Middle School World History and World Geography Free Lesson Resources
"In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists." - Eric Hoffer
powerpoints - worksheets - lesson plans - activities - notes - CLASSROOM GAMES - HUMOR - CLASSROOM MANAGEMENT
Lesson plans and other resources on this site are adaptable to different grade levels, but are intended for middle school students. Some could easily be adapted to upper elementary or lower high school. But my specialty is middle school.
I teach 7th grade Eastern Hemisphere World Geography, so I currently have posted material primarily for regions of Africa, Europe, East Asia, South Asia, Southwest Asia, and a few things for Australia and Oceania. I am adding things for North America and South America as I go through my materials from previous years. I also have resources in "classroom teaching tools" that are adaptable to every region. The materials on population and the global grid also apply to all regions.
There is a EXCELLENT article online from the Journal of Geography called WHY GEOGRAPHY? by Charles F. Gritzner. I have an excerpt below, but I encourage you to read the entire article at the web site.
To individuals lacking a well-developed "mental map" of Earth's surface and its varied mosaic of physical and human conditions--the very heart and soul of geographic knowledge--the globe must appear as a fragmented and confusing hodgepodge of meaningless and unrelated phenomena. Theirs is a world inhabited by faceless peoples and cultures who lack a proud heritage, bonding institutions and customs, and spatial dimensions. Places, to the geographic illiterate, lack characteristic features, essential contexts of location, and spatial relevance. Their world is composed of vague physical features and life sustaining environmental systems for which they lack appropriate terminology, valid mental images, or understanding of causative agents or processes. The geographic illiterate also lacks sufficient knowledge of human use potentials to render wise decisions relating to human use and conservation of our finite global natural endowment.
To persons with no understanding of geography, temporal events occurred in a spatial vacuum, with "history" and "geography" being unrelated in space and time. Such individuals, though constantly confronted by critical problems and issues, sadly lack reasoned criteria on which to base rational analyses, judgments, or attempts at resolution. To the geographically unaware, human differences often appear to be threatening and can constitute the basis for feelings of prejudice and acts of discrimination. Such individuals are prisoners of their own ignorance and provincialism. How poorly equipped they are to assume meaningful citizenship in the increasingly interdependent global community!
It stands as a rather sad and somewhat inexplicable indictment of this country's public priority and educational system that among the world's educated industrial societies, Americans rank among the least literate in geographic knowledge and, perhaps worse, curiosity. Examples of geographic "illiteracy" are numerous, as are the increasingly apparent and damaging consequences--be they social, economic, political, military, or environmental--of our failure to provide citizens with adequate geographic training.