Students make observations about a thematic map. Then they learn about the physical geography of the Midwest, focusing on climate, plains and bodies of water, and tornadoes. Next they learn about the human geography and explain the nickname “the Rust Belt.” Finally, they prepare a thematic map of the region.
Students are introduced to the Midwestern region and its states, view images such as downtown Chicago overlooking Lake Michigan, and examine a thematic map showing numbers of students by state. They post observations about what the map shows and how it differs from other maps in a shared class table.
Teacher MovesPresent the lesson overview and objectives, then explain that the map is a thematic map that displays data about a specific theme rather than locations. Highlight features such as title, legend, scale, and color-coding, and clarify what information the map does and does not provide. Point out the location of the Midwest states on the map before moving on.
Students read explanatory text about the physical geography of the Midwest, including its borders, severe climate and tornadoes, the Great Plains and prairies, and why the region is called the “breadbasket of the United States.” They then read about the Great Lakes and major rivers (Missouri, Mississippi, and Ohio) and how these waterways and river valleys support farming. As they read, students complete a graphic organizer to create a geographic profile of the Midwest, summarizing climate, Great Plains, Great Lakes, and the major rivers and valleys.
Teacher MovesGuide students through the reading, prompting them to capture key details in the graphic organizer. Support them in summarizing the physical geography of the Midwest, emphasizing severe weather, fertile plains, the importance of the Great Lakes, and the role of the Missouri and Mississippi river systems.
Students examine an image of a German family on a Nebraska farm in 1886 and read about the human geography of the Midwest, including Plains Indians and their nomadic lifestyle, early farming settlement, the growth of industries such as food processing, steel, and automobiles, and the arrival and contributions of German immigrants. They learn about the decline of heavy industry since the 1980s and then respond on a class wall by explaining the nickname “the Rust Belt” and why it applies to parts of the Midwest.
Teacher MovesClarify vocabulary such as rust and review how industrial decline affected Midwestern cities and economies. Read and share selected student explanations of the “Rust Belt” for class discussion, then elaborate on reasons for industrial decline and its visible effects. Prompt students to consider connections between the Rust Belt and the Sun Belt, including migration in search of new economic opportunities, and organize students into small groups with assigned themes for the next scene.
Students learn that a thematic map shows information related to a particular theme, such as population or average temperature. In small groups, they create a thematic map of the Midwest states based on an assigned theme (for example, population distribution, climate, or land use), including appropriate mapping elements such as legend, symbols, scale, compass rose, and grid. Groups post a photo or link to their map on a shared wall and then review classmates’ maps, responding to at least two with a question or positive comment.
Teacher MovesRemind students of their assigned themes and expectations for the thematic maps, including required mapping elements and time limits. After maps are posted, have each group present its map to the class. Facilitate discussion and feedback, and use the presentations to summarize and reinforce key geographic information about the Midwest states.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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