofbothsidesinthevideo.(Oncethemovieisovertellthemtogetapieceof

paperout.)NowonyourpieceofpaperIwantyoutowritedownwhetherornottheParthenonartifactsshouldsayinBritainorgobacktoGreece.Explainyouranswerandwecanhaveaninclassdiscussion/debateonwhatyouthinkshouldoccur.

5. Evaluationa. TeacherInstruction

i. Thenotestheytakeontheirgraphicorganizerswillhelpmeunderstandwhattheyheardinthelessontoday.Iwillnotbefillingthemoutwiththemontheirboard,becauseIwantthemtoreallystarttakingnotesontheirownandnotrelyonanyonebuthimselforherself.

b. Resourcei. TookthegraphicorganizersfromacourseItookincollege.

c. StudentActivityi. Class,Iwouldliketowalkaroundandtakealookateachofyourgraphicorganizers.Iwanttoseewhatyouthoughtwasimportantfromwhatwediscussedinclasstoday.Bepreparedtoexplainwhyyouwrotesomethingsdown.Aswehavediscussedpreviously,takingnotesistobenefityouandnooneelse.Withthissaid,whatyouhavewrittendownshouldmakesensetoyou,andyoushouldbeabletoexplainsomeofitaloudtome.

Name____________________________Directions:Usethegraphicorganizerstohelptheputtogetheralltheinformationgiveninthelecture.Youcanwriteoutsideoftheboxesoronthebacksideifyouneedmoreroom.

Portugal&Spain

LANDClimateandResources

Italy

LANDClimateandResources

Greece

LANDClimateandResources