NOVI APSI by Amanda Killough

Asynch Learning Day 1

killoughay1 — 2025-06-09 16:51:09 UTC

Post your thoughts on how you'd either use in whole or in part any of the resources you went through - explain how you might change or adapt it for your purposes.

1.1 Intro to Maps Activities

2025-06-09 18:08:31 UTC

Students at my school have very little geographic awareness. I look forward to using all six of these activities to build geo competence during Unit 1.

Day 1 - Interactive Activities

2025-06-09 18:20:05 UTC

I'm excited to use interactive activities in the classroom to help expand geographical awareness in my classroom. I'm looking forward to using digital actives such as maps from Geoguessr and also using print out maps and older maps show historical continuities in a tactile fashion.

AP World Perceptions Activity

2025-06-09 18:34:46 UTC

I think the activities here would make great starter/do now activities leading onto specific case studies as well as for revision!

Intro to Maps

2025-06-09 20:02:00 UTC

The handout with the slides make it entertaining and very engaging for the students. It's a good way of having them learn their maps. Something that could be added to it is using the scales of analysis, that way the students could match them to the type of maps if they want to.

World Mapping Activity

2025-06-09 20:58:08 UTC

In regular-level Geography we did a similar mapping activity where I gave students a world map and we filled out the 7 continents and 5 oceans together along with major rivers, deserts, and mountains. I think the World Mapping Activity that was presented today is a perfect step-up for AP level kids while also introducing them to the major units/themes of the class on the first day of school. Then when we go over the syllabus on day 2 and talk about the units, they will already be familiar about what each one will be about! A resource that I like to use for identifying countries is Lizard Point (which I'm sure some teachers are already probably familiar with). This is a great way for students to test their knowledge of countries' locations.

Asynch Learning Day 2

killoughay1 — 2025-06-10 15:32:28 UTC

Respond to the following questions:

How might the Mission Migration Activity help students understand the complexities of migration?
Post your completed ESPN Article Analysis within the padlet (or include a link to your completed work).

davidbriscoe — 2025-06-10 17:10:11 UTC

ESPN

2025-06-10 17:19:53 UTC

Day 2 Answers

2025-06-10 17:21:54 UTC

I feel that the mission migration activity would be a valuable asset to my classroom. Although most of my students understand push and pull factors on a large scale, I feel that Mission migration really makes those factor more human. Likewise I believe it did a good job at show the perceptions instilled in bias media are not always accurate.

2025-06-10 17:22:17 UTC

Day 2

2025-06-10 17:30:12 UTC

The Mission Migration Activity will help students to learn that migration is a multiplications and complicated ordeal. Migration is an ordeal that includes political, economic, social, and other factors that all must be taken into account. I particularly liked the interactive BBC article that sort of forced students to make direct choices with direct outcomes. The activity is a bit restrictive but I think that is a good thing in order to show students just how restrictive and trouble migration can be.
https://docs.google.com/presentation/d/1k281Ui-0lHcIX9P2r0fmUK6z-Ttf_V9gqOD53HbNV3A/edit?usp=sharing

2025-06-10 17:34:51 UTC

The Mission Migration Activity slides are really great as they help students understand the complexities of migration by providing them with a wide range of interactive and immersive resources and activities that help them understand as well as reinforce their understanding of the 'push' and 'pull' factors of migration.

Day 2

2025-06-10 17:43:49 UTC

Mission Migration is a good activity for students to start challenging biases and adjusting their beliefs, especially stereotypes. Plus, they expand their knowledge on refugees and what the situation looks like.

Day 2

joseph_dumas — 2025-06-10 18:02:27 UTC

Mission Migration includes so many different resources and perspectives covering several different aspects of migration, which can enable students to see how all of these different aspects connect and influence all the different types of migration.

Asynch Day 2

2025-06-10 18:22:10 UTC

The quiz at the beginning will get the students thinking and maybe give them some moments of shock. Then the rest of the assignment helps them get familiar with applying the task verbs as well as looking at migration from a variety of ways.
https://docs.google.com/presentation/d/1vDFJhlGYif4pd6GTyxvZIA0wrtxMvByDgaCgcx3dRPo/edit?usp=sharing

Day 2

2025-06-10 18:28:21 UTC

Mission Migration allows for students to see a variety of push and pull factors that contribute to migration, which gives them an opportunity to see how complicated the issue really is.

2025-06-10 18:32:18 UTC

Day 2

2025-06-10 18:33:53 UTC

Lens of Analysis - ESPN (Day 2)

2025-06-10 18:38:03 UTC

The Mission Migration Activity would definitely help students understand some of the various aspects they might not think about because it forces them to take inventory of their current understandings and builds on it. I especially thought the first quiz about refugees was really eye-opening.

Asynch Learning Day 3

killoughay1 — 2025-06-11 15:28:34 UTC

After reviewing and going through the Origin of Cities, Urban Sustainability and the Border Disputes/Conflicts assignments Explain how you would use them in your class and what you might do differently. Also share activities (if any) that you already have that you could use for the Urban or Political Unit.

Asynch Learning Day 3

davidbriscoe — 2025-06-11 17:38:42 UTC

I love the Country Profile. I added a section where you guess the different categories and showed that I need to learn more about other countries. I do not think that I would change the material but I will probably change the formatting. I may also make them create a poster and use the questions that you provided us as guidelines for the poster.

Asynch Learning Day 3

2025-06-11 17:58:41 UTC

I liked all activities I reviewed during independent. Specifically, the sight/ situation article because that is something my kids mix up or neglect a lot. One thing I may modify is the city game. With some butcher paper, I think it would be feasible to have to have multiple students on each sheet, Then we could even go in to ethic enclaves, exclaves, and maybe different boarder types. Or through setting up different forms of "Government", Show how unitary and federal governments effect urbanization different. I think there is a lot of different ways to meaningfully expand upon this lesson.

Day 3

2025-06-11 18:00:33 UTC

My school has previously done a country project at the end of the year, but I feel like doing something like this each unit would help build knowledge for a country they have chosen at the beginning of the year.

Asynch Learning Day 3

2025-06-11 18:00:43 UTC

I would use the 3 assignments as longer warm ups or review. It all depends on how much time I end up having this year.
I already do a year-long country "Scrapbook" where students choose a country and for each unit they gather content related information for their country and create a scrapbook (Google slides). It also makes them include pictures, graphs, and maps. Also, for the political unit that ties into the Agriculture unit, my students do an activity with Guns, Germs, and Steel where they work in groups to create skits for each of the chapter then we discuss how it relates to political geography.

Asynch Learning Day 3

2025-06-11 18:05:30 UTC

All activities are great and make sense. I received some great ideas and how to incorporate them into my lessons of AP Human Geography. CIA Factbook activity and Origin of Cities will contribute for sure. The articles of cities are also good.

Day 3

2025-06-11 18:16:29 UTC

I really liked the activities we went through today, especially the CIA Factbook site, which I have never seen or heard of before!

Asynch Day 3

2025-06-11 18:30:39 UTC

I like the country profile a lot and I think it works well as homework and an in class activity. It can also easily be used to tie into other class activities, as well as just being good reference for students. I also liked looking at the YouTube videos that were linked as resources for the conflict template. I think it's great to sometimes have a video or someone else explain a conflict, especially journalist, as they can provide an experienced and in-depth experience for students.

Asynch Day 3

2025-06-11 18:50:28 UTC

I loved the Country Profiles. I would format the other assignments to make them easier to facilitate in person so that students can do the research and fill out the responses on paper versus virtually. Something else I would do is assign some of them for our breaks because then the students have time to work on them and make it more elaborate.

Asynch Learning Day 3

2025-06-11 20:20:07 UTC

For the Border Disputes/Conflicts, I enjoyed watching a lot of the videos! I would adjust this assignment for my 45 minute classes by asking students to pick one Border Dispute video and one Ethnic Conflict video to watch and then partner up to teach another student about either video of their choice.

For my regular level Geography kids last year during our urbanization unit, we did a "City Design Challenge" where students worked in groups to create their own cities based off of urban models. They used AI to create images of the cities they described (I also have done it where students draw out the maps), labelled certain landmarks on their map, and then explained why they designed their cities in a specific way. When everyone was done with their cities, we did presentations where students would try to convince their classmates to live in their city. The group with the most votes got extra credit on their assignment. For my regular level kids, this project took 3 days plus another for presentations.

Asynch Learning Day 4

killoughay1 — 2025-06-12 17:00:47 UTC

After perusing the agriculture activities how might you incorporate (or would you?) the farming simulation games?

Asynch Learning Day 4

2025-06-12 17:46:06 UTC

I thought the 3rd wold farmer was someone what profound. I think I will implement it by having students play it during one of my 90 min blocks and then scripting some frq's and a reflection one pager about what they had learned. As for the second simulator, I could see that being able to be shoe horned in with the green revolution. Both of them in conjunct might help my students understand extensive versus intensive farming, but that might be a bit of a stretch.

Day 4

2025-06-12 17:58:22 UTC

These seem like good activities to get the students engaged in the topic. I would probably use at least one if I had an available day, but usually there is a bit of a time crunch around when I would be teaching this (January/Februrary).

Asynch Day 4

2025-06-12 22:51:07 UTC

So, I lived for about 50 rounds of the 3rd World Farmer. For Top Crop, I was just confused on how to do some of the things and the impact. I think I would use the games after testing season so that the students can unwind while still doing something educational.