THE “FIREWORKS”

DIAGRAMA graphic illustrationof the basic structure

of each regional modulein the MGA model curriculum

We will illustratethis scaffold

diagramby looking at the

uniton South America.

The first step(in a logical sequence)

is a “rocket”of basic concepts

The launch padis a primary lesson

on spatial association

(things that go together).

Each module starts with a differentway of looking

at a map.

The rocket risesby looking at

two important geographic

associations:elevation andtemperature,and elevationand minerals.

These lessonsdo not necessarilyhave to be done

in this order.

Still later,students examine

associationsof elevation,roads, fields,empires, andcolonization.

At the “top”is the big ideathat permeatesthe whole unit

on South America

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the importanceof elevationas a cause.

The “scaffold” is supported

by some lessonsin other subjects:

science, history,civics, math

There are alsosome map

skillsthat must be

masteredat some time.

These can be partof this moduleor another one.

Like fireworkson the 4th of

July,the big idea“explodes”

into a numberof

consequences.

Like fireworkson the 4th of

July,the big idea“explodes”

into a numberof

consequences.These can be part

of this moduleor inserted

wherever they fitin the curriculum.

Some fit betterin earlier grades,where they can

linkwith language artsor math lessons.

Others fit betterin later grades,where they canhelp students

refinetheir analytical

skills.

The final element

is a questionthat can bediscussed

at any time.

It could be the “teaser”that starts the lesson,or a summary activity,or an individual inquiry.