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11
TheThe
GeoHistoryGeoHistoryDiagramDiagram
History-Geography ProjectHistory-Geography Project
Michigan Geographic AllianceMichigan Geographic Alliance
Mississippi Geographic AllianceMississippi Geographic Alliance
New York Center for Geographic LearningNew York Center for Geographic Learning
Grosvenor Center for Geographic EducationGrosvenor Center for Geographic Education
(San Marcos, Texas) (San Marcos, Texas)
A draft product of the Geo-History curriculum project,A draft product of the Geo-History curriculum project,administered by the Michigan Geographical Alliance,administered by the Michigan Geographical Alliance,with support from the National Geographic Society.with support from the National Geographic Society.Copyright 2008, NYCGL.Copyright 2008, NYCGL.
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TheThe
GeoHistoGramGeoHistoGram
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TheThe
GeoHistoGramGeoHistoGram
a tool to fita tool to fit
how the human brainhow the human brain
actually organizes knowledgeactually organizes knowledge
- - - - -- - - - -
in a space-time context.in a space-time context.
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Rationale for the GHG
The more engaging we makeour “educational experiences” –field trips, games, role-playing, songs, videos, websites, etc.
(it’s, like, life-changing!!)
the more crucial it isto help studentsput information
into context.
rationalerationale
My Dad’spictures
TheMongols
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basic formbasic form
This is the basic form of the GeoHistoGram –
seven vertical bars.
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basic formbasic form
Space goes across the diagram,from the west on the left to the east on the right.
Space goes from west on the left to east on the right.
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basic formbasic form
Time goes up the side,from the distant past on the bottom
to the present at the top.
Time goes up the side,from the past on the bottom to the present at the top.
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basic formbasic form
Each curve in each barrepresents 1000 yearsof history in that region.
GEEK NOTE
The scale is logarithmicto match what research says
about how the brain processes space, time, and quantity.
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basic formbasic form
Each curve in each barrepresents 1000 yearsof history in that region.
The bars representmajor world regions,
from Americas in the westto Polynesia in the east.
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Here is a simple useof the GeoHistoGram:
to show ancient empiresin Mesopotamia.
(before the Common Era, and roughly in the middle
of the world’s land).
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Here is a simple useof the GeoHistoGram:
to show ancient empiresin Mesopotamia.
(before the Common Era, and roughly in the middle
of the world’s land).
Students can writetheir names in order
It’s better than reading a list !
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By varying the widthof the empire “blob”,you can show howits power expandedat different times.
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Adding a shapein northeast Africa
can show how Egyptlasted a long time but varied in importance.
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Adding a shapein northeast Africa
can show how Egyptlasted a long time but varied in importance.
Another shape in South Asia
shows a civilizationthat flourished for a thousand years,then mysteriously
disappeared.
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Removing namescan turn the graphinto a quiz/review
at any time.
Meanwhile, every time, the diagram reinforces
the main points:
when? - long ago,
where? - near the middle,
what? – Egypt, west, long Indus Valley, east, short.
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Greek
A more complex shapeshows ancient Greek history:
- scattered villages,
- an early democracy,
- a Mediterranean empire,
- then out to central Asia.
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Greek
But what Alex did was basically to lead his army
around an existing empire !!!
Several Persian rulers had already done the hard work to build it
over several centuries.
A more complex shapeshows ancient Greek history:
- scattered villages,
- an early democracy,
- a Mediterranean empire,
- then out to central Asia.
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Greek
And both ran intoa barrier in South Asia -
some powerful city-states that became the Mauryan Empire.
Students seldom see that connection, because their textbooks usually treat
“West” and “East” separately.
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We could keepadding empires all day – here’s Rome, a large area
that lasted a long time.
But the GeoHistoGramcan do other things.
So, two comments,then something
completely different.
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1. The GeoHistoGram
can help us seewhat else was happening
elsewhere in the worldat the same time.
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2. The GeoHistoGram
can help us seehow things changed
in the same areathrough time.
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The Hittites ruled west of Mesopotamia
about 1400 BCE.
They were amongthe first people
to make iron tools.
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The Hittites ruled west of Mesopotamia
about 1400 BCE.
They were amongthe first people
to make iron tools.
The handout showsthe first evidence of iron
in the archaeological recordof different regions.
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When you do that,you can see how iron technologyspread outward in all directions.
Why did it takeso long to get here?BIG POINT
Technology does not existin a vacuum – it happens
in specific places.
Those places have conditionsand connections that affect
how things spread.
You need other inventions– sails, compass, storage –
to help carry ironacross the ocean.
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When you addthe Greek Empire
to the diagram,there seems to bea connection with
the spread of iron.
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When you addthe Greek Empire
to the diagram,there seems to bea connection with
the spread of iron.
Other Activity Topicsalready in your packet:
• Agriculture, plant domestication• Writing• Important Inventions• Great Buildings• Famous Works of Art• Movers and Shakers• Great Journeys• Religions
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Let’s go backto the Greeks
one more time.
You could showAlexander’s trip with
a completely different “graphic language.”
You could thinkof Alexander’s trip
as a kind of “bridge”between distantworld regions.
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Let’s go backto the Greeks
one more time.
You could showAlexander’s trip with
a completely different “graphic language.”
You could thinkof Alexander’s trip
as a kind of “bridge”between distantworld regions.
This activity is basedon one teacher’s listof 12 great bridges
in world history.
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This is what it looks likeafter students have putall the bridges in place.
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Adding informationabout major empirescan make the bridges easier to understand.
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Removing the namescan make this a good
“test-prep” activity.
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One final example:
These symbols show the spread of Buddhism.
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And these showthe spread of Islam
from its originin Arabia.
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Question: Why did Islamspread faster and farther
than Buddhism?
(at least four reasons).
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One could add easy-to-remember symbols for other major religions -Judaism, Confucianism, Shintoism,
the Protestant Reformation, etc.
The graph, however, is rapidly becoming cluttered and confusing.
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The originsof major religions,
however, often appearon state assessments.
PS. This also isa printed activityin your packet.
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A GeoHistoGram-basedquiz on world religions
can therefore be a goodtest-prep activity.
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Here is everythingyou’ve seen so far,
plus agricultureand writing.
Too much, you say?This graph has
less than a tenth of the information
on the wall postersthat well-meaning
parents, school boards, and principals often buy.
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Even a cluttered diagram,however, can have pedagogical value.
For example, it can showthat American historyis quite a small partof the global whole!
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SUMMARYSUMMARY
A geo-history diagram like thisA geo-history diagram like this is is a way to organize knowledge.a way to organize knowledge.
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SUMMARYSUMMARY
A geo-history diagram like thisA geo-history diagram like this is is a way to organize knowledge.a way to organize knowledge.
It is It is notnot a way to transmit knowledge, a way to transmit knowledge,
except through hands-on activity.except through hands-on activity.
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SUMMARYSUMMARY
A geo-history diagram like thisA geo-history diagram like this is is a way to organize knowledge.a way to organize knowledge.
It is valuable to use for just a few minutes,It is valuable to use for just a few minutes,
as a recurring part of other lessons.as a recurring part of other lessons.
It is It is notnot a way to transmit knowledge, a way to transmit knowledge,
except through hands-on activity.except through hands-on activity.
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SUMMARYSUMMARY
A geo-history diagram like thisA geo-history diagram like this is is a way to organize knowledge.a way to organize knowledge.
Another good use is as a meansAnother good use is as a means
of reviewing (e.g., “test-prep”).of reviewing (e.g., “test-prep”).
It is valuable to use for just a few minutes,It is valuable to use for just a few minutes,
as a recurring part of other lessons.as a recurring part of other lessons.
It is It is notnot a way to transmit knowledge, a way to transmit knowledge,
except through hands-on activity.except through hands-on activity.
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Remember the Rationale:
The more engaging/memorablethe field trip, film, simulation,
video, website, etc. is,
the more important it isto help students
put new informationinto context.
rationalerationale
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The Geo-History DiagramThe Geo-History Diagram
will be availablewill be available
in 8-1/2x11 color pages,in 8-1/2x11 color pages,
11x17 color desk mats,11x17 color desk mats,
bulletin-board posters,bulletin-board posters,
reproducible masters,reproducible masters,
and an interactiveand an interactive
electronic “laboratory”electronic “laboratory”
suitable for projection.suitable for projection.
Please contact thePlease contact the
Michigan Geographical AllianceMichigan Geographical Alliance
for more information. for more information.
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