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![Page 1: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/1.jpg)
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.
![Page 2: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/2.jpg)
TheThe
GeoHistoGramGeoHistoGram
![Page 3: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/3.jpg)
TheThe
GeoHistoGramGeoHistoGram
This graphic activityThis graphic activity
takes advantage oftakes advantage of
the human brain’sthe human brain’s
natural tendenciesnatural tendencies
to organize knowledgeto organize knowledge
in a space-time context.in a space-time context.
![Page 4: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/4.jpg)
This is the basic form of the GeoHistoGram.
It has seven vertical bars,representing major world regions.
![Page 5: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/5.jpg)
Time goes “up” the vertical axis,from the past at the bottomto the present at the top.
![Page 6: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/6.jpg)
![Page 7: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/7.jpg)
Space goes across the diagram,from the west on the left to the east on the right.
![Page 8: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/8.jpg)
Space goes across the diagram,from the west on the left to the east on the right.
Relevant Fact: When students write somethingon a traditional one-dimensional history timeline
(the kind that goes across the room on a bulletin board),they often unconsciously remember whether they put
a particular note above or below the central line.
This is useless information, but they remember it anyway.
If teachers can “harness” that unconscious tendency,it can give them a very powerful way to help students organize knowledge of global history and geography.
![Page 9: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/9.jpg)
Space goes across the diagram,from the west on the left to the east on the right.
Relevant Fact: When students write somethingon a traditional one-dimensional history timeline,
they often unconsciously remember whether they put a particular note above or below the central line.
This is useless information, but they remember it anyway.
If teachers can “harness” that unconscious tendency,it can give them a very powerful way to help students organize knowledge of global history and geography.
The actual appearance of the geo-history diagramdoes not matter much – in fact, the “final” version
may have choices, like wallpaper or ringtones.
So, if you do not like curving bars or pastel colors, feel free to imagine rectangles or hexagons,
with colors like a bowl of vegetable soup or the Albanian or Zimbabwean flag.
What matters is that students have a consistent wayto visualize events in space and time.
![Page 10: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/10.jpg)
Each box representsa major world region.
Each curve of the boxindicates 1000 years.
![Page 11: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/11.jpg)
It is easy to make ablack-and-white version
for student use.
![Page 12: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/12.jpg)
Here is a simple useof the GeoHistory Diagram:
to show the names (and duration) of some important empires
in Mesopotamia.
![Page 13: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/13.jpg)
By varying the widthof the empire “blob”,one can show howits power expandedat different times.
Here is a simple useof the GeoHistory Diagram:
to show the names (and duration) of some important empires
in Mesopotamia.
![Page 14: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/14.jpg)
Adding symbolscan show how Egypt
lasted for a long time, but the early civilization
in the Indus Valley did not.
Adding symbolscan show how Egypt
lasted for a long time, but the early civilization
in the Indus Valley did not.
![Page 15: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/15.jpg)
Removing namescan turn the graphinto a quiz/review
at any time.
![Page 16: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/16.jpg)
Adding a flag to showthe date and location
of the Revolutionary Warcan help U.S. studentsput the Mesopotamian
empires into perspective.
![Page 17: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/17.jpg)
Obviously, the graphis not limited to empires.
Major inventions (such as iron smelting)
had great influenceon the world.
![Page 18: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/18.jpg)
Printed pages give studentssome background and data,
which they can addto the diagram.
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Noting the first use of ironin different world regions
can provide a visual imageof the spread of technology.
![Page 20: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/20.jpg)
One can also showhow farming startedin the same areas that later had cities
and empires.
![Page 21: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/21.jpg)
Noting the first useof farming technology
in different world regionscan show how this idea spread
(or was independently invented?)
![Page 22: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/22.jpg)
As with iron and other topics,adding symbols to show farming could be a class demonstrationor an individual/group activity.
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In many cases, what spreadwas the idea of planting, not the specific crops.
People had to choose cropsthat fit their local environment.
![Page 24: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/24.jpg)
Let’s go back to the empires.
Remember, blobs of differing widthcan show the duration and extent
of different empires.
They can also show the directionand distance of invasions.
![Page 25: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/25.jpg)
For example, Alexandermade a very rapid expansionof the Greek Empire eastward
(and left many cities called Alexandria!).
![Page 26: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/26.jpg)
For example, Alexandermade a very rapid expansionof the Greek Empire eastward
(and left many cities called Alexandria!).
What he did, however, was basically to lead his army around an existing empire.
Several Persian rulers had already put a large empire together
over several centuries.
![Page 27: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/27.jpg)
Persians and Greeksboth ran into a barrier in India -some powerful city-states that became the Mauryan Empire.
Students seldom see that connection, because their textbooks usually treat
these world regions separately.
![Page 28: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/28.jpg)
Adding a blob ofappropriate width and height
shows the size and extentof the Roman Empire.
![Page 29: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/29.jpg)
We could continue adding empiresfor a long time (but you get the point).
Let’s go back to look at Alexander to make some different connections.
![Page 30: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/30.jpg)
Combining two data layerssuggests that Greek expansion
may have had some kind of connection with the spread of iron technology.
![Page 31: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/31.jpg)
You could also usea completely different“graphic vocabulary”
to describe Alexanderas a kind of “bridge”
between world regions.
![Page 32: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/32.jpg)
Alexander
As with the empires, you can choose whether to show
the names of the “famous people” associated with each bridge.
![Page 33: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/33.jpg)
Alexander
This topic can also bea class demonstration
or an individual activity.
![Page 34: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/34.jpg)
Here are a dozen important bridgesbetween regions at various times.
(Students could “research” them individuallyor suggest others to add.)
![Page 35: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/35.jpg)
Removing the names could turn thisinto a useful review or quiz.
![Page 36: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/36.jpg)
Letters or other symbols can showwhere religions started and spread.
These letters show when Buddhism appeared in India, China, and Japan.
![Page 37: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/37.jpg)
Letters or other symbols can showwhere religions started and spread.
These letters show when Buddhism appeared in India, China, and Japan.
As with iron, farming, bridges,and other topics, this also can be
an individual or group activity
![Page 38: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/38.jpg)
This set of letters shows how Islamrapidly spread both east and west
from its “birthplace” in Arabia.
![Page 39: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/39.jpg)
Combining those “data layers”can show how Islam spread
much more widely and rapidlythan Buddhism did.
![Page 40: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/40.jpg)
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.
![Page 41: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/41.jpg)
Removing the smallerletters that show spreadcan turn the graph into
a useful review of origins.
(And yes, you can substitute other letters or symbols – if you would rather haveyour students remember
the word Reformationinstead of Protestantism,by all means use an R
rather than a P.
![Page 42: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/42.jpg)
Removing the mnemonic cluescan turn the diagram into a quiz.
You can ask about just one religionand mark it with a question mark,
or several with a matching question.
?
![Page 43: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/43.jpg)
The choice of topics is limitedonly by your students’ imagination
(and your state assessment policies!)
The GeoHistory Diagram now shows the first use of writing in each region.
![Page 44: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/44.jpg)
Here is just someof the informationthat can be shown
on the GeoHistoGram.
Before you blanch,think about it for a minute -
this is still much less detailedthan the kind of timeline
that often appears in books, museums, and wall posters,and is presented to studentsas if they could understand it!
![Page 45: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/45.jpg)
In this case,removing the empire names
doesn’t really help much.
![Page 46: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/46.jpg)
In this case,removing the empire names
doesn’t really help much.
Big point:
This graph has less than a tenth of the information
shown on some postersthat are often purchased
by well-meaning parents, school boards, and
administrators.
![Page 47: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/47.jpg)
In this case,removing the empire names
doesn’t really help much.
Big point:
This graph has less than a tenth of the information
shown on some postersthat are often purchased
by well-meaning parents, school boards, and
administrators.
Even a cluttered diagram,however, can have some
pedagogical value.
For example, it can showthat American historyis quite a small partof the global whole!
![Page 48: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/48.jpg)
SUMMARYSUMMARY
A geo-history diagram like thisA geo-history diagram like this is is a way to organize knowledge.a way to organize knowledge.
![Page 49: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/49.jpg)
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 in little pieces at a time.except in little pieces at a time.
![Page 50: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/50.jpg)
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 best used for just a few minutes,It is best used 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 in little pieces at a time.except in little pieces at a time.
![Page 51: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/51.jpg)
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 best used for just a few minutes,It is best used 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 in little pieces at a time.except in little pieces at a time.
![Page 52: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/52.jpg)
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.
![Page 53: The GeoHistory Diagram History-Geography Project Michigan Geographic Alliance Mississippi Geographic Alliance New York Center for Geographic Learning Grosvenor.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649ccb5503460f94993aa9/html5/thumbnails/53.jpg)