Constitution Day Resources

1. Constitution Resources -- Resources for teaching and learning about the U.S. Constitution. View high-resolution images of the Constitution from the National Archives, read the biographies of the founding fathers and much more.

Create a Country - Part 9 - UN

Listening for Differences article - great food for thought.

Create a Country - Part 8 - Trade with Others

1. Activity to activate prior knowledge and thinking: Global Interdependence

2. Activity showing the positive views of trade.

3.  Trade with other might mean being open to immigration - check out this map of American immigration over time.

Create a Country - Part 9 - NonProfits to explore

1. Give micro-loans: www.kiva.org

http://www.makepovertyhistory.org/video/

Egypt Sites

Ancient Egypt - pictures and web resources. GREAT site (scroll to the bottom):
http://www.historylink101.com/

Ancient Egypt
http://www.kent.k12.wa.us/curriculum/soc_studies/Egypt/egypt.html
Information about the pre dynastic & archaic periods, the Old Kingdom, the
Middle Kingdom, and the New Kingdom from a school district in the state of
Washington.

Ancient Egypt
http://www.ancientegypt.co.uk/menu.html
Egyptian life, geography, gods & goddesses, mummification, pharaoh,
pyramids, temples, time, trades, and writing from the British Museum.

Ancient Egypt
http://falcon.jmu.edu/~ramseyil/egypt.htm
Huge list of annotated links including plans with instructions on how to
make your own mummy.

The Ancient Egypt Site
http://www.geocities.com/amenhotep.geo/
Three thousand years of civilization and information on gods and pharaohs.
Includes a keyword index and a huge links page.

Ancient Egypt Webquest
http://www.iwebquest.com/egypt/ancientegypt.htm
Learn about Ancient Egyptian daily life, Egyptian mummies, Egyptian
hieroglyphics, King Tut (Tutankhamen), Egyptian games, and archeology.

The Ancient Egyptian Culture Exhibit
http://emuseum.mnsu.edu/prehistory/egypt/index.shtml
An exhibit in the MSU EMuseum which has information on the culture of
ancient Egypt, including architecture, art, hieroglyphs, military, maps,
and daily life.

At the Tomb of Tutankhamen
http://www.nationalgeographic.com/egypt/
From the pages of National Geographic in 1923.

Daily Life in Ancient Egypt
http://members.aol.com/Donnclass/Egyptlife.html
Information of all sorts from a teacher and his students.

Digital Pharoahs
http://www.desk.nl:80/~pdenijs/faraos.html
Several virtual mummies online.

Egypt Antiquities (Ancient Egypt) from Tour Egypt
http://touregypt.net/egyptantiquities/
Information about ancient Egypt from the current government. See their
Color Me Egypt, (http://touregypt.net/kids/) too.

Egyptians
http://www.bbc.co.uk/history/ancient/egyptians/
From the BBC, deciphering hieroglyphs, the story of the Nile, Ancient
Egyptian Magic, women in Ancient Egypt and more.


Explore Ancient Egypt
http://www.mfa.org/egypt/explore_ancient_egypt/index.html
A beautiful site from the Museum of Fine Arts in Boston.

Institute of Egyptian Art and Archaeology
http://www.memphis.edu/egypt/main.html
From the University of Memphis, an exhibit, a virtual tour, and links to
other ancient Egypt sites. See particularly the clickable map of ancient
sites (http://www.memphis.edu/egypt/map.htm).

King Tut: The Boy Pharaoh
http://www.kingtutone.com/tutankhamun/
"Come learn about the boy king and find out for yourself why his whole
discovery was one of the greatest finds of the world."

Life in Ancient Egypt
http://www.carnegiemuseums.org/cmnh/exhibits/egypt/
From the Carnegie Museum of Natural History, Pittsburgh, funery customs,
natural world, gods and religion, and a chronology.

Mark Millmore's Ancient Egypt
http://www.eyelid.co.uk/
This site by an amateur Egyptologist has information on many aspects of
Egyptian culture and links to other informative sites.

Mysteries of Egypt
http://www.civilization.ca/civil/egypt/egypt_e.html
Here are numerous images and well-organized introductory information on
Egyptian civilization. Topics covered include geography, government,
religion, architecture, writing, and a chronology.

National Geographic: The Mummy Road Show
http://www.nationalgeographic.com/channel/mummy/
Click through the virtual mummy to find clues to its mystery.

A New Look @ An Ancient Culture: Egypt
http://www.upenn.edu/museum/Exhibits/egyptintro.html
From the University of Pennsylvania Museum of Archeology and Anthropology.

Pyramids: The Inside Story
http://www.pbs.org/wgbh/nova/pyramid/
"Have you ever dreamed of exploring the pyramids of Egypt? If so, enter
here, wander through the chambers and passageways of the Great Pyramid,
and learn about the pharaohs for whom these monumental tombs were built."

Rosetta Stone
http://www.rosetta.com/RosettaStone.html
From the Cleveland Museum of Art, a kid's tour of ancient Egypt that
includes "Ask the Mummy" and "Build a Pharaoh" sections.

The Step Pyramid Complex of Djoser
http://ccat.sas.upenn.edu/arth/zoser/zoser.html
A clickable tour of the pyramid.

Theban Mapping Project
http://www.kv5.com/
An overview of Egyptian history and archaeology as well as tours of major
monuments and tombs.

The Tomb of King Tutankhamun
http://www.kent.k12.wa.us/staff/DarleneBishop/egypt/tut.html
Photographs and descriptions of the famous tomb.

Tutankhamun
http://homepage.powerup.com.au/~ancient/tut1.htm
Information about his life and photographs of the treasures from his tomb.

A Webquest: Was It Murder? The Death of King Tutankhamun: The Boy King
http://www.pekin.net/pekin108/wash/webquest/
Discover the truth about the early death of King Tut.

Ancient Egypt
http://www.kent.k12.wa.us/staff/DarleneBishop/egypt/egypt.html
Information about the pre dynastic and archaic periods, the Old Kingdom, the Middle Kingdom, and the New Kingdom from a school district in the state off Washington.

http://www.ancientegypt.co.uk/menu.html
Egyptian life, geography, gods and goddessses, mummification, pharaoh, pyramids, temples, time, trades, and writing from the British Museum.

http://falcon.jmu.edu/~ramseyil/egypt.htm
Huge list of annotated links including plans with instructions on how to make your own mummy.

http://www.geocities.com/amenhotep.geo
Three thousand years of civilization a nd information on gods and pharaohs.

Ancient Egypt Webquest
http://www.iwebquest.com/egypt/ancientegypt.htm
Learn about Ancient Egyptian daily life, Egyptian mummies, Egyptian hieroglyphics, king Tut (Tutankhamen), Egyptian games, and archeology.

The Ancient Egyptian Culture Exhibit
http://www.mnsu.edu/emuseum/prehistory/egypt/index.shtml
An exhibit in the MSU EMuseum which has information on the culture of ancient Egypt, including architecture, art, hieroglyphs, military, maps, and daily life.

At the Tomb of Tutankhamen
http://www.nationalgeographic.com/egypt/
From the pages of National Geographic in 1923.

Daily Life in Ancient Egypt
http://members.aol.com/Donnclass/Egyptlife.html
Information of all sorts from a teacher and his students.

Digital Pharoahs
http://www.desk.nl:80/~pdenijs/faraos.html
Several virtual mummies online.

Egypt Antiquities (Ancient Egypt) from Tour Egypt
http://touregypt.net/egyptantiquities/
Information about ancient Egypt from the current governement. See their Color Me Egypt too (http://touregypt.net/kids/).

Egyptians
http://www.bbc.co.uk/history/ancient/egyptians/
From the BBC, deciphering hieroglyphs, the story of the Nile, Ancient Egyptian Magic, women in Ancient Egypt and more.

Explore Ancient Egypt
http://www.mfa.org/egypt/explore_ancient_egypt/index.html
A beautiful site from the Museum of Fine Arts in Boston.

Institute of Egyptian Art and Archaeology
http://www.memphis.edu/egypt/main.html
From the University of Memphis, an exhibit, a virtual tour, and links to other Egypt sites. See particularly the clickable map of ancient sites (http://www.memphis.edu/egypt/map.htm)

King Tut: The Boy Pharaoh
http://www.kingtutone.com/tutankhamun/
"Come learn about the boy king and find out for yourself why his whole discovery was one of the greatest finds of the world."

Live in Ancient Egypt
http://www.carnegiemuseums.org/cmnh/exhibits/egypt/
From the Carnegie Museum of Natural history, Pittsburgh, funery customs, natural world, gods and religion, and a chronology.

Mark Millnore's Ancient Egypt
http://www.eyelid.co.uk/
This stie by an amateur Egyptologist has information on many aspects of Egyptian culture and links to other informative sties.

Mysteries of Egypt
http://www.civilization.ca/civil/egypt/egypt_e.html
Here are numerous images and well-organized introductory information on Egyptian civilization. Topics covered include geography, governement, religion, architecture, writing, and a chronology.

National Geographic: The Mummy Road Show
http://www.nationalgeographic.com/channel/mummy
Click through the virtual mummy to find clues to its mystery.

A New Look @ an Ancient Culture: Egypt
http://www.upenn.edu/museum/Exhibits/egyptintro.html
From the University of Pennsylvania Museum of ARcheology and Anthropology.

Pyramids: The Inside Story
http://www.pbs.org/wgbh/nova/pyramid
"Have you ever dreamed of exploring the pyramids of Egypt? If so, enter here, wander through the chambers and passageways of the Great Pyramid, and learn ab out the pharaohs for whom these monumental tombs were built."

Rosetta Stone
http://www.rosetta.com/RosettaStone.html
From the Cleveland Museum of ARt, a kid's tour of ancient Egypt that includes "Ask the Mummy" and 'Build a Pharaoh" sectioins.

The Step Pyramid Complex of Djoser
http://ccat.sas.upenn.edu/arth/zoser/zoser.html
A clickable tour of the pyramid.

Theban Mapping Project
http://www.kv5.com/
An overview of Egyptian history and archaeology as well as tours of major monuments and tombs.

The Tomb of King Tutankhamun
http://www.kent.k12.wa.us/staff/DarleneBishop/egypt/tut.html
Photographs and descriptions of the famous tomb.

Tutankhamun
http://homepage.powerup.com.au/~ancient/tut1.htm
Information about his life and photographs of the treasures of his tomb.

A Webquest: Was it Murder? The Death of King Tutankhamun: The Boy King
http://www.pekin.net/pekin108/wash/webquest/
Discover the truth about the early death of King Tut.

Egyptian Hieroglyphic Fonts
http://babel.uoregon.edu/yamada/fonts/egyptian.html
Download hieroglyphic fonts for Mac and Windows platforms, courtesy of the Yamada Language Center at the University of Oregon.

Color Tour of Egypt
http://www.memphis.edu/egypt/egypt.html
A collection of artifacts and photographs courtesy of the University of Memphis' Institues of Egyptian Art and Archaeology.

Ancient Egypt
ftp://newton.newton.cam.ac.uk/pub/ancient/egypt/
Among other things, this gopher site includes shareward based on ancient Egyptian games and a recording of Tutankhamun's silver trumpet.

The Oriental Institute, University of Chicago
http://www-oi.uchicago.edu/OI/default.html
A sampling from 30,000 artifacts housed at the Oriental Institute. Entries include, in most cases, a photograph and detailed description of the artifact.

Two Student Recommended Sites:

http://www.digonsite.com/drdig/egypt/

http://www.ancientegypt.co.uk/menu.html

Institute of Egyptian Art and Archaeology
http://academic.memphis.edu/egypt//

Mummy Tombs
http://www.mummytombs.com

The Michael C. Carlos Museum Odyssey (excellent!)
http://carlos.emory.edu/ODYSSEY/EGYPT/homepg.html

9/11

9/11/11 is the 10th Anniversary of 9/11.  How do we teach it now?

• Teaching Tolerance:  As the 10th anniversary of 9/11 approaches, educators must be prepared to anticipate student questions and to lead sensitive class discussions. Most importantly, they need to be mindful of who is in the room and how those students may have been impacted. Teaching Tolerance Director Maureen Costello offers tips for handling this challenging topic. "For many children this anniversary will be the first time they've really talked about 9/11 in school," Costello says. "... Plan ahead by meeting with other teachers to brainstorm likely questions and to decide what's age-appropriate."
• Television Archives - all reports 9/11 from 2001 to the present.
• From ASCD:  Article and links for great resources
• New York Times blog - 10th Anniversary.  Video and resources.  Also, great reasons WHY we should include 9/11 in our curric.
• Poetry Pairing - Comparing 9/11 to Haiti's recovery

There is a BrainPop Video... (Teton/tcsd)

Title: Thomas Friedman Reporting: Searching for the Roots of 9/11 (Discovery) - Wikipedia about the movie with great reading accompanying it.

Connections to bullying, TSB, bullyproofing...

History .com Websiste has many videos and photos and interviews.

9/11 Pictures from Time Life (great slide show)

Survivor Stories V. powerful.....on LiveStrong (search for 9/11)

Amazing Site: 9/11 Anniversary Site - Great stories, pictures, slide shows, movies... Would be interesting to cross reference with the 9/11 portraits book.

Teacher Tools

Amazing site about China and borders....we should check it out!

Climate debates...how to use?

Teacher Tools

Amazing site about China and borders....we should check it out!

Create a Country - Part 6 - Culture of Country

Terms to know:

• Culture: The way of life of a group of people.
• Customs: Special practices that are common to one group of people.
• Traditions: Customs that survive from one generation to the next generation. Examples would be religious celebrations, festivals and national holidays, and rituals such as how a culture deals with a child's baby tooth falling out.
• Technology: The scientific knowledge and tools available to a culture. The more complex and diverse the knowledge and tools, the higher the level of technology. Technology can range from a spear to a spaceship.
• Values: Beliefs about what is good, desirable, and worth holding on to. What we do and what we say are based on values. Values can be held by many people at the same time. Schooling for all children is an example of a value. Schooling can help spread values.

1. Create a Culture Web - use Inspiration OR another tool of your choice. Make sure you describe customs, traditions, technology, and values in addition to the food, clothing, housing, language(s), rules/penalites, government, transportation, education, holidays and celebrations...and any other cultural aspects pertaining to your country. See Webquest for Factors Influencing Cultural Development.

2. Create a Social Hierarchy for your country. See Webquest for Graphic Organizer.

3. Religions Map and Caption. See World Religions and Webquest

4. Create graphs that illuminate the demographics of your country. This is important in understanding the culture.  (Check out this map that shows how the demographics of immigrants change over time.)

5. Other Culture Projects (see Webquest for explanation pages):

• A one-page description of a special holiday or religious event held in your culture.
• At least 2 laws that apply to all inhabitants of your culture, along with a description of the penalties that result when these laws are broken.
• A special language, to be defined by an alphabet, the names of 20 things in your culture, 10 actions words, and a letter from one person to another. An English translation should be provided for all words created.
• A calculating system showing the following: how to count to 100, 5 math problems
• Examples of clothing worn by members of your culture. Two items are a minimum. These can be drawn or made.
• A means of transporting inhabitants and/or materials. This can be a drawing or an original model.
• A plan on how your culture's traditions will be passed on to the next generation, along with a listing of 10 things you wish to pass on to the new generation.
• A house (or other method of shelter) used in your culture (drawing or model).
• Three tools used in your culture (drawings or models).
• An explanation of the method by which members of your culture resolve serious disagreements with each other.
• How are children treated? Consider Child Labor issues around the world today.

Create a Country - Part 10 - Final Presentations

You have many options for your final project that you will present during the fair.

1. Poetry: If you want to download poetry options, go to Webquest.
2. Write a daily journal or story describing a member of your CAC's culture: a child, a government official, an explorer going into an unknown region of your CAC...
3. Create short stories about events or people from your CAC.
4. Create a newspaper addressing "current events" of your CAC.
5. Create a fairy tale or tall tale that might come from your CAC.
6. Create dances that might be done by members of your CAC during a festival, ritual, or ceremony.
7. Make musical instruments and play music from your CAC.
8. Write a speech persuading others to help with an issue your CAC is facing. (Note: you are welcome to have this connected to an issue faced by your "real country".)
9. Create an "invention" of your CAC that had unexpected effects....write about this.
10. A recent problem (ex: population explosion) arises, how will your CAC solve it? What will be the effects? Create an evening news broadcast that would be typical for your CAC introducing this problem and solution.
11. Other: the sky is the limit! Be creative and have fun!

Create a Country - Part 5 - Economics

Now that your CAC inhabitants have mastered crops are grown in your CAC (What crops are grown where should be on your political map.), it is time to create SURPLUS!

With a surplus of food, your people can Specialize. (Consider this activity before moving on: Class Specialization activity)

*Maslow's Hierarchy of Needs

Use the following Timeline program, create a time line to show how your country has grown and changed since it was founded. Make sure your timeline follows the FlowChart! (Need some help writing about the flowchart - check this site out.)

Now you should begin thinking about economics - or $$$:

**Barter Bags: Wants vs Needs, Barter and Trade, How did Surplus vs Scarcity affect you?
Understanding bartering and trade: "Economics 101", Bartering, trade & check out Brainpop (Teton/TCSD) Money, Can I Borrow a Quarter?

Economic principles - feminist view point included

Create a Country Fair

Create a Country Fair:

When: June ##

There are five requirements for the fair. #1 and #2 will be completed in class. #3-5 are your homework for the next two weeks:

1. Create a Country Atlas (done in class)
2. Presentation about Created Country (done in class)

Homework projects:
3. A tasty treat & recipe from REAL COUNTRY
**Find a recipe from your REAL COUNTRY that you would like to make. (a link to World Recipes on Recipe Atlas)
**Make enough for 35 people.
**Remember to bring “extras” if needed - if you need a serving spoon or spatula
4. A costume representing either your real country or created country.
**You should be ready to explain WHY this costume relates to your created country.
**The costume can be a complete outfit or just part of an outfit.
**The costume should be worn during your presentation.
**Remember, costumes should reflect school dress code and weapons are not allowed.
5. Another visual that will be helpful during your presentation.
**The sky is the limit on this part.
**Ideas: poster, mural, model, diagram, artifact....
**Plan your time wisely, though, so that you visual is completed on time.

Plan for CAC Projects:

1. Food: what am I making?

2. Costume Ideas:

3. Sketch and label your idea for a visual. What is your schedule for getting it done?

Geography Practice & Skills

Practice Geography Skills and Make a Difference in the World:

Free Poverty - find places on the map

Free Rice - Identify places on the map

Identify countries in North Africa and the Middle East

Maps from National Geographic

Mapping:

Latitude and Longitude, List of sites about Latitude and Longitude...


History Review:

History Games,

Current Events &/or Info Connection

Each week an article will be assigned to help students learn to code/annotate expository (informational) text. Articles may be handed out or students may be asked to find them.

Great places to find articles: Time's Current Events Update and Scholastic News and Junior Scholastic , CNN for kids (easier reads), and Social Studies for Kids

(Also: The Internet Resource Web aims to make news stories accessible for students who may find a newspaper too daunting. Sorties are timely and interesting (there is an archive file). )

The purpose of coding/annotating text is for students to share their thinking as they read with their teacher.

To help student remember what is expected, each reading strategy is associated with "The Hand." The codes and associated digit are as follows:

"P" - for predictions (thumb) - Predictions show what the student thinks will happen next or happened in the past. Predictions are focused on the plot or action. Remember, predictions can be confirmed or rejected.

It could look like this: P-Australia's water supply will only get worse!

"?" - for questions (pointer finger) - Questions can be informational (answers would be found in a reference book - dictionary, encyclopedia, internet), curiosity (answers will be found later in the text), and/or challenging (answers may never be found - more theoretical in nature - EX: Why is there hatred in the world?) Note: Students are encouraged to follow a question up with a prediction!!

It could look like this: ?-why would they do that? P - They're scared or ?What does Responsible mean? P - doing the right thing (Note: good readers Predict the answer to their questions.)

"C" - for connections (middle finger)- Students should make Text-to-Self, Text-to-Text, and Text-to-World (movies, class, news, etc) connections. Connections help the reader get the most meaning from the text.

It could look like this: C - like bully proofing class! or C-my brothers or C- to our textbook


"I" - for inferences (ring finger) - Inferences are like predictions only they focus on PEOPLE. Students should infer about the thoughts, feelings, motivations, etc. of the people in the article. We talk about getting into the heads of the people we read about. OR We infer about the author's purpose (or bias) for writing the article.

It could look like this: I - she's jealous! or I - the author wants us to send money

"!" - for important/interesting information (pinky finger)- This information should be underlined or highlighted. It is important to remember that not all information in an article should be highlighted or underlined!! As students reread the underlined or highlighted information, it should sound like a summary of the text. Most of what is underlined or highlighted should have another code/comment webbed off of it.

WEBBING: When using reading comprehension strategies, one strategy often leads to another.
For example: P- students learn more when they do this, which leads to an I-they feel better about the information in the article, which leads to a ? - do they do better on tests?, which leads to a P - yes!

For Assessments, go to WorkshopWebquest

Assessments

1. Flow Chart Assessment #1 on Webquest

2. World Religions Assessment

FYI: Study Central for the history textbook

Create a Country - Part 4 - Political Map

Political Map: shows where your cities, capitals, seaports, airports, and provinces OR state boundaries exist. Also, include your major roads, railways, rivers, lakes, swamps, and land forms.

1. Research your country and use that to make decisions about your created country. Go to Webquest, and following the instructions for Part 4. This will give you the information you need to create your map.

2. Political Map Expectations:

*Has a title of the map behind name of country (EX: Angeland: Political Map).

*Is neat & easy to read.

*Indicates clearly the borders between states (natural or man-made).

Check out this article about Rivers as Boundaries

*Has coloring to show at least 3 states. Coloring is NEAT. It allows names to be read.

*Labels (now you name them) each state (1 point each)

*Shows and labels each state's capital city and other big cities. The location of the cities makes sense with geography.

*Shows (using a symbol) industry points for each city (if applicable)

*Includes a key to explain colors and symbols

3. Write a caption about your states. See Caption Madlibs for help.

4.  Think about the difference between a Political Map and a Physical Map. 

Consider the poem "Geographer" by Brian Andreas:

I like Geography best, he said, because your mountains and rivers know the secret.
Pay no attention to boundaries.

How have boundaries defined your country?

Consider what John McPhee wrote in Rising from the Plains:


"Wyoming, at first glance, would appear to be an arbitrary segment of the country.  Wyoming and Colorado are the only states whose borders consist of four straight lines.  That could be looked upon as an affront to nature, an utterly political conception, an ignoring of the outlines of physiographic worlds, in disregard of rivers and divides.  Rivers and divides, however, are in some ways unworthy as boundaries, which are meant to imply a durability that is belied by the function of rivers and divides.  They move, they change, and they go away.  Rivers, almost by definition, are young.  The oldest river in the United States is called the New River.  It  has existed (in North Carolina, Virginia, and West Virginia) for a little more than one and a half per cent of the history of the world.  In epochs and eras before there ever was a Colorado River, the formations of the Grand Canyon were crossed and crisscrossed, scoured and dissolved, deposited and moved by innumerable rivers.  The Colorado River, which has only recently appeared on earth, has excavated the Grand Canyon in very little time.  From its beginning, human beings could have watched the Grand Canyon being made.  The Green River has cut down through the Uinta Mountains in the last few million years, the Wind River  through the Owl Creek Mountains, the Laramie River through the Laramie Range.  The mountains themselves came up and moved.  Several thousand feet of basin fill has recently disappeared.  As the rock around Rawlins amply shows, the face of the country has frequently changed.  Wyoming suggests with emphasis the page-one principle of reading in rock the record of the earth:  Surface appearances are only that; topography grows, shrinks, compresses, spreads, disintegrates, and disappears; every scene is temporary, and is composed of fragments from other scenes.  Four straight lines - like a plug cut in the side of a watermelon - should do as well as any to frame Wyoming and its former worlds (p 28)."

Create a Country - Part 7 - Government of Country

When clearly defined procedures have been established regarding who decides, how they decide, and how decisions are carried out, it is possible to classify the specific form of government a culture uses.

First, we should try to understand more about why we need government. (Class Activity)

Over the centuries many forms of government have been used. Among the more common are the following:

• Participatory democracy: All important decisions are made by a majority vote of all persons affected by the decision.
• Representative democracy: All people who wish to, vote for persons to represent them when decisions are to be made. When a majority of the representatives vote the same way, their opinion prevails.
• Constitutional monarchy: A king or queen and a group of representatives elected by the people share the responsibility for ruling together.
• Monarchy: A king or queen makes the decisions alone.
• Dictatorship: A person NOT elected by the people is responsible for all decisions of importance. It is usual for a dictator to come from the military.
• Check out this site for help understanding these and different types of governments or this one for a more extensive (and fun) list.
  

Before determining the type of Government that will run your Created Country, consider:

• What form of government can make decisions rapidly and be assured the decision will be followed? Why would this be good? bad?
• What form of government is most interested in direct involvement of the people? What is its advantage? disadvantage?
• What form of government is used in America?

Task #1: Choose the type of government your Create-A-Country will have.

Task #2: One of a government's chief concerns is the "happiness" of its citizens. Consider the following:

• Read this article about Bhutan's ( a real country!) Happiness Index goals!
  
• Create your own Happiness Index: Include 10 years of your country’s Happiness Index.

*What leads to Happiness? (good crops, weather, surplus, economy, etc...)

*Roll: The number you roll indicates the % of people that are happy in your country (8 = 80%). If you roll an 11 or 12, you have had a natural disaster (you choose based on researching your real country). The next 3 years, you can only roll one dice because it takes a while to recover from natural disasters! Create a line graph using these numbers.

Happiness Index Graph:

*Has a title with name of country & student & which region

*Is neat & easy to read- accurate labels.

*Includes 10 years

*Creates a line or a bar graph

*Used color to differentiate the lines/bars

*X axis is correctly labeled

*Y axis is correctly labeled

3-5 Sentence Caption:Describes the causes for the different levels of happiness. Describes the effects of the different levels. Makes predictions for the future.COPS! Completed on time.

Task #3: Consider making a timeline of your country's history....

World Religions

Overview of all religions:

United Streaming Assignment - a place to find movies and the quizzes.
Quiz for Lovett's Class

*For Graphic Organizers and note sheets for movies, go to Webquest

*A great website to help with filling in the matrix/note sheet: Religion facts

*A great website that shows many comparisons between religions: Religion Facts & comparisons

Other interesting Websites: Religion Facts, comparisons, and more, A great list of Websites for Teens, World Religions Website, Higher Level reading, Social Studied for Kids/Relgions, and A site with a lot more sites!

World Religions Historical Map - amazing animation that shows the rise and fall of all religions.

Higher level movies (from Hippcampus.org) about religions.

Individual Religions

Hinduism:
Reading Pages: NB ~ 203-4, OB ~ 138-147

Textbook Videos: Hinduism & Buddhism

Online reading overview, self-check quiz, vocabulary for textbook

Buddhism:
Reading Pages: NB ~ 208-.., OB ~ 150-155

Textbook Videos: Hinduism & Buddhism

Online reading overview, self-check quiz, vocabulary for textbook

Check out this website: Mind and Life. org

Quick and Easy reading about Hinduism and Buddhism

Judaism:
Reading Pages: NB ~ 81-102, OB ~ 120-125

Textbook Videos: Judaism

Online reading overview, web activity (Arab-Israel conflict), self-check quiz, vocabulary flashcards for textbook

Quick and easy reading

Christianity:
Reading Pages: NB ~ 344..., OB ~ 246-252

Textbook Videos: Christianity

Online reading overview, web activity (Red Cross), self-check quiz, and vocabulary for textbook

Quick and Easy reading

Islam:
Reading Pages: NB ~ 372..., OB ~ 226-278

Textbook Videos: Islam

Online reading overview, web activity (Taj Mahal), self-check quiz, and vocabulary for textbook

Quick and Easy reading

Other Religions:

Original Religions - China's religious beliefs about the afterlife

More Religion in China - quick and easy reading

Caption Madlibs!

Copy and Paste the madlibs into a word document. Make sure you add your own creativity!

OR download the madlib by Going to the Webquest

1. Physical Map Caption "Madlib" if you need some help:

The latitudinal range for __________ (name of country) is ____-_____. The longitudinal range is ____-_____. This means my country is in the __________and__________ hemispheres. In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the elevation is __________. This means__________. In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the elevation is __________. This means__________. In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the elevation is __________. This means________________________________.There are __________(number word: many, few)people are found here because __________. There are __________ (number word: many, few) plants and animals found here because __________. This country is __________! (great conclusion!)

2. Climate Map Caption madlibs (remember: Option+K = the ˚ sign):

__________ (name of country) is located in the (low, mid, high) latitude range. In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the climate is __________. This means the temperature is __________.The amount of rainfall is __________. There are __________ (number word: many, few) people found here because __________. There are __________ (number word: many, few) plants and animals found here because __________.

In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the climate is __________. This means the temperature is __________.The amount of rainfall is __________. There are __________ (number word: many, few) people found here because __________. There are __________ (number word: many, few) plants and animals found here because __________.

In the __________ (direction words: N, S, W, E, center)region of __________ (name of country) the climate is __________. This means the temperature is __________.The amount of rainfall is __________. There are __________ (number word: many, few) people found here because __________. There are __________ (number word: many, few) plants and animals found here because __________. __________(name of country) is __________! (great conclusion!)

3. Climate GRAPH:

The average yearly rainfall for _____(real country) is _____ inches. In ______ (CAC) the rainfall is _____(comparison word - similar, different..). _____ (CAC)'s average yearly rainfall is _____ inches. This impacts the people because _____ (reason, be creative). This also impacts the animals and plants because _____ (reason, be creative.) This climate is _____! (concluding line)

4. Political Map:

Political Caption:

__________ (name of country) has __________ (number) states. (Finish this introductory paragraph with at least 2 more sentences.)

The first state is called __________ (name of state), and its capital is named __________ (name of capital). It is located in the __________ (direction words) of __________ (name of country). Its borders are __________ (natural or manmade or both). Its neighbors are __________ (name (s)of states or countries OR description). This means __________ (actions or feelings of people). The people of __________ (name of state) can be described as __________ (demographics: age, race, gender, and overall personality). Most are __________ (type of occupation) due to the __________ (resources of country). Many describe this state as __________ (wealthy, middle class, poor, etc). __________ (name of state) is __________ (conclusion).

The second state is called __________ (name of state), and its capital is named __________ (name of capital). It is located in the __________ (direction words) of __________ (name of country). Its borders are __________ (natural or manmade or both). Its neighbors are __________ (name (s)of states or countries OR description). This means __________ (actions or feelings of people). The people of __________ (name of state) can be described as __________ (demographics: age, race, gender, and overall personality). Most are __________ (type of occupation) due to the __________ (resources of country). Many describe this state as __________ (wealthy, middle class, poor, etc). __________ (name of state) is __________ (conclusion).

The third state is called __________ (name of state), and its capital is named __________ (name of capital). It is located in the __________ (direction words) of __________ (name of country). Its borders are __________ (natural or manmade or both). Its neighbors are __________ (name (s)of states or countries OR description). This means __________ (actions or feelings of people). The people of __________ (name of state) can be described as __________ (demographics: age, race, gender, and overall personality). Most are __________ (type of occupation) due to the __________ (resources of country). Many describe this state as __________ (wealthy, middle class, poor, etc). __________ (name of state) is __________ (conclusion).

4. Religion MadLib:

Religion Caption:

__________ (name of country) has __________ (number) religions. (Finish this introductory paragraph with at least 2 more sentences.)

The first religion is called __________ (name of religion), and it’s found in the __________ (direction words) of __________ (name of country). Its main beliefs are ________________. This religion originated in __________ (original country) and came to ____________ (your country) by way of __________ (how did it come to your country? Through a neighboring country or because of a major world trade route, missionaries, etc). _________________ (% of the population of your country) belong to this religion. This means __________ (is it the majority religion, minor religions, important…). It is __________ ( is it spreading, decreasing in numbers, increasing in numbers and why? ).

The followers of __________ (name of religion) can be described as __________ (demographics: race, gender, personality). Most of the followers of this religion __________ (accept or do not accept) the other religions in __________ (name of country). There is __________ (harmony, misunderstanding, distrust, war, peace ) between this religion and ____________________(name of another religion(s)). __________ ( 1 sentence conclusion).

The second religion is called __________ (name of religion), and it’s found in the __________ (direction words) of __________ (name of country). Its main beliefs are ________________. This religion originated in __________ (original country) and came to ____________ (your country) by way of __________ (how did it come to your country? Through a neighboring country or because of a major world trade route, missionaries, etc). _________________ (% of the population of your country) belong to this religion. This means __________ (is it the majority religion, minor religions, important…). It is __________ ( is it spreading, decreasing in numbers, increasing in numbers and why? ).

The followers of __________ (name of religion) can be described as __________ (demographics: race, gender, personality). Most of the followers of this religion __________ (accept or do not accept) the other religions in __________ (name of country). There is __________ (harmony, misunderstanding, distrust, war, peace ) between this religion and ____________________(name of another religion(s)). __________ ( 1 sentence conclusion).

The third religion is called __________ (name of religion), and it’s found in the __________ (direction words) of __________ (name of country). Its main beliefs are ________________. This religion originated in __________ (original country) and came to ____________ (your country) by way of __________ (how did it come to your country? Through a neighboring country or because of a major world trade route, missionaries, etc). _________________ (% of the population of your country) belong to this religion. This means __________ (is it the majority religion, minor religions, important…). It is __________ ( is it spreading, decreasing in numbers, increasing in numbers and why? ).

The followers of __________ (name of religion) can be described as __________ (demographics: race, gender, personality). Most of the followers of this religion __________ (accept or do not accept) the other religions in __________ (name of country). There is __________ (harmony, misunderstanding, distrust, war, peace ) between this religion and ____________________(name of another religion(s)). __________ ( 1 sentence conclusion).

Create a Country - Part 3 - Climate

CLIMATE:

1. To help you understand climate, check out the Earth's rotation or Scholastic's weather site. Try this activity to explore this further.

2. Complete the graphic organizer about the different climate zones. (The graphic organizer can be found on the Webquest.) You will also need your old textbook.

Website where the climate handouts came from. Note: there is information here about plants and animals!

Climate Maps

3. Compare and Contrast Chart: Use CultureGrams, the online reference above, your textbook, and other provided information to compare and contrast your country’s climate zones to the actual country in that location. Create a compare and contrast T-chart in your journal to record information. Use this to move forward in planning your country project. This chart will be published on the back of your map. REMEMBER: you will need at least 3 climate zones in your create a country. You might include information about natural disasters and global warming.

4. Climate Map: Based on your country’s longitude and latitude, determine its climate zones. Use the climate region map on G8 as an example. Refer to the glossary on page 750 to clarify terms. Label the regions on your map using a color key. Include a minimum of three world climate regions.

Climate Map Scoring Guide:

*Has the title of the map following the name of your country (EX: Angeland: Climate Map.

*Is neat & easy to read. Limited names are required on this map.

*Uses coloring to indicate different climate zones (1 point each)

*Climate regions makes sense with elevation & location of country OR is explained thoroughly in your caption.

*Includes a key to explain use of color and symbols

*COPS

*Completed on time!

5. CAPTION (See Caption Madlibs for help on this): Connects the different elevations to the different climates. Describes the different climate zones. Describes the humans, plants, and animals found in each climate zone.

6. Line Graph/Bar Graph comparing Climate Region Rainfall in Actual Country with your CREATE a COUNTRY: Pick one city in your real country and one city in your create a country and plot their rainfall amounts. Use average inches per month for one year. Go to a world climate website to find the average yearly rainfall for the city in your real country. Displaying TWO sets of data means there will be TWO different color lines. Use my example graph on Egypt. You can also use the graphs on page GH11 & GH13 as examples. Be sure the rainfall amounts in your Create a Country make sense according to the climate region in which your city lies. If not, make sure to explain this thoroughly in your caption.

Climate Graph Expectations:

*Has a title with name of country & student & which region

*Is neat & easy to read- accurate labels.

*Includes 12 precipitation amounts for one climate zone

*Creates a DOUBLE line or a bar graph

*Used color to differentiate the lines/bars

*X axis is correctly labeled

*Y axis is correctly labeled

*Includes a key to explain use of color & symbols

3-5 Sentence Caption for Graph: Connect the different amounts of rainfall to the months of the year. Describe the differences between your country and the real country. Describes how the levels of rainfall impacts the humans, plants, & animals found in each climate zone. If there are big differences between what is expected and what "actually" happened in your created country, you explain this well. Your caption has some level of creativity. COPS! Completed on time!

7. Cause & Effect Paragraph: explain how one major aspect of your country’s weather affects your country or the people in it. Think about how flooding affected people in ancient Mesopotamia and ancient Egypt. Goal: 4 CDs and 2+ CMs.

8. Caption Madlibs & Graphic Organizers on Webquest

9. Climate debates

Create a Country - Part 2 - Physical Map

PART #2: PHYSICAL MAP


"I like Geography best, he said, because your mountains and rivers know the secret.  Pay no attention to boundaries!" ~ Story People

1. T-Chart: use CultureGrams, the online reference, your textbook, and other provided information to compare and contrast your country’s physical features to the actual country in that location. Create a compare and contrast T-chart in your journal to record information. Use this to move forward in planning your country project.  This chart will be published on the back of your map.

2. For more information about the River Valley Civilizations: Great Webquest to compare and contrasst River Valley Civilizations,  River Video (textbook), Yangtze, United Streaming assignment

3.   Read the physical map of Sri Lanka on page GH9. 

Use this information to create a similar map and key to show the natural features of your country. All elevations (height of land above sea level) should be included. Include major water sources and mountain peaks. Add any other geographic features you would like (R10-R11). Remember that your country must have a river valley!

4.  Physical Map Expectations:

*Has a title of the map behind name of country (EX:  Angeland:  Physical Map). 

*Is neat & easy to read. 

*Has coloring to show at least 3 elevations. Coloring is NEAT.  It allows names to be read.

*Labels (now you name them) lakes, rivers, seas, bays, oceans (1 point each) 

*Labels important land forms- mountains, plains, etc. (1 point each) 

*Includes a key to explain colors and symbols 

4.  3-5 Sentence Caption (See Caption Madlibs for help on this):

*Gives longitude, latitude, AND hemispheres. 

*Describes the different elevations. 

*Describes where humans, plants, AND animals are found & why. 

*COPS 

*Completed on time! 

The caption is glued onto the back of your physical map.

5. Paragraph: write a paragraph describing one of the physical features you put on your physical map. Be creative and have fun with it! Use Jane Shaffer to provide structure if you need it!

6.  There might be help on Webquest.

Create a Country - Country Outline/Flag - Part 1

COUNTRY OUTLINE & FLAG

Outline Map:

1. Take a sheet of blank paper and draw 1” margin lines on all four sides (follow the teacher's example).

2. Determine which direction is NORTH. Does this mean your map will be verticle or horizontal on the page? Put X's down the WESTERN side of your paper. This will be where your "atlas" will be bound. This reminds you not to put anything important there.

3. Label your map with the name of your country on the top line. Make sure it is NEAT and easy to read. Remember: names are CAPITALIZED. (Note: On future maps, the title of each map will follow the name. EX: Angeland: Physical Map)

4. Label your latitude and longitude lines. Make sure to use proper labeling: 32˚N. (When typing to make the ˚ sign use OPTION + K.)

5. Add a compass rose in the N-W or N-E corner of your map.

6. Underneath your bottom latitude line, label the space for your LEGEND or KEY.

7. Right above the Southern latitude line, include a scale (1”=100 miles) - you need to consider this when creating your country.

8. Roll for the number of NEIGHBORS you will have: 1 = island, 6 = landlocked, 2-5 = number of neighbors.

8. Roll for the number of RIVERS you will have: # = number of rivers.

9. Draw your outline map, the shape of your country. Make sure your country is entirely inside of your longitude and latitude lines.

10. Include but DO NOT LABEL rivers, mountains, lakes, deltas, and boundaries of neighbors. Use page GH14-15 for ideas. You will need to know where the ocean or sea is if that is going to be a part of your country.

11. Put your name on the back. Also, record 5 statistics/facts (using numbers) about your country using the scale (1" = 100 miles).

12. Create your initial flag for your country.

Flag scoring guide:

*Includes symbolic representation of your country’s name.

*Symbols represent different elements of the country's physical

features and culture at this point.

*Colors have meaning.

*Words are connected to the culture of the country.

3-5 Sentence Caption (See caption madlibs for help with this):

*Specifically explains symbols, shapes, and words used in the flag

*COPS

*Completed on time!

FOR MORE INFORMATION ON FLAGS:

FLAGS
The Study of Flags
Flag Site #2

World Flag Database

Scoring Guide on Webquest

A List of Online Resources

Online Textbook:

Go to the textbook online! Our access code is B4F5E38503. (Copy this code, so you can paste it onto the student log in screen.) or Textbook Stuff online To get to "Study Central and Take Notes/study for Quizzes, click here.

Go to Webquest

Flow Chart Resources:

1. Movie ~ Mesopotamia: From Nomad to Farmers (United Streaming)
   
2. River Video (textbook), Yangtze, United Streaming assignment (code: TB55E-E3D9), Article: River as Lifeline, 25 longest rivers in the world ..
3. Climate Change - Code: T974B-C11F
4. Climate change website
5. Civilizations - the end of the beginning and the beginning of the end (United Streaming Videos - GREAT reviews) - Code:  T4136-BA6A , Ancient World Cultures
6. Trade with others (United Streaming - Code: T9755-4659), The Importance of Trade
7. Isolation (United Streaming - Code: T9736-175A)

Places to find Current Events: Time's Current Events Update

Online Databases:

CultureGrams (jacksonbronc / hole) Temporary Password: tetoncsd / cgrams

BrainPop! Videos (teton / tcsd) (After 5:00 pm - teton_teacher / tcsd)

1. Talks about migration of animals and connects it to nomadic lifestyle of humans. Why were humans nomads in ancient history?
How to get to it: BrainPOP, Science, ecology and behavior, migration

2. Talks about Hunter/Gatherers and Agriculture (the domestication of plants and animals). It talks about the placeFertile Crescent and permanent homes. It talks about surplus and specialization, as well as government. Follows the flow chart on broad terms.
How to get to it: BrainPOP, Social Studies, World History, Agricultural Revolution

3. Talks about nomads, agriculture, and permanent homes using American Indians to share this info. How to get to it: BrainPOP, Social Studies, US History, American Indians

4. Talks about, irrigation, agriculture, surplus, specialization (division of labor), urbanization, government and civilization….and WRITING. Uses the Sumerians to share this info.
How to get to it: BrainPOP, Social Studies, World History, Sumerians

5. This movie explains Communism.
How to get to it: BrainPOP, Social Studies, Economics, Communism

6. This movie explains Democracy.
How to get to it: BrainPOP, Social Studies, World History, Democracy

7. This is a great movie to introduce the major religions: Sikism, Christianity, Hinduism, Islamic, Shintoh, Judaism, Vodhuism, Rastafarianism, Scientology, and Buddhism, etc. (Explains the 5 major religions' main characteristics, with the exception of Buddhism, which is only mentioned once.)
How to get to it: BrainPOP, Social Studies, Culture, Religion

8. A good overview of different types of maps, as well as generic tools used in maps such as legends, compass rose, latitude and longitude, symbols, colors, borders, etc.
How to get to it: BrainPOP, Social Studies, Geography, Map skills

9. This is a good video for an intro to latitude and longitude lines. It talks about how to chart out longitudes and latitudes. It also talks about minutes and seconds briefly.
How to get to it: BrainPOP, Social Studies, Geography, Latitude and Longitude

Information for Flags:
FLAGS
The Study of Flags
Flag Site #2

Information about various historical topics!