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 borders 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?

Informal Assessment

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

Learning Objectives

Students will:

  • consider how cultural features can affect country borders
  • develop generalizations about the impacts of cultural features on borders

Teaching Approach

  • Learning-for-use

Teaching Methods

  • Cooperative learning
  • Discussions
  • Jigsaw

Skills Summary

This activity targets the following skills:

Connections to National Standards, Principles, and Practices

National Council for Social Studies Curriculum Standards

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
  • Pencils
  • Pens

Physical Space

  • Classroom

Grouping

  • Large-group instruction

Background Information

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.

Prior Knowledge

  • None

Recommended Prior Activities

  • None

Vocabulary

border
Noun

natural or artificial line separating two pieces of land.
conflict
Noun

a disagreement or fight, usually over ideas or procedures.
country
Noun

geographic territory with a distinct name, flag, population, boundaries, and government.
culture
Noun

learned behavior of people, including their languages, belief systems, social structures, institutions, and material goods.
ethnic group
Adjective

people sharing genetic characteristics, culture, language, religion or history.
human migration
Noun

the movement of people from one place to another.
language
Noun

set of sounds, gestures, or symbols that allows people to communicate.
religion
Noun

a system of spiritual or supernatural belief.

Articles & Profiles

Maps

Websites

Tips & Modifications

  • Credits

    Media Credits

    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.

    Writer

    Shelley Sperry, Sperry Editorial

    Editors

    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

    Educator Reviewers

    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

    Expert Reviewer

    Margaret A. Legates, Coordinator, Delaware Geographic Alliance

    National Geographic Program

    2008 Summer Geography Institute: Beyond Borders

    Other

    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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