The document is a short quote from Erin Hunter that discusses borders. In 3 sentences: The quote states that the only true borders are between day and night, between life and death, and between hope and loss. It suggests that these are the essential borders that define our existence, rather than man-made political borders. In a concise 3 line summary, the document discusses how the author views the most significant borders as being those defined by natural transitions rather than lines drawn on maps.

1. “The only true borders lie between day and
night, between life and death, between hope and loss.”
–Erin Hunter

2.  Warm-up
 Framing the work of
critical geography
 The imagined world
 The experienced world
 Views and Voices
in Our World

3. EQ: Is there an equitable way to (re)present
people in the world?
Objectives:
o Establish a working conceptualization of what
we mean by critical geography.
o Analyze and reflect upon how we imagine the
world came to be.
o Use Turkey as a case study to help inform our
evaluation of geography instruction in the
social studies.

4. Map A: Identify the location of the world’s
major religions.
Map B: Identify the location of the world’s
major languages.
 Pair up with someone who had a different
task (A find B and B find A. Numbers do not
matter).

6.  Working with multiple texts &
multiple representations of
information.
 Comparing texts for different
perspectives.
 Working with academic
language.
CCSS.ELA-Literacy.RH.9-10.7
Integrate quantitative or technical
analysis (e.g., charts, research data)
with qualitative analysis in print or
digital text.
CCSS.ELA-Literacy.RH.9-10.5
Analyze how a text uses structure to
emphasize key points or advance an
explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of
the same topic in several primary and
secondary sources.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and
phrases as they are used in a
text, including vocabulary describing
political, social, or economic aspects
of history/social science.

7. Label the cities
Label the physical
features
Label the states
Color the map
OR
MAKE THE MAP
INTERACTIVE AS
A WORK IN
PROGRESS

8. “I'll start with the most obvious point: teaching the “Other” immediately
creates a double bind. On the one hand, people can say you lack
qualifications to teach about an “Other” unless you belong to that group.
On the other hand, one can say that you are something-centric (or
racist, sexist, homophobic, or whatever), if you don't include the “Other” in
your teaching. I think that the only ethical thing to do is just acknowledge
the double bind.
Kleinhans, C. (1993).Teaching the "other," being white, male, and middle
class. Jump Cut: A Review of Contemporary Media, 38(2), 127-130.

9. CRITICAL GLOBAL GEOGRAPHY
 Metageography: the set of spatial structures through which we
order our knowledge of the world (Lewis & Wigen,1997).
 Association of place and culture  construction of what/who
belongs in certain places (Anderson, 1991; Schmidt, 2010).
 Combating geographical determinism with a
approach emphasis upon
fluidity, multiplicity, movement, and flexibility (Kenreich, 2013).
 Teacher education and professional development:
o Teacher as “gatekeeper” (Thornton, 1991).
o A future oriented education (Hicks, 2002;
Kirkwood, 2001).
o Critical history and social studies (Segall, 2004).

10. A Travel Blog About Rome
For those of you who got our Peru trip travel log you will be happy to
know this trip is not the hair raising puke fest depth defining
experience. For me this has been what great travel is all about Pastry
shops on every corner, cool historic sites, and studying art. First of all
it is not just Layl and I traveling we brought Daycia our 10 year old and
Terry McDill Layl's Aunt. We left Elliot with my parents who are taking
her on a Disney Cruise. So don't feel sorry for her.
Rome is amazing! At first it seemed overwhelming but very
charming. We walked the streets the first night and ran into a half a
dozen ruins and took night pictures of them. We were very excited for
daybreak. Our first thing on the list was the Vatican. But when we got
there they were closing for the day and it was only 11 am. Some how
they are only open for 2 hours a day and have a weird schedule to try
to keep tourist confused. It worked. We have plans to try to make it
back on our last day in Italy.
Read more: http://www.travelpod.com/travel-blogentries/claysquared/1/1199391720/tpod.html#ixzz1Dl6I5c60

11. The nation, plagued for many centuries by factional feuds, has yet to overcome its
regional chauvinism and, above all, close the wide gap between north and south.
When Mount Etna in Sicily was going through one of its periodic sputters recently,
graffiti reading ''Forza, Etna!'' blossomed on the mainland near Venice. The
message, mysterious to foreigners, may be translated and amplified as ''Come on,
Mount Etna, blow up real good and knock off a few thousand Sicilians!''
Southern Italians like to depict their countrymen in the industrial north as
''colonialists'' who owe their affluence to the protected markets of the deep south
and the cheap labor they get from there. The Apulian auto worker in Turin thus
describes the people in the area where he now lives as ''Piemontesi - falsi e
cortesi.'’
(''Piedmontese - deceitful and polite''). The Genoese are represented by other
Italians as tightwads, the Neapolitans as swindlers who will charm the shirt off your
back, the Florentines as supercilious fops. There is a prejudice for every province.
Most Italians, however, seem to agree on their professed distaste for their capital.
The diffuse sense of a privilege undeservedly enjoyed by Rome is subliminally
deepened by those ROMA license plates. Only the capital and its surroundings are
allowed to spell out the fateful name; all other 94 Italian provinces have to content
themselves with two letters - MI for Milan, NA for Naples, and so forth.

15. Resource Ideas for Teaching Geography
 Earth Cam
 ODT Maps
 Google Earth
 World Mapper

18. A.) Asia
B.) Europe
C.) Middle East

19.  Where is Turkey located ? Do
you teach Turkey as a
European, Asian, or Middle
Eastern country?
 What makes Turkey modern?
Who or what do you compare
Turkey to in order to define
modernity?
 Who is Turkish? How do you
develop understandings of
national and global citizenship
in relation to Turkey and its
relation to the world?

38. “Herein lies the challenge:
how do we conceive of the
other, indeed the Other,
outside of our inherited
concepts and beliefs so as not
to replicate the patterns of
repression and subjugation
we notice in the traditional
conceptual frameworks?”
Mohanty, S.P. (1989). “Us and Them:
On the Philosophical Basis of Political
Criticism,”Yale Journal of Criticism, (2),
2. Yale University Press, pp. 1-31.

39. A
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