Walinski-Peterson's slides from August 2, 2014 at NCGE in Memphis

1. NAME THAT CONCEPT!
Maria Elizabeth Walinski-Peterson
mwalinski@unomaha.edu
NCGE @ Memphis, 2014
Rote memorization of vocabulary
words just doesn't work for most
21st century students. How can we
build a nexus between our students'
image-driven culture and the need
to use academic vocabulary? Today
we will learn about, practice, and
de-brief a teaching technique called
"Name That Concept” which utilizes
critical vocabulary AND images.

2. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

3. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

4. When you read the
following words, what
images do you “see” ?

5. PURPLE

6. DOG

7. GLOBE

8. ALLIANCE

9. PURPLE ?
DOG ?
GLOBE ?
ALLIANCE ?

10. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

11. Who is MEW-P?
Magdalena
RIP June 22, 2013
Anastasia Nikola

13. Alex Henderson
(trombone player
for BBVD) @ The
Holland Center,
October 2013
A Family Christ-Mass!
MEW-P ‘s brother’s Chrismation into
Orthodoxy; October, 2013
MEW-P’s Dad Turned
80-Years-Old
In November of 2013!
Nebraskans at the
AP© Human Geography Reading
Cincinnati, June 2014
MEW-P’s new
“Goddaughter”
Pascha 2014

15. 2013-2014 Demographics
o 2417 students, grades 9 through 12
o  69% Latino
o  11% African-American
o  11% White
o  4% Asian
o Remaining  5% = 2+ races, American Indian, etc.
o 87% of students qualify for free/reduced lunch
o entirely urban campus
o Advanced Placement© Statisics:
o 243 students ( 10% of student body)
o 14 courses
o 112 student registered to take national exams
o 186 total # of exams ( 7 ½ % of student body)
Omaha South High
Magnet School
http://drs.education.ne.gov/quickfacts/Pages/default.aspx

16. Student Population Summary:
•  15,400 total student body (12,700 undergraduate students)
• Urban location
• predominantly a “commuter campus”…just over 2,000
students live in university housing
• 41 states represented
• > 1,700 international students representing 121 countries
• 200 Majors and programs, including bachelor's, master's
and doctoral degrees offered at UNO
• 18:1 = UNO's Student-Faculty Ratio
• 5 Fortune 500 companies that make their home in Omaha
•  40% of UNO's student body are first generation students
•  2,300 students are in 121 service related
University of Nebraska-Omaha

17. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

18. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is somewhat intuitive.
One approach to the
“big picture” of teaching Human Geography:
Transform our understanding of our
shared human experience on Earth
by applying academic content
to real-world experiences.

19. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge. ”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

20. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.

21. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
The “real world” and Human Geography
are twin siblings, of course!

22. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Being “relevant” is both the most
satisfying benefit and the greatest
obstacle for social science and geography
education.

23. “Tempting though it may be to get down with the kids, or stay
resolutely in the real world of day-to-day experience, for
shaping a school curriculum…it is a slippery and inadequate
idea. Again, when we have to try and modernise the
curriculum to incorporate relevance, as in recent years with
deep and genuine concerns about community, citizenship,
environment, and identity, it is usually the humanities subjects
[like geography] which have to do it. This undermines them as
disciplinary resources. It undermines any teacher wanting to
engage in professional development that is subject/discipline
focused (often it becomes more mission focused instead.” In
the end, we risk inadvertently shielding children from the
depth and richness of the dynamic and constantly developing
subject of geography. We go for the quick win rather than
possibly the more challenging prospect of engaging pupils with
abstract, more theoretical-- …more powerful knowledge.”
D. Lambert, “Who hung the humanities?” Geographical Education 26 (2013): 25-28.
Marrying images, verbal/written
content, and the novelty of “Name That
Concept” may preserve the “powerful
knowledge” of geographic studies.

24. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is, somewhat intuitive.
Human Geography is TOUGH b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the
“Name That Concept” activity:
Students “guess”—and defend their
choices!– which vocabulary terms are
illustrated by a variety of images.

25. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

26. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is somewhat intuitive.
Human Geography is tough b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
So here is one way I tried to address this challenge:
Take the reading/learning strategy of “visualization”
and flip it so that
students have a REASON to delve into the lexicon…
VISUALIZATION 

27. Human Geography is easy b/c…
It can be used to understand almost ANY
element of the human condition;
it is, somewhat intuitive.
Human Geography is tough b/c…
The concepts are fairly natural,
but the lexicon and vocabulary may not be.
Summary of the
“Name That Concept” activity:
Students “guess”—and defend their
choices!– which vocabulary terms are
illustrated by a variety of images.

28. Two (thus far!) assessment options…
High School AP©HG:
3-part Cornell Notes
Intro to Human Geography
college course:
Exit Ticket

29. High School AP©HG:
3-part Cornell Notes
One NTC with Cornell Note
Assessment for each of the 7 AP©HG
units,  learn the FORMAT once,
then the emphasis is on the
CONTENT for the rest of the course.
Standards/objectives built-in…
Students log in
concepts/vocabulary.
We do not catch ALL Of
them and they are not
required to, but they quickly
learn the more they capture,
the more content they have
to work with for the written
summary.
Note how the 2nd column is not for
definitions, per se. Some students
may re-word definitions for
themselves and that works well.
More sophisticated students use this
column to capture reactions and to
develop connections amongst
concepts. This works even better…
1) helps them retain the meaning
and
2) flows into the written assessment.
Written assessment for formative
grade—should be PREVIEWED and
emphasized so students can frame
their NTC activity with
“the end in mind.”
Obviously this does not mirror an
AP©HG FRQ, but it does give students
practice with APPLYING
vocab/concepts and it may fulfill
district-mandated writing assessment
requirements.
This unit happens to have a
2-part writing task.
(“L-4” reflects the highest score in the
Omaha Public Schools grading system.)

30. Exit Tickets for NAME THAT CONCEPT!
Worth up to 5* points… MEW-P is looking for …
1) use of Human Geography vocabulary & concepts
2) creative synthesis …pulling details together into a
larger, more overarching conclusion/generalization.
* A semester’s coursework in my UNO courses is  130 – 190 points, total.

31. Exit Ticket starter…
Political geography
is all about how
boundaries/borders reflect
divisions of POWER because …

32. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

33.  5 minutes to skim over “Quizlet” glossary…
•I usually encourage some students to start at the back of
the document
•Students (who aren’t attending the NCGE conference!  ) will
probably need more time to read the glossary—it MAY
even be a homework assignment!

45. The image above shows the percentage of
population that is ethnically Russian.

47. Fragmenting of the former Yugoslavia
into six countries (so far)
Serbia
Croatia
Slovenia
Bosnia - Herzegovina
Macedonia
Montenegro

51. ____

52. http://mapsof.net/map/exclusive-economic-zone-of-france#.U86IYrJOVAh

54. BALKANIZATION

55. BALKANIZATION

56. Colonized by the Portuguese in the 16th
century, Macau was the first European
settlement in the Far East. Pursuant to an
agreement signed by China and Portugal on 13
April 1987, Macau became the Macau Special
Administrative Region (SAR) of the People's
Republic of China on 20 December 1999. In
this agreement, China promised that, under its
"one country, two systems" formula, China's
political and economic system would not be
imposed on Macau, and that Macau would
enjoy a high degree of autonomy in all matters
except foreign affairs and defense for the next
50 years

57. Colonized by the Portuguese in the 16th
century, Macau was the first European
settlement in the Far East. Pursuant to an
agreement signed by China and Portugal on 13
April 1987, Macau became the Macau Special
Administrative Region (SAR) of the People's
Republic of China on 20 December 1999. In
this agreement, China promised that, under its
"one country, two systems" formula, China's
political and economic system would not be
imposed on Macau, and that Macau would
enjoy a high degree of autonomy in all matters
except foreign affairs and defense for the next
50 years

69. irredentism

70. http://orientalreview.org/wp-content/uploads/2013/05/NATO.gif

75. Heartland Theory
• Halford Mackinder
(end of 19th century)
• highlighted the importance of
geography to the economic
and political stability of the world
• Eurasia = most likely base for
successful world conquest
campaign…it’s enclosed “heartland” =
“geographical pivot”
• land-based power would be essential to world
dominance
• both inspired by Euro-centric imperialism and a
buttress thereof

76. Heartland Theory
• Halford Mackinder
(end of 19th century)
• highlighted the importance of
geography to the economic
and political stability of the world
• Eurasia = most likely base for
successful world conquest
campaign…it’s enclosed “heartland” =
“geographical pivot”
• land-based power would be essential to world
dominance
• both inspired by Euro-centric imperialism and a
buttress thereof

77. The Cold War: Shelterbelt Theory & Containment Theory

78. You have two cows. You sell one and buy a bull.
Your herd multiplies, and the economy grows.
You sell them and retire on the income.
http://www.joe-ks.com/archives_oct2002/Two_Cow_Capitalism.htm#ixzz38PL0tuhp

80. Domino Theory
This map from an American
magazine published 14th November
1950 shows how much they feared
the spread of Communism in the far
east
source:http://www.johndclare.net/cold_war10.htm

83. Core—Semi-Periphery—Periphery

84. Core—Semi-Periphery—Periphery

87. https://sites.google.com/site/permaculturescienceorg/english-pages/4-energy-ecotechnology/2/economic-hitmen

93. http://english.al-akhbar.com/node/720
A Palestinian woman holds up a sticker which reads: "UN 194
Palestinian State" during a rally in support of Palestinian
Authority President Mahmoud Abbas' bid for statehood
recognition in the UN, at Mar Elias camp in Beirut.
(Photo: REUTERS - Sharif Karim)

94. http://www.rense.com/general88/isthink.htm

95. http://www.conservapedia.com/September_11,_2001_attacks

96. http://www.mensetmanus.net/windpower/oklahoma/driving-route-66-oklahoma.shtml

100. MATCHING!
____UNITED NATIONS
____NAFTA
____CAFTA
____EUROPEAN UNION
____ASEAN
____OPEC
____WTO
____IMF
____AFRICAN UNION

101. INTERNATIONAL GEO-POLITICS
__B__UNITED NATIONS
__C__NAFTA
__E__CAFTA
__A__EUROPEAN UNION
__G__ASEAN
__H__OPEC
__I___WTO
__F__IMF
__D__AFRICAN UNION

104. http://thomaslegion.net/us_expansion_map_and_territory_and_territorial_expansionism_maps.html

105. http://www.gapminder.org/videos/yes-they-can/#.U851YrJOVAg

109. http://www.texasbeyondhistory.net/forts/frontier.html
American Progress, by George Crogutt, 1873.
Hovering goddess-like above the westward moving
pioneers,
this allegorical
female came to
symbolize the
virtue of taming
the western frontier,
what some
considered
America's
"manifest destiny.“
Image courtesy of the Library of Congress

110. http://www.electoral-vote.com/evp2012/Pres/Maps/Nov15.html

111. http://viewthought.blogspot.com/2012/05/globalization-necessary-evil.htm
l

112. http://menasborders.blogspot.com/2011/07/new-flashpoint-israel-lebanon-maritime.html

113. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

114. I enjoy this strategy because it is classic “good teaching”...

115. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
“Name That Concept” does not
REQUIRE previous knowledge—
almost any student could
participate. Additionally, NTC could
be either a PREview activity or a
REview activity….or both!

116. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
NTC is pictures….the 21st century is
driven by icons and images so it is
almost second nature to most
students.

117. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
Logistically, NTC can not really replace
field studies, but Internet-based images
+ a creative teacher could bring the
“outside world” into the classroom.

118. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
Images could be “chunked” to reflect a more
traditional content-driven outline rather
than the alphabetical vocabulary list. NTC
could become a sneaky way to lecture! 

119. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
In a high school setting, NTC can and should
invite participation, discussion, and
discourse from students who are “guessing”
which concepts best “fit” specific images…

120. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
…with IMMEDIATE feedback from their
peers and their teacher!

121. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
As students suggest appropriate vocab “matches”,
EVERYBODY has the chance to think of these
terms as multi-faceted concepts, comparing and
contrasting and clarifying them, and building
mental concept webs.
Image analysis always CREATES “teachable
moments”—for all parties involved.
What might the students teach US? 

122. K. Lynch et al., “E-learning for Geography’s teaching and learning spaces” Active Learning and Student Engagement 264-297
“[There can be] various steps in the
implementation of new learning strategies. The
steps include: ensuring learner readiness, …
gaining attention the of the learners…, providing
students with opportunities for experiential
learning, instructors considering appropriate
sectioning of information, providing students
with opportunities to try out and support
learning…, ensuring assessment mechanisms
provide good feedback to students, providing
ongoing support and assistance to expand
learning…, and enabling opportunities for
collaboration with others.”
NTC could be used within established
[required?] cooperative learning methods,
or it may be a more informal collaboration
amongst peers &/or instructors. It has the
potential to emerge as a “Can you top
this?” activity for intrinsically motivated
students—be aware! 

123. Why I dislike this strategy:
(…and am hoping for suggestions
as to how to improve it)
•Takes A LOT of time to find “just the right
image”
•Takes A LOT of time to type into Quizlet.com
•Easy to get off track—especially with the “cool
kids”
•Doesn’t translate [at least not well] to the large-
lecture-hall format at the university
•Copyrights are INCONVENIENT! 

124. De-Briefing
•Pros and cons of
Quizlet.com?
•How much instructional time
should/could NTC eat?
•Adaptations for….
•Non-AP© high school
students & various high
school schedules?
•College students/lecture
contexts? (including on-
line/blended courses?)
•Overall benefits?
•Overall challenges?

126. AGENDA
opening questions
Who is “MEW-P” and
from whence cometh she?
philosophical/pedagogical
underpinnings
What is the “Name that Concept” activity?
Let’s play “Name that Concept”!
de-brief and discuss
pros & cons
amend and edit
suggestions & questions from the group
Do you want a copy of the slides?

127. slideshare.net
search: MEWP
~ or ~
I will e-mail you the link….
name e-mail address name e-mail address

129. References
Greiner, Alyson L. Visualizing Human Geography, 2nd Edition. Hoboken: John Wiley & Sons., 2014.
textbook.
Johnston, R.J., et al., The Dictionary of Human Geography, 4th Edition. Malden: Blackwell Publshing Ltc.,
2000. dictionary.
Knox, Paul L. and Sallie A. Marston. Human Geography: Places and Regions in Global Context. Fourth.
Upper Saddle River, New Jersey: Pearson Prentice Hall, 2007.
Lambert, David. "Who Hung the Humanities?" Geographic Education 26 (2013): 25-8.
Lara, Ms. Susana. AP Coordinator Maria Walinski Peterson. 24 March 2014. e-mailed communication.
Lynch, Kenneth, et al. "E-Learning for Geography's Teaching and Learning Spaces." Active Learning ans
Student Engagment (2008): 264-97.
Nebraska Department of Education. Data Reporting System. December 2013. offical government
website. 24 July 2014. <http://drs.education.ne.gov/Pages/default.aspx>.
Pulsipher, Pulsipher &. World Regional Geography: Global Patterns, Local Lives, 5th ed. New York: W.H.
Freeman and Company, 2011.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography; AP(c) Edition. 10th
Edition. Boston: Prentice Hall, 2011. textbook.
University of Nebraska--Omaha. Fast Facts. 2014. webpage. 23 July 2014.
<http://www.unomaha.edu/about-uno/fast-facts.php>.