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What Is a Case Study?
When you’re performing research as part of your job or for a school assignment, you’ll probably come across case studies that help you to learn more about the topic at hand. But what is a case study and why are they helpful? Read on to learn all about case studies.
Deep Dive into a Topic
At face value, a case study is a deep dive into a topic. Case studies can be found in many fields, particularly across the social sciences and medicine. When you conduct a case study, you create a body of research based on an inquiry and related data from analysis of a group, individual or controlled research environment.
As a researcher, you can benefit from the analysis of case studies similar to inquiries you’re currently studying. Researchers often rely on case studies to answer questions that basic information and standard diagnostics cannot address.
Study a Pattern
One of the main objectives of a case study is to find a pattern that answers whatever the initial inquiry seeks to find. This might be a question about why college students are prone to certain eating habits or what mental health problems afflict house fire survivors. The researcher then collects data, either through observation or data research, and starts connecting the dots to find underlying behaviors or impacts of the sample group’s behavior.
During the study period, the researcher gathers evidence to back the observed patterns and future claims that’ll be derived from the data. Since case studies are usually presented in the professional environment, it’s not enough to simply have a theory and observational notes to back up a claim. Instead, the researcher must provide evidence to support the body of study and the resulting conclusions.
As the study progresses, the researcher develops a solid case to present to peers or a governing body. Case study presentation is important because it legitimizes the body of research and opens the findings to a broader analysis that may end up drawing a conclusion that’s more true to the data than what one or two researchers might establish. The presentation might be formal or casual, depending on the case study itself.
Once the body of research is established, it’s time to draw conclusions from the case study. As with all social sciences studies, conclusions from one researcher shouldn’t necessarily be taken as gospel, but they’re helpful for advancing the body of knowledge in a given field. For that purpose, they’re an invaluable way of gathering new material and presenting ideas that others in the field can learn from and expand upon.
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Geography Case Studies
All of our geography case studies in one place
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The Holderness Coast
The Dorset Coast
Sandscaping at Bacton, Norfolk
Coastal Realignment Donna Nook
Coastal Realignment Medmerry
Blakeney Point Spit
Amatrice Earthquake Case Study
Chile Earthquake 2010
Japan Earthquake 2011
Lombok Indonesia Earthquake 2018
Nepal Earthquake 2015
Sulawesi, Indonesia Earthquake and Tsunami 2018
Malaysia Causes of Deforestation
Malaysia Impacts of Deforestation
Alaska Case Study
Epping Forest Case Study
Sahara Desert Case Study
Svalbard Case Study
Thar Desert Case Study
Western Desert Case Study
Extreme Weather in the UK
Beast from the East Case Study
Storm Ciera Case Study
Almería, Spain: a large-scale agricultural development
Sustainable food supplies in an LIC – Bangladesh
Landforms on the River Tees
Landforms on the River Severn
Kerala Flood 2018
Wainfleet Floods 2019
The Somerset Levels Flood Case Study
UK Floods Case Study November 2019
The Changing Economic World
How can the growth of tourism reduce the development gap? Jamaica Case Study
How can the growth of tourism reduce the development gap? Tunisia Case Study
India Case Study of Development
Beast from the East
Cyclone Idai Case Study
Typhoon Haiyan 2013
Hurricane Irma 2017
Typhoon Jebi 2018
Hurricane Florence 2018
Typhoon Mangkhut 2018
Urban Growth in Brazil – Rio de Janeiro
Urban Growth in India – Mumbai
Urban Growth in Nigeria – Lagos
What is the location and importance of London?
Inner City Redevelopment – London Docklands
Sustainable Urban Living – Freiburg
Sustainable Urban Living – East Village
Sustainable Urban Transport Bristol Case Study
Eyjafjallajokull – 2010
Mount Merapi – 2010
Mount Pinatubo – 1991
Sakurajima Case Study
Nyiragongo Case Study
Hitosa, Ethiopia – A local water supply scheme in an LIC
The South-North Water Transfer Project, China
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Using the Case Study Approach to Teach Human Geography
Case studies are useful not only in research, but also in classroom instruction in human geography . One of the many strengths of this type of teaching and learning is that it is one of the most effective ways to link research and teaching in geography classrooms at all levels of instruction. During the past decade, a spate of books and articles in geographic education journals have documented some of the many ways case studies can be useful in helping students understand and apply the geographic perspective. Using case studies as an instructional method encompasses many different types of interactive learning and thus encourages educators to move away from a teacher centered classroom to creation and nurturing of a student centered learning environment.
Scholars and educational practitioners have long argued for the benefits of interactive pedagogies that encourage students to become active contributors to the learning process. This approach moves geography faculty and classroom teachers away from traditional lecture approaches to instruction toward interactive and collaborative learning. Numerous prior studies have established that student knowledge and skills mastery are retained longer when they are encouraged to become active participants in the learning process. Long term assessments of learning outcomes have also ascertained that the majority of students improve their content knowledge, skills mastery, and affective and attitudinal learning in classrooms that are more student centered.
Use of the case study approach to teaching human geography requires students to actively engage with course content by reading, analyzing, comparing, and critiquing a set of cases that are issues based and often link local to global scales of learning. This way of teaching differs dramatically from the more traditional use of cases as supplementary reading assignments to illustrate key points in economic, cultural, or even physical geography lectures. The case studymethod instead refers to an approach that is grounded in an overarching educational practice with the primary objective of active, centered learning. In this approach, students are asked to become members of a collaborative group of learners whose task is to explore, analyze, synthesize, and potentially criticize specific case studies framed by real world issues. Case study materials useful in human geography instruction can come from book chapters, academic and popular articles, newspaper articles or other documents, and the teacher's own experiences.
Perhaps most importantly, this highly collaborative pedagogical approach provides faculty with the opportunity to embed their own research into classroom learning. The use of data gathered on site in the field doing case study research is only one way to integrate research into classroom instruction. Students can also be asked to conduct their own research projects modeled after the work of faculty or classroom teachers that includes development and refinement of research questions, discussion of appropriate research methods to be used for the study, practice in using various types of data compilation and data analysis, and writing up and then defending the final outcomes of the project in oral presentations. All of these methods are best conducted using local or regional case studies that can be scaled up to larger geographic questions under discussion in coursework in geography.
One of the new sites of case study teaching and learning now underway in US classrooms is occurring in advanced placement human geography courses all across the nation. With the support of ample supplies of published and online curricular materials developed especially for novice and experienced classroom teachers expanding exponentially as the number of students in these advanced secondary level classrooms expands each year, the use of case studies as a preferred approach continues to gain credibility. High school students (along with many of their teachers) often enter their first high level geography classroom unaware of even the most basic content, skills, and perspectives of human geography. Using case studies that illustrate issues, places, and spaces at a variety of scales helps deepen their understanding of core concepts and skills and also increases teacher and student confidence in applying the geographic perspective in geography classes and beyond.
The use of the case study approach in educational settings also provides a discussion forum for deconstructing and rethinking some of the ways the world is changing. The study of geography, as well as teaching and learning itself, are contested spaces of change where fluidity is the norm. However, despite this ongoing climate of rapid change, many of the now outdated concepts in our field are the norm in geography classrooms in many parts of the world. The use of case studies can help expand these now outdated approaches and content to enliven students' interest and engage them in their own learning.
- Methods Useful in Case Study Research
- Types of Case Studies
- Case Study Approach
- Capital’s Consumption Spatiality
- Capital and Space: Capital’s Crisis-Spatiality
- Capital and Space: Capital’s ‘Normal’ Spatiality
- How Does Capital Work?: Mechanisms of Capital
- Capital and Space
- Business Service Geographies – Global Cities, Service Offshoring, and the Second Global Shift
Geography case studies (Human Geography (Curitiba (The BRT runs on a…
- Effects on US
- Effects on Mexico
- High crime rates
- Natural disasters
- Water shortages
- Better living standards
- Better healthcare
- Better education
- Language barrier
- Migrants increasing crime rates in the US
- Many migrants are elderly who cant work
- Migrants take low paying jobs
- Migrants often send money back to Mexico to their families
- More migrants leaving Mexico lead to pressure on land, social services and jobs .
- Food shortages in Mexico because of the lac of farmers
- It was the first city in Brazil to have dedicated bus lanes.
- A bus rapid transit system operates. This is cheaper to run than a tube system. Some employers subsidise their employees who use it.
- 80 per cent of travellers use the BRT.
- The bus rapid transit system uses triple section bendy buses. It carries 2 million passengers a day.
- The bus fare is the same wherever you go.
- No one lives more than 400 metres from a bus stop.
- Urban growth is restricted to corridors of growth - along key transport routes. Tall buildings are allowed only along bus routes.
- Can lead to other health problems
- More constructive and productive population
- Keeps fares very cheap (only 40 cents)
- Minibuses pick people up from their homes on the outskirts
- Conventional buses then take people from the smaller stations to the mainline stations
- Finally, the dedicated mainline buses take 270 people at a time into the city centre.
- Buses aren't low emission so not really sustainable in that sense
- Companies get 1% of all fares which keeps the process profitable
- Prevents clogging of main roads and keeps noise and air pollution average low
- This keeps profits cheaper than if council owned the system
- Keeps people happy as they don't have to wait too long
- Village of Sipson was destroyed.
- 7200 km2 of green land was destroyed during construction.
- Tax payers have to pay a total of £5.6 bill.
- Total cost of construction £18.6 bill.
- Carbon emission causes health problems.
- Produces lots of jobs.
- UK demands lots of air travel, therefore it is beneficial.
- Gender imbalance (117men:100women)
- 4-2-1 (1 child supports 2 parents and 4 grandparents )
- Prevented 400 mill births
- In the short term the measures that are being undertaken will mean that the jams go. But beyond this period, transport investment invariably means that the jams will get worse; but at a different location and in a different town to that hit now! Let’s just hope that the £700 million pledged to the Channel Tunnel link (in a £5.6 billion project) does not result in nothing being on offer to other priority projects!
- In a very short time Metrolink has established itself as a very successful transport system, tempting people out of their cars in a deregulated bus environment and without subsidy. It is part of any integrated transport strategy for Manchester. It is a clear indication that investment in good quality public transport works.
- Why is it so successful? - The system is simple and easily understood. Quick journeys and citycentre track gives good access to the main attractions and work places. The service is frequent and reliable. The system is safe to travel on. Extensions through Salford Quays have been built running along Eccles New Road, and will serve a significant residential population. Four further extensions to Oldham and Rochdale (cost £137 million), Manchester Airport, Trafford Centre and East Didsbury, were approved by the Government.
- Metrolink opened in Manchester in 1992 at a cost of around £152 million. A fleet of 26 trams operates over the 31 km network. Metrolink has now reached 13.9 mn passengers a year and 65% of Metrolink passengers have a car that they could have used instead of Metrolink. Between 14% and 50% of car trips to destinations served by Metrolink have been switched to Metrolink.
- 34.4 million
- 3.4 people per km^2
- 0.8% annual population growth
- Longest coastline in the world
- Huge coniferous forests in the north
- Labour shortage: 32% of Canadian employers are encountering difficulties in hiring workers due to a lack of applicants
- Services (eg. schools, hospitals and transport) close down as there are not enough customers.
- Less innovation and development (lee brain power)
- Difficulties in defending the country
- relaxing immigrant policies and visa requirements to encourage migration
- Pro-natal government support to increase the birth rate eg. subsidies and parental leave programmes
- allow pensioners to continue working
- Average population density is 46 people per km2.
- The annual population growth is 2.8% which is 18th highest.
- The fertility rate is 5, also 18th highest.
- 58.2% have access to clean water.
- 80% live in poverty.
- Infant mortality rate is 45.1.
- Quality of life index is 4.5 which is 109th.
- Life expectancy is only 60.8 years.
- Only 69.4% of the population are literate.
- GDP per capita is $1600 which is 199th in the world.
- People have knowledge about contraception and it is availability.
- Women want and have careers
- People have later marriages and don’t need children to care of their parents.
- The French government noticed that there was a low population, to counter this they introduced the three child policy which offered advantages such as tax benefits and free access to activities such as swimming pools if a couple has three or more children
- 5 toilets for 5000 children in the school: this leads to people urinating and excreting in bags and throwing them and they sometimes go into the river and contaminates there water source
- 92% of children have hookworm: Due to a lack of hygiene and sanitation
- There are only 3 schools
- Over 100,000 children have HIV/Aids
- A standpipe supplies water to over 40 families
- 800,000 to 1 million people live in 255 hectares
- Most of the house are owned by the government: Means that the government don’t have to support the people living there as it belongs to them
- Fertility rate is 5 kids per woman
- Only 11% of women have assured knowledge of contraception
- 61% of Liberians are below 25 years of age
- Birth rate is 36 per 1000
- 80% of Liberians live in poverty
- Literacy rate is 60.8%
- Life expectancy is 57.8
- Is a major shipping crossroad
- Only 2% of working age are unemployed
- Natural Popn Increase = 5% annually. This lead to 28 new towns being built. 4 of these towns have 200,000 inhabitants each.
- 2/3 of Singaporeans live in towns
- Thousands of jobs at docks. Jobs are needed for refuelling, discharge and loading of container ships
- 1.7 degrees Celcius increase in temp since 1960
- Rainfall in unreliable therefore there is lack of food from farming
- Some people have left to Ivory coast looking for jobs
- 6 mill hectares of land lost to desertification annually
- Sahel is across 10 countries, some of them include: Senegal, Mali, Burkina Faso, Niger
- Rainfall in Sahel - 600mm annually, Rainfall in UK - 1154mm annually
- London docklands used to be prominent until the early 1950’s and were abandoned when shipping evolved by 1981.
- There were very few jobs, transport was poor and there was a lack of basic human services.
- Housing was bad as well. Over 95% of the people rented their homes. These homes were old terraced houses lacking indoor toilets and severe amounts of maintenance.
- In 1981, the London Docklands Development Corporation. It was set up with the aim of improving living and working conditions in the docklands.
- The old docks and warehouses were cleared. They were turned into 22000 expensive flats. Only 19% were rented out.
- 200,000 trees were planted and parks were made.
- The buildings went from being small terraced houses to being expensive apartments in skyscrapers. Additionally, most of the buildings were made commercial with banks.
- A city airport was built for businessmen, the jubilee line on the London underground was extended to have stations there and a new over ground line was built called the Docklands Light Railways.
- Banking is now a major occupation of the area. Earlier, it used to be docking which became derelict.
- Most apartments are now too expensive to be rented out to the old tenants as the quality has significantly increased.
- People starting families at older ages
- Women education has meant they will seek carers not families
- Migrants from war-torn countries such as Afghanistan settle in Sweden
- Better medical care increases life expectancy increasing the number of old people
- Low birth rate means that there are more elderly people than younger.
- Greater demand for medical services and healthcare
- Increased cost of supporting elderly people through pensions
- A growing market for leisure industries to meet the demand of elderly people
- Increased awareness of the ‘grey vote’ in elections
- Isle of wight settlement and service provision in an area
- People are encouraged to buy their land, to make them feel it is worth the effort of making improvements.
- Grants, building materials and small cash loans are provided so that they can begin work.
- Roçinha in Rio de Janeiro is one of brazil’s largest favelas.
- A favela is a shantytown in or near a city.
- Roçinha first developed on a steep hill side in the 1950’s, Now home to over 100,000 inhabitants
- Its early dwellings they were small wood and canvas cabins, but most have been enlarged and improved by bricks, with a huge contribution for the government.
- Along with the addition of shops and small business, most part of Roçinha look more ordered than poverty stricken.
- To combat the issue of the inconsumable water supply, the Jakarta city authorities had been investing in basic services such as a £60,000 project, and as a result by the year 2000, over 1600 homes had piped water and now obtain water more cheaply than before, allowing money to be spent on other essentials (food, clothes and education).
- In tectonics mind map
- In river mind map
- 3000km long
- 900 islands
- 400 species of coral
- 1500 species of fish
- Increased fertilizers
- Encourages growth of algae and plankton
- Algae and Plankton use up lost of oxygen
- Coral polyps are starved of oxygen
- This causes coral bleaching and leads to death of the coral system
- Pollution due to tourism
- Over fishing due to tourism
- Affects the food chain of the reef as fish move to cooler parts of the ocean.
- Bangladesh Flooding
- Ranching is one of the main causes of deforestation in the Amazon.
- Grota Rica is an illegal gold mine in the Amazon
- Subsistence farming by tribes uses the slash and burn method
- As of 2017 6,642 kilometers square of rainforest were being destroyed annually, down from 27,000 in 2004
- Every day, 137 flora and fauna species are lost to deforestation in the Amazon
- The Amazon Rainforest absorbs 600 million tonnes of CO2 every year.
- The Amazon produces 20% of the world's oxygen
- The Transamazonica Highway is a hotspot for Amazonian deforestation.
- Nomadic herding - Pastoral farmers graze herds if donkeys and goats in the eastern regions where the rainfall is higher and the vegetations is greater. Effects on the ecosystem are that the animals might overgraze an area, exposing it to wind and water erosion. Fragile soils are removed and the barren desert spreads further eastwards.
- Activity tourism - Off-road driving, poaching, sand boarding and go-caring. Effects on the ecosystem are that the "Big game" is eradicated and that the desert surface and vegetation is destroyed.
- Diamond mining - Alluvial diamonds are found in gravel beds. Enormous quantities of sand has to be removes to expose the diamonds. The sand is dumped elsewhere. The effects on the ecosystem are that it destroys fragile habitats by removing vegetation and soil. Sand-dumping buries other habitats.
- Human activity is restricted due to the arid conditions. However, the areas produce many of the Earth's finest diamonds, uranium, tin, tungsten, zinc and salt.
- Mining is crucial to Namibia's economy, but it is a major threat to local ecosystems as it destroys habitats and requires the development of complex infrastructure.
- Low rainfall due to the rain shadow effect.
- Plants - Welwitschia plant, Quiver tree and the Pencil bush
- Annual rainfall = 23mm
- Avg rainfall during the wettest month = 8mm
- Avg temp = 16 degrees Celcius
- Avg relative humidity = 29%
- Annual rainfall = 362mm
- Avg rainfall during the wettest month = 81mm
- Avg temp = 19 degrees Celcius
- Avg relative humidity = 42%
- Area = 81,000 km2, Length = 1,600 km (north-south), Width = 50-160km (west-east)
- Japan earthquake 2001
- River flooding in Bangladesh
- Coastal defence at Mappleton
- The Sahel (desertification)
- 765 factories in 43 countries
- Changes in indrustrial sector Brazil
- Subsidence farming rice farming in Bangladesh
- Commercial farming - Plantation in Malasysia
- Food shortages in Bolivia
- Textile and clothing industry in Bangladesh
- Science park in Siingapore
- Tourism in Kenya (Beach and safari
- Sustainable tourism (Ctristalino jungle lodge, Amazon)
- Water supply in an area - the aral sea
- Problems and solutions of tourism in the lake district
Resource Library | Activity : 1 hr
Resource library activity : 1 hr, present research on human geography and borders.
Students use the jigsaw cooperative learning strategy to discuss and present research on four case studies of conflicts due to human geography in Europe. Then they make generalizations about cultural and human features and their impact on country borders in a whole-class discussion.
Geography, Human Geography
Folk Dancers at the National Basque Festival
Dancing is a major Basque recreational activity.
Photograph by Walter Meayers Edwards
1. Have students use the jigsaw cooperative learning strategy to discuss their case studies.
Have students regroup in their small groups from Lesson 8, Activity 1 and make sure they have their completed worksheets from that activity. Remind students they are in their "expert" groups. They have studied one case study in depth. Regroup students so that each new group of four has at least one member from each expert group. Have each expert in a group report on their case study. Other students learn from the experts and complete their worksheets.
2. Have groups present their findings.
Have each group present their case study to the class by reading aloud the scenario and explaining the answers they arrived at while conducting their research.
3. Make generalizations about the impacts of cultural features on country borders.
Hold a whole-class discussion about cultural features and their impact on country border s using the questions below as prompts. Encourage students to cite their research projects or other specific examples to support their answers.
- What comes first, the cultural feature such as language or religion , or the border?
- How do borders cause cultural divides, and how do cultural divides define borders?
- What are the benefits and drawbacks to countries that have a mix of cultural features within their borders?
- With increasing human migration and movement between countries, will borders shift to accommodate cultural groups? Why or why not?
Check for student understanding by observing their presentations and jigsaw and whole-class discussion contributions. Evaluate how well students are able to integrate small-group research findings into the whole-class discussion.
Extending the Learning
Have students research cultural features in their own region or state and present their findings. Provide students with the following questions to research: What cultural groups are important in your area? How do the groups impact state, city, and other borders? Have there been conflicts around those borders?
Subjects & Disciplines
- Human Geography
- consider how cultural features can affect country borders
- develop generalizations about the impacts of cultural features on borders
- Cooperative learning
This activity targets the following skills:
- Communication and Collaboration
- Acquiring Geographic Information
- Analyzing Geographic Information
- Answering Geographic Questions
Connections to National Standards, Principles, and Practices
National council for social studies curriculum standards.
- Theme 1 : Culture
- Theme 5 : Individuals, Groups, and Institutions
National Geography Standards
- Standard 1 : How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
- Standard 10 : The characteristics, distribution, and complexity of Earth's cultural mosaics
- Standard 13 : How the forces of cooperation and conflict among people influence the division and control of Earth's surface
- Standard 4 : The physical and human characteristics of places
What You’ll Need
Materials you provide.
- Lesson 8, Activity 1 completed worksheets
The resources are also available at the top of the page.
- Large-group instruction
The Roma are a traditionally nomadic ethnic group who originated in northern India. The total global population of Roma is estimated between two to five million. They have held a presence in Europe for an estimated 1,000 years. Today, most Roma continue to live principally in Europe, particularly in the Czech Republic, Slovakia, Hungary, Yugoslavia, Bulgaria, and Romania.
The Basque ethnic group of southern Europe straddles both Spain and France in an area known as Basque Country. This region borders the Bay of Biscay and is located near the western end of the Pyrenees Mountains. Although their origins are unknown, Basques are characterized by their shared language and culture. The Basques are distinct from most European groups because the Basque language is not Indo-European.
Moldova is a country located in the northeastern corner of the Balkan region of Europe. It is bounded by Ukraine to the north, east, and south and by Romania to the west. The former Union of Soviet Socialist Republics (U.S.S.R.) combined many unique cultures under one governing system. Once the country was set up, Russians moved to every area of the U.S.S.R., which created tensions between Russians and other ethnic groups when independence was achieved. Moldova became independent from the Soviet Union in 1991, and a member of the United Nations in 1992.
The island of Cyprus is located in the eastern Mediterranean Sea, south of Turkey, west of Syria, and southeast of mainland Greece. Cyprus has a long history with both Turkey and Greece. In 1960, Cyprus gained its independence from Britain, and there has been a struggle between the Turkish and Greek peoples that has lasted to the present day. Although Cyprus was recently admitted to the European Union (EU), the political division of the island prevents northern Cyprus from receiving the same level of EU benefits as the rest of the island.
Recommended prior activities.
natural or artificial line separating two pieces of land.
a disagreement or fight, usually over ideas or procedures.
geographic territory with a distinct name, flag, population, boundaries, and government.
learned behavior of people, including their languages, belief systems, social structures, institutions, and material goods.
people sharing genetic characteristics, culture, language, religion or history.
the movement of people from one place to another.
set of sounds, gestures, or symbols that allows people to communicate.
a system of spiritual or supernatural belief.
Articles & Profiles
- National Geographic Education: Europe—Human Geography
- NG MapMaker 1-Page Map: Europe
- National Geographic Education: Europe MapMaker Kit
- NG MapMaker Interactive: Europe
- National Geographic Education: National Teacher Leadership Academy (NTLA)
Tips & Modifications
The case studies can be presented orally or in writing.
The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. The Rights Holder for media is the person or group credited.
Shelley Sperry, Sperry Editorial
Kim Hulse, National Geographic Society Christina Riska Simmons, National Geographic Society Emmy Scammahorn, National Geographic Society Kathleen Schwille, National Geographic Society Emily Wade, B.A. Philosophy, B.A. English
Brian Blouet, The College of William & Mary Olwyn Blouet, Virginia State University Michal LeVasseur, Ph.D., National Geographic Alliance Network Liaison Audrey Mohan, 2007-2008 Grosvenor Scholar, National Geographic Society Ian Muehlenhaus, University of Minnesota Alexander Murphy, Professor of Geography and Rippey Chair in Liberal Arts and Sciences, Department of Geography, University of Oregon Peter Rees, University of Delaware Joseph Stoltman, Western Michigan University
Margaret A. Legates, Coordinator, Delaware Geographic Alliance
National Geographic Program
2008 Summer Geography Institute: Beyond Borders
Special thanks to the educators who participated in National Geographic's 2008-2009 National Teacher Leadership Academy (NTLA), for testing activities in their classrooms and informing the content for all of the Beyond Borders: Using Maps to Understand European Physical and Cultural Landscapes resources.
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Present Research on Physical Geography
Students use the jigsaw cooperative learning strategy to discuss and present research on four case studies of conflicts due to physical geography in Europe. Then they make generalizations about physical features and country borders in a whole-class discussion.
More Human Geography and Borders
Students research four additional examples of human geography and borders. They explore how language, culture, and religious differences affect country borders in Europe.
Research Examples of Human Geography and Borders
Students explore how language, culture, and religious differences affect country borders in Europe. They conduct research on the Roma, the Basques, Moldova, and Cyprus.
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AP Human Geography. Name: Case Studies of Human Migration. Section: Score: _____/5. Directions: Answer the following questions about specific examples of
The tasks related to Human Geography included in the first two thematic units were analysed: Knowledge of the world in which we live; Anthroposphere - humans
International Case Studies: Conflicts · AP Human Geography Projects · Outline. 11 frames · Reader view · South Asia · Balkanization · How do religion, ethnicity and