Geography · 10th Grade

Active learning ideas

The Law of the Sea (UNCLOS)

Active learning works for this topic because students grapple with the direct relationship between geography and legal rights. When they draw maritime zones or negotiate shipping routes, they see how lines on a map translate into sovereign power over resources, which makes abstract legal concepts concrete and memorable.

• Common Core State Standards
• C3: D2.Civ.6.9-12
• C3: D2.Geo.5.9-12

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Mock Trial
• 45 min · Pairs

Mapping Exercise: Drawing Maritime Zones

Students use a simplified map of a fictional archipelago and measure out territorial sea, contiguous zone, and EEZ boundaries using the correct nautical mile distances. They then identify which zones overlap with a neighboring country's claims and discuss how UNCLOS rules determine the boundary when two EEZs meet.

Explain what an Exclusive Economic Zone (EEZ) is and why it is vital for island nations.

Facilitation Tip

During the Arctic Shipping Simulation, give each team a map with melting ice routes and a time limit of 10 minutes to draft a proposal, to simulate real-world pressure.

What to look for

Provide students with a map showing a fictional coastline and its adjacent maritime zones. Ask them to label the Territorial Sea, Contiguous Zone, and EEZ, and write one sentence explaining a key right the coastal nation has in its EEZ.

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Activity 02

• Case Study Analysis
• 60 min · Small Groups

Case Study Analysis: The South China Sea Dispute

Groups are each assigned one claimant in the South China Sea (China, Vietnam, Philippines, Malaysia, Brunei). Using maps of island features and UNCLOS definitions distinguishing islands from rocks and reefs, each group builds the strongest legal case for their country's EEZ claims. Groups then compare claims on a shared map and identify the core geographic disagreements.

Analyze how deep-sea mining rights are determined in international territory.

What to look for

Present a scenario: 'A cargo ship is found dumping waste 150 nautical miles offshore from Country X. Which maritime zone is this in, and what legal framework governs this situation?' Students write their answers on mini-whiteboards for immediate review.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Think-Pair-Share
• 30 min · Pairs

Think-Pair-Share: Who Owns the Seabed?

Students read a short excerpt about the International Seabed Authority and proposed deep-sea mining operations in the Pacific. Individually they list the stakeholders affected (mining companies, Pacific island nations, environmental groups, fish-dependent coastal communities), then pair to rank them by how much UNCLOS currently protects their interests. Pairs share their rankings with the class.

Predict who will own the Arctic as the ice melts and new shipping lanes open.

What to look for

Facilitate a class debate: 'Should deep-sea mining in international waters be permitted, given the potential for both economic gain and irreversible environmental damage?' Encourage students to cite specific aspects of UNCLOS and potential consequences.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Simulation Game
• 55 min · Small Groups

Simulation Game: Arctic Shipping Route Negotiations

As Arctic ice recedes, new shipping lanes are opening. Student groups represent Canada, Russia, the US, and international shipping interests to negotiate rules for the Northwest Passage. Each group is briefed on their country's legal position under UNCLOS and their economic interests. The simulation produces a written agreement students compare to actual diplomatic positions.

Explain what an Exclusive Economic Zone (EEZ) is and why it is vital for island nations.

What to look for

Provide students with a map showing a fictional coastline and its adjacent maritime zones. Ask them to label the Territorial Sea, Contiguous Zone, and EEZ, and write one sentence explaining a key right the coastal nation has in its EEZ.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teachers approach this topic by starting with the map—drawing, labeling, and measuring—before introducing the legal text. Avoid beginning with dense treaty language, which can overwhelm students. Instead, use the geography to make the law visible. Research shows that spatial reasoning tasks like these improve comprehension of complex governance systems by as much as 30% in social studies contexts.

Successful learning looks like students confidently explaining how maritime zones function, citing specific UNCLOS articles, and applying that knowledge to real-world disputes or scenarios. They should articulate the rights and limitations of coastal states and the role of international governance in shared spaces.

---

Watch Out for These Misconceptions

• During the Mapping Exercise, watch for students who assume the ocean beyond the EEZ has no legal structure.

  Have them reference Article 86 of UNCLOS, which defines the high seas, and Article 136 on the common heritage of mankind. Point to the International Seabed Authority logo on their maps as a visual reminder of governance.

• During the Think-Pair-Share on Who Owns the Seabed?, watch for students who believe seabed resources belong to the nearest coastal state.

  Refer them to Part XI of UNCLOS and the map showing the Area, which is managed by the Authority, not individual nations. Ask them to locate the Clarion-Clipperton Zone and explain why it is governed collectively.

---

Methods used in this brief

• Mock Trial
• Case Study Analysis
• Think-Pair-Share
• Simulation Game