The Genographic Project, a partnership of the National Geographic Society and IBM, is a five-year study to understand the human journey—where we came from and how humankind came to populate the planet. Led by population geneticist Dr. Spencer Wells and a team of international scientists, this unprecedented effort will map humanity's genetic journey through the ages. The project relies on the identification of genetic markers—occasional mutations to DNA that are passed on through generations. Different populations carry distinct markers. Following them through the generations reveals a genetic tree on which today's many diverse branches may be followed ever backward to their common African root. Scientists are collecting this data from people across the globe, particularly indigenous populations, before modern globalization further erodes the cultural groupings that could provide the geographical and historical context for interpreting the diverse genetic patterns.

This is the fourth in a set of lessons exploring migration, genetic markers, markers in context, Genographic's legacy, and genographic data. In this lesson, students will learn about the inheritance the Genographic Project will leave for future generations, both in cultural preservation as well as in knowledge that will help us understand our common ancestry and make educated projections about our common future. They will also examine why the timing of the project is critical. Students will consider ways in which the project is impacted by scientific and technological advancements, including those in life sciences, communications, and transportation—all of which make such a study feasible for the first time in human history. At the same time, they will consider the impact of increasing globalization—also a result of these advancements—which makes collecting and interpreting the project data more challenging. Students will then demonstrate their understanding of the project's many facets by assuming the role of a researcher in the project tasked with documenting the contributions indigenous groups have made to the story of the human journey. They will understand why indigenous communities play such a crucial role in unlocking the secrets of our common ancestry, examine how those communities are being threatened, make projections about future challenges to their ways of life, and consider how research such as the Genograhic Project can play a role in preserving them.

Geography, history, social studies

Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective"
Standard 3: "How to analyze the spatial organization of people, places, and environments on Earth's surface"
Standard 9: "The characteristics, distribution, and migration of human population on Earth's surface"
Standard 18: "How to apply geography to interpret the present and plan for the future"

Two to three hours

• Computer with Internet access
• Blank outline maps

Students will

• examine data from the Genographic Project;
• consider the scientific and technological advancements that make the project possible;
• consider the impact of our highly mobile, global society on migration;
• describe the importance of the Genographic Project;
• project future migration patterns; and
• present their findings in an "archive" of charts, tables, maps, and reports.

Explain to students that they will be considering the importance of the work of the Genographic Project in 2005. Begin the discussion by asking students to name one thing that has changed dramatically over the past 100 years (responses may include topics related to communication, transportation, and globalization). Ask students to describe how these things have changed our lives over the past 100 years. Then, ask student to name another time in history where changes occurred as rapidly as in the 20th and 21st centuries. Ask students to consider how these changes have impacted the way people live. Then ask them to speculate about what this suggests about the future.

Activity 1:
In this activity, students will be examining the impact that changes in science and technology, particularly in communications and transportation, have on the ability of scientists to both collect and interpret genetic information in their quest to understand ancient migratory patterns.

Ask students if they think the timing of the Genographic Project is important. Why or why not?

Have students consider the array of scientific and technological advances necessary to accomplish the Genographic Project. Responses should include genetic testing technologies to collect and analyze data, transportation technologies to reach people all over the world, and communications technologies to coordinate such an endeavor and to spread the word to possible participants. Could researchers have accomplished this project 100 years ago? 50? 25?

Now have students consider how the same advances are impacting the way people live and where they live. How does a highly mobile, globalized society affect the project's ability to collect data that is still connected to the geographical and historical context that will help interpret it? Have students think about the importance of indigenous groups to the project. Then have them consider how globalization could impact these groups, as well.

Show students a 30-minute video clip of Dr. Spencer Wells, the leading scientist in the Genographic Project, discussing the study with members of three participating indigenous groups.

As students watch, have them list ways in which contextual information is integral to this project and ways in which the integrity of this information is in jeopardy. Responses may include the following:

• Push/pull factors are jeopardizing the indigenous populations in Africa (timestamp 1:15).
• Navajo creation stories supplement the genetic understanding gleaned from the project (timestamp 8:30 and 26:50).
• Scientists use the oral traditions of indigenous groups to make connections to ancestors, such as how Dr. Wells believes he can trace the ancestors of Genghis Khan (timestamp 13:45).
• An estimated 50-90% of the 6,000 languages spoken in the world today will be gone by the end of the 21st century. These languages provide very important contextual clues that help to connect the dots between the genetic information gleaned by genetic samplings. They also help scientists estimate the numbers of different populations they may ultimately find (timestamp 21:15).

Have students read Global Gene Project to Trace Humanity's Migrations to gather more information about the importance of launching this project in 2005. Then, have students reflect again on how changes in globalization will impact the ability of people to gather contextual clues necessary to understand the story of migration. Have student consider the impacts on:

• language;
• indigenous genetic information;
• anthropological and archeological artifacts; and
• cultural traditions such as oral storytelling and religious observances.

Activity 2:
Tell students to imagine that they are part of the Genographic research team. Their mission is to study one indigenous population and to document the group's contribution to our understanding of the human journey.

Explain to students that they will be working in small groups. First, organize students into the following groups:

Group 1: Geneticists
Group 2: Anthropologists
Group 3: Linguists
Group 4: Historians
Group 5: Geographers

If students have completed the lesson Connecting the Dots: Genographic's Markers in Context, revisit what they learned about context clues and the various types of information researchers use in the Genographic Project to piece together and make sense of the human journey. If they have not done the previous lesson, instruct groups to explore the Genographic Project Web site, particularly the Atlas of the Human Journey, to identify the types of information used (they should particularly look at the Journey Highlights icons and Era Overviews). They should consider the various types of data collected for the project and the role different types of scientists played in the collection and interpretation of that data. Each group should then consider the research they will pursue as part of the project team. They should focus on the following questions to develop a job description:

• What will they be researching? (i.e., genetic markers, language evolution, etc.)
• Where will the majority of their research take place? (i.e., field work, lab work, or other)
• With which other group(s) will they need to work most closely?
• What types of insights can their discipline bring to the research team? What clues will they look for and how will they interpret them?

Now create project teams with at least one member from each discipline. Assign or allow teams to select an indigenous group to research. Below is a sample from around the world of some of the groups that have participated in the Genographic Project. They have been recommended by the Genographic team as a good selection for classroom study because they all have different cultures, languages, histories, and geographic homelands, and there should be sufficient information on them for student research:

1. Saami
2. San Bushmen
3. Inuit
4. Aborigines
5. Navajo
6. Basques
7. Hadza
8. Uigurs
9. Kurds

Allow teams to discuss their individual roles in the project and to share the descriptions they developed with their discipline groups of the types of evidence their field seeks. Explain to students that the class will be producing a short book entitled, "Human Migration: The Indigenous Story," and that each group will be contributing a chapter based on their findings. Some questions to help guide their research:

• What group of people did you choose to study, and why?
• What is known so far about the ancestry of this group? To which ancient groups can it trace its lineage? Are there other modern populations to which it is related?
• What evidence do we have so far, if any, about the migration history of the group?
• Describe and map the geographic homeland of your group. What resources help define the way of life for these people? If the group is nomadic, describe and map the areas in which it ranges during different times of the year. Are there any threats to this region or to the resources it supports?
• Describe the culture of this group. Are there any traditions that suggest a connection to other groups or that may hold a key to its migratory past? Does its way of life include interacting with other groups or does it remain primarily separate from others? In what ways have outside groups influenced your group's way of life?
• What is known about the history of the group? What does the group's oral history tell us? What are some of the defining moments for this group?
• What primary language does the group speak? Can this language be connected to other languages and, if so, what can that tell us about its ancient migration route? How many still speak this language? Is there any data to suggest trends in its usage? Has the group adopted additional language(s)?
• Based on what you have learned so far, where does this group's story fit into the larger human migration story? What would you recommend researchers study further in order to tell a more complete story?
• How well has the group preserved its ancient lineage and identity? In what ways is it already changing and why?
• Based on your understanding, what future challenges do you think this group may face? You may cite the predictions of experts in the field, as well as of futurists, such as National Geographic Emerging Explorer Andrew Zolli, to support your position.
• How can research such as the Genographic Project help preserve your group?

The chapters that groups produce should include a written summary of their findings, including answers to the questions above. Illustrations, tables, or charts should also support the text, where applicable. (For example, students could include a chart depicting the population decline of the group or a diagram illustrating its relationship to other groups.) Students should also include maps depicting the current location(s) of the group, as well as any information about its migration pattern. Make sure students cite their sources.

Have students write the foreword to their book. They should give a clear explanation of the project and its goals, as well as highlight the importance of indigenous populations in providing the geographical and historical context necessary to interpret the data collected. The foreword should also address the timing of the project, acknowledging the advancements that have made it possible while clearly explaining how globalization and cultural diffusion make it imperative to do now.

Have students organize a poster session in the style of a scientific conference. Each group should produce a poster that highlights their research questions, procedure, and findings. Posters generally include text blocks interspersed with illustrations, tables, charts, and maps; there is a lot of room for creativity. (Examples of poster presentations can be found here.)

Use student posters, book chapters and forwords to assess their understanding.

• Educators, learn more about your ancient ancestors by participating in the Genographic Project. Have students help you track your results over time.
  
  
• (Highly recommended) Have students see the film Journey of Man, highlighting Dr. Wells's earlier work on tracing the human family tree, which led to the Genographic Project. (Note: this film is included in the Genographic Project Participation Kit DVD). Students might also read all or excerpts of Spencer Wells's book The Journey of Man: A Genetic Odyssey.
  
  
• Tell students to imagine that they are part of a team launching "Genographic 3005," an updated study of human migration over the last 1,000 years. Their mission is to explore migration patterns since the last Genographic Project launched in 2005. Students should demonstrate their knowledge of the "original project" elements and of the impact of scientific and technological advances and increasing globalization on those elements. They should explain how the project would be different, both in the way it would be conducted and in the kind of results it would likely have. As students are working, they should consider predictions put forth by futurists, such as National Geographic Emerging Explorer Andrew Zolli, and other experts.
  
  
• Have students consider other "levels" of migration, such as the diffusion of language or culture. Specifically, how have inventions such as airplanes, films, cell phones, and the Internet, affected the spread of factors such as fashion trends, or languages? Does the migration of such factors necessarily represent the physical movement of people anymore? How would this affect the work of scientists in the Genographic Project?
  
  
• Have students act as representatives of the Genographic Project. They will write a letter to the appropriate government or tribal representative of a country or population of particular interest to the project. The letter should explain the project and try to convince the representative to allow access to the appropriate population(s) for participation in the project. Letters should include information about the culture and beliefs of the people and an explanation of why the group is of interest to the project. Students should also provide a clear explanation of the project and its goals.
  
  
• Have students research a profession, of their choosing, associated with the Genographic Project. They should investigate the amount and level of education required, the type of work that person does, and why that profession is important to a project such as Genographic.
  
  
• Get involved. See "Migration: The Human Journey" at Geography Action!, National Geographic's annual conservation and awareness program.
  
  
• Visit EdNet, National Geographic's Teacher Community, to access peer-suggested resources and ideas related to human migration. Post your own ideas, resource suggestions, and class projects to share best practices with other educators.
  
  
• Arrange students into groups to discuss how anthropological data (language, social customs, etc.) has impacted genetic variation by asking: "What impact has culture had on human genetic variation and how have cultural practices affected our patterns of genetic diversity?"

Ethnologue
National Geographic News: Global Gene Project to Trace Humanity's Migrations
National Geographic: Emerging Explorers—Andrew Zolli
National Geographic: Emerging Explorers—Spencer Wells
National Geographic: Explorers-in-Residence
National Geographic: The Genographic Project
National Geographic: Xpeditions Atlas
Native Web
Red Book
Santa Fe Language Database
Scientific Literature and Writing Poster Presentations
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