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Show Tracks Created by Nicole Means
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Showing 1 through 20 of 37 Tracks by Nicole Means |
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1. |
Religious Tolerance Project
Annotations by Nicole Means
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Track #241644
Format: Resource list
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<OL style="MARGIN-TOP: 0in" type=1>
<LI style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in" class=MsoNormal><FONT face="Times New Roman"><STRONG> Each group will be assigned one of the following religions:</STRONG></FONT></LI></OL>
<P style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in" class=MsoNormal><STRONG><FONT face="Times New Roman"> A. Hinduism<SPAN style="mso-tab-count: 3"> D. </SPAN>Judaism</FONT> </STRONG></P>
<P style="MARGIN: 0in 0in 0pt; mso-list: l0 level2 lfo1; tab-stops: list 1.0in" class=MsoNormal><STRONG><FONT face="Times New Roman"> B.Buddhism<SPAN style="mso-tab-count: 3"> </SPAN> E. Islam</FONT> </STRONG></P>
<P style="MARGIN: 0in 0in 0pt; mso-list: l0 level2 lfo1; tab-stops: list 1.0in" class=MsoNormal><STRONG><FONT face="Times New Roman"> C. Christianity</FONT> F<FONT face="times new roman, times, serif">.Hinduism</FONT></STRONG> </P>
<P style="MARGIN: 0in 0in 0pt; mso-list: l0 level2 lfo1; tab-stops: list 1.0in" class=MsoNormal><FONT face="Times New Roman">2. You will be working in groups to create a Historical Tolerance Poster centered on your assigned religion:</FONT></P>
<OL style="MARGIN-TOP: 0in" type=1>
<LI style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in" class=MsoNormal><FONT face="Times New Roman">The information gathered for your poster must explain the value of tolerance from both religious and historic standpoints . For e</FONT><FONT face="Times New Roman">xample: If the assigned religion is Judaism, the group may want to include information about the religious tolerance granted to the Jews under ancient Greek rule.</FONT>
<LI style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in" class=MsoNormal><FONT face="Times New Roman">The following questions will help in the research process:</FONT></LI></OL>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p><FONT size=3 face="Times New Roman"> </FONT></o:p><FONT face="Times New Roman">A.Where and when was did this religion originate?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman"> B.</FONT></o:p><FONT face="Times New Roman"> Who is the founder of this religion?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman"> C.</FONT></o:p><FONT face="Times New Roman">What are the basic beliefs of the religion?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman"> D</FONT></o:p><FONT face="Times New Roman">. What are some holidays/celebrations of this religion? Why are they significant?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman"> E.</FONT></o:p><FONT face="Times New Roman">What are some unique aspects of this religion?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman"> F. W</FONT></o:p><FONT face="Times New Roman">hat is the population of this religion today? 10 years ago? 50 years ago? 100 years ago?</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT size=2 face="Times New Roman">G. </FONT></o:p><FONT size=3 face="Times New Roman"> <FONT size=2>In what part of the world is your religion most widespread? (name specific countries)</FONT></FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><o:p><FONT face="Times New Roman">H.</FONT></o:p><FONT face="Times New Roman">Has this religion ever underwent persecution or persecuted another religious group? Explain.</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><FONT face="Times New Roman">I. Is this religion involved in political conflict? Explain</FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>
<P><FONT face="Times New Roman"> </FONT><FONT face="Times New Roman">All group members of the group should take notes on their group’s discussion responses and research findings. Once research is completed, students should work together to create religious poster. </FONT></P>
<P><FONT face="Times New Roman">Posters should include </FONT><FONT face="Times New Roman">information that explains the history of religious tolerance and intolerance for that religion and include </FONT><FONT face="Times New Roman">information and images. You may draw any symbols that are significant to that religion. </FONT></P>
<P style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in" class=MsoNormal><FONT face="Times New Roman"><STRONG>Neatness counts!! Posters will be displayed in the hallway!!!</STRONG></FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal>
<P><FONT face="Times New Roman"> </FONT><FONT face="Times New Roman"> After students present their information, students will participate in the Religious Tolerance Forum. Students will act as "representatives" for their assigned religion in deciding the role that religion will play in the hypothetical country.</FONT></P>
<P></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><FONT face="Times New Roman"><B style="mso-bidi-font-weight: normal">The following websites will be helpful in your research:</B></FONT></P>
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2. |
Global Warming: SOCRATIC SEMINAR
Annotations by Nicole Means
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Track #230120
Format: Resource list
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<P align=center> </P>
<P align=left>Is human activity bringing about alarming global warming scenarios and related catastrophes? Or is such thinking a myth brought about by incomplete science? Finding these answers has turned global warming into a controversial issue. Most scientists agree that the Earth's temperature has risen over the past century and that carbon dioxide is one of the primary greenhouse gases that contribute to global warming. However, scientists disagree as to whether or not global climate change is a normal environmental variation, and over how big of a problem global warming will become for the planet. </P>
<P align=left>There are two sides to the issue:</P>
<P style="TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.75in; tab-stops: list .25in .75in; mso-list: l1 level1 lfo1" class=MsoNormal><FONT face="Times New Roman"><SPAN style="FONT-SIZE: 10pt"><SPAN style="mso-list: Ignore">1.<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN><B style="mso-bidi-font-weight: normal"><SPAN style="FONT-SIZE: 10pt">Believer</SPAN></B><SPAN style="FONT-SIZE: 10pt">—sees the urgency of the global warming crisis and its threat to our environment.<SPAN style="mso-spacerun: yes"> </SPAN>If this is your side, then you must provide evidence of why global warming is a problem, environmental impacts, and what can be done to stop it. You must convince the reader that global warming will harm the environment, animals, and humans that live in it.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></SPAN></FONT></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN style="FONT-SIZE: 10pt"><o:p><FONT face="Times New Roman"> </FONT></o:p></SPAN></P>
<P style="TEXT-INDENT: -0.25in; MARGIN: 0in 0in 0pt 0.75in; tab-stops: list .25in .75in; mso-list: l1 level1 lfo1" class=MsoNormal><FONT face="Times New Roman"><SPAN style="FONT-SIZE: 10pt"><SPAN style="mso-list: Ignore">2.<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN><B style="mso-bidi-font-weight: normal"><SPAN style="FONT-SIZE: 10pt">Skeptic</SPAN></B><SPAN style="FONT-SIZE: 10pt">—is skeptical about the effects of global warming. Although aware of the idea of global warming, the skeptic does not believe global warming is as serious as threat as the believer. If this is your side, include evidence that global warming does not pose as serious of a threat as proposed by Al Gore.<SPAN style="mso-spacerun: yes"> </SPAN>How can new laws designed to stop global warming actually hurt businesses? <o:p></o:p></SPAN></FONT></P>
<P style="MARGIN: 0in 0in 0pt; tab-stops: list .75in" class=MsoNormal><SPAN style="FONT-SIZE: 10pt"><o:p><FONT face="Times New Roman"> </FONT></o:p></SPAN>After exploring various Internet sites which portray various viewpoints about global warming, we will discuss Global Warming using the Socratic Seminar. As you research the links in this track, you will write down any information that will be helpful during our discussion. <STRONG>Make sure you write down FIVE lingering questions about global warming. You may discuss these during the seminar. <SPAN style="FONT-SIZE: 10pt"><o:p><FONT face="Times New Roman"> </FONT></o:p></SPAN></STRONG></P>
<P> </P>
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3. |
Impact of Fall of Communism on Eastern Union and the Former Soviet Union
Annotations by Nicole Means
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Track #242215
Format: Worksheet
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<p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black">Eastern Europe is often overlooked because of the closer ties the U.S. has with Western Europe; however, we often forget that the world has become more inter-dependent and that the U.S. is influenced by what goes on in Eastern Europe today.</span></place></font></p><p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black">The purpose of this lesson is for students to investigate the effects that Communism took on Eastern Europe and the Former Soviet Union. After students have conducted research, students will convene in a forum in which they discuss what action they think that the former Communist government should take. </span></place></font></p><p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black">The class will be divided into two groups:</span></place></font></p><p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black">1. Advantages Group: This group will argue that Communism provided great opportunities for its people. Be sure to use specific examples. Suggested subtopics to consider: equality for all and healthcare.</span></place></font></p><p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black">2. Disadvantages Group: This group will talk about problems and disadvantages of living in a Communist society. Be sure to use specific examples. Suggested sub-topics to consider are censorship, restrictions, and abusive power.</span></place></font></p><p><font face="Times New Roman"><place><span style="FONT-SIZE: 10pt; COLOR: black"></span></place></font> </p>
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4. |
Role of Women in Afghanistan Assignment
Annotations by Nicole Means
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Track #241600
Format: Resource list
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<p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><b style="mso-bidi-font-weight: normal"><font size="3"><font face="Times New Roman">Imagine what it would be like if you could only leave your home completely covered from head to toe, with only your eyes showing. Imagine what it would be like to only be allowed to leave home accompanied by a male relative. Imagine what it would it wourl be like to live in a country where only the boys are educated, but their education consists of learning religious laws and the rules of a ruthless government. <p /></font></font></b></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><b style="mso-bidi-font-weight: normal"><p><font face="Times New Roman" size="3"> </font></p></b><font face="Times New Roman" size="3">For women in <country-region><place>Afghanistan</place></country-region>, this experience was part of daily existence. Before the Taliban regime took control of this country, women worked and were educated; however, the Taliban came to power and forbade women of these luxuries, giving men priority. Many people protested this unfair regime, but they could not beat this tough force. <city><place>Kabul</place></city>’s stadium became a public execution ground for people who dared protest the stringent laws of the Taliban. </font></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><p><font face="Times New Roman" size="3"> </font></p></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><font face="Times New Roman" size="3">Since the Taliban rule of <country-region><place>Afghanistan</place></country-region> ended, life has slowly begun to improve for all citizens, including women. Some women have begun going back to work, girls are going back to school, and women can go outside of their homes alone, wearing what they choose. Since the fall of the Taliban, women have been free to shed the burka, but only a small amount of women actually do so. </font></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><p><font face="Times New Roman" size="3"> </font></p></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><font face="Times New Roman" size="3">In June 2000, as a response to Taliban oppression, a group of Afghan women from around the world and representatives from several countries including <country-region><place>Algeria</place></country-region>, <country-region><place>France</place></country-region>, <country-region><place>Spain</place></country-region>, and the <country-region><place>United States</place></country-region> met at the Conference of Women in <country-region><place>Afghanistan</place></country-region>; there, they came up with the Declaration of Essential Rights of Afghan Women. The document is still in draft form, but many Afghan women hope it will soon be adopted by the new government of <country-region><place>Afghanistan</place></country-region>. The main points established by the Declaration are listed below:</font></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><p><font face="Times New Roman" size="3"> </font></p></p><ol style="MARGIN-TOP: 0in" type="1"><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to equality between men and women and the elimination of discrimination based on gender, race, or religion.</font> </li><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to personal safety and to freedom from torture or inhumane or degrading treatment. </font></li><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to equal protection under the law</font> </li><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to favorable conditions at work and school</font> </li><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to wear or not to wear the <i style="mso-bidi-font-style: normal">burka</i> or the scarf.</font> </li><li class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><font face="Times New Roman" size="3">The right to participate in cultural activities including theater, music, and sports.</font></li></ol><p class="MsoNormal" style="MARGIN: 0in 0in 0pt; mso-list: l0 level1 lfo1; tab-stops: list .5in"><p><font face="Times New Roman" size="3"> </font></p><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight: normal">ASSIGNMENT: You have been selected to attend the conference as a representative from </b><country-region><place><b style="mso-bidi-font-weight: normal">Afghanistan</b></place></country-region><b style="mso-bidi-font-weight: normal">. It is your duty to write a letter to the government, convincing them of the necessity of adopting this proposal. In your letter, explain what life was like under the Taliban, and why change is essential. You should present convincing evidence of why the system needs to change.</b></font></font><b style="mso-bidi-font-weight: normal"><p><font face="Times New Roman" size="3"> </font></p></b></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight: normal">Each letter should be addressed to the president of </b><country-region><place><b style="mso-bidi-font-weight: normal">Afghanistan</b></place></country-region><b style="mso-bidi-font-weight: normal">. The letter should consist of five paragraphs, including introduction and conclusion. Paragraphs must consist of 4-5 sentences. Sign your name at the bottom of the letter. WRITE ON THE FRONT-SIDE ONLY!<p /></b></font></font></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt"><span style="mso-spacerun: yes"><font face="Times New Roman" size="3"> </font></span></p>
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5. |
Mock African Union
Annotations by Nicole Means
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Track #241375
Format: Resource list
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<p class="MsoNormal" style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: justify"><span style="mso-bidi-font-size: 10.0pt"><font size="3"><font face="Times New Roman">Assignment: The class will hold a mock African Union Conference in which each group represents a self-created Non-Governmental Organization. Each group is trying to obtain funding for its cause.<p /></font></font></span></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: justify"><span style="mso-bidi-font-size: 10.0pt"><font size="3"><font face="Times New Roman">Examples of issues: AIDS/HIV; malaria; human rights; refugees; malnutrition; land mines; desertification; women’s rights; education; population; child soldiers; peacekeeping efforts<p /></font></font></span></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: justify"><span style="mso-bidi-font-size: 10.0pt"><p><font face="Times New Roman" size="3"> </font></p></span></p><p class="MsoNormal" style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: justify"><span style="mso-bidi-font-size: 10.0pt"><font size="3"><font face="Times New Roman">Each group will research one current issue, from past to present, and then create a non-governmental organization to help the people in need. Your research and newly found organization will be presented at the mock African Union conference. <p /></font></font></span></p>
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6. |
Should the U.S. become involved in Liberia's conflict?
Annotations by Nicole Means
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Track #238964
Format: Worksheet
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<p>Many young people (and even adults) in North America and Europe know very little about Liberia. Much of what we, in North America, read about Africa or see on the TV news relates to violence and suffering that has taken place in less than a dozen of the 53 countries in Africa. We are often not given the opportunity to read, see, or hear about the numerous countries in Africa which are not suffering from civil wars and violence.</p><p>Many politicians have compared the governmental situation in Liberia to Iraq. Could the U.S. take action to end strife in Liberia?</p><p>Directions: Use this trackstar to research current events in Liberia. After you have conducted your research, write a letter to the U.S. president stating what role you think the government should play in the situation in Liberia. Do you think that the U.S. government should become involved? Why or why not?<br /><br />Papers should consist of the following components:</p><p>1. Introduction (1 Paragraph)-- state your position</p><p>2. Body (2/3 Paragraphs)--Support your position by using facts about the ongoing events in Liberia. Be sure to use SPECIFIC examples (these can be found in your research!!)</p><p>3. Conclusion: (1 Paragraph)--Wrap up your paper. Advise the President to which action he should take!! Tell him why you think it is crucial he act in this way!!</p>
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7. |
Japanese Culture
Annotations by Nicole Means
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Track #232001
Format: Resource list
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<p><font color="#000099">Students will use this Track to research Japanese culture. After students have researched the languages, religions, forms of entertainment, sports, educational system, etc. of Japan, they will be asked to compose a "pen-pal" letter. This letter will be written from the perspective of a Japanese student to an American student.</font></p>
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8. |
Louisiana Wetlands
Annotations by Nicole Means
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Track #219934
Format: Worksheet
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Students will investigate the importance of the wetlands in our state and the possible consequences of their rapid loss.
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9. |
Iraq Conflict
Annotations by Nicole Means
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Track #202813
Format: Resource list
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Research the reasons for the current conflict with Iraq. After you have conducted research, you will write a paper supporting whether or not you believe that we should have gone to war with Iraq. (see #9 for details)
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10. |
Ancient Egypt
Annotations by Nicole Means
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Track #190935
Format: Worksheet
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Students can visit Ancient Egypt civilization without having to visit the museum exhibit. Visit the following websites and answer the corresponding questions!
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11. |
Latin America Rainforest Dispute
Annotations by Nicole Means
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Track #253945
Format: Extended learning
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<P>Assignment: <BR>Students will conduct group research on the role of one of the following groups to determine whether or not this group would be for/against a permit to drill oil on U'wa land in Colombia.</P>
<UL>
<LI>Occidental Petroleum: multinational oil company headquartered in California
<LI>U'wa tribe: people indigenous to northeastern Colombia
<LI>Environmental activists: international community of activists that support positive environmental change and development
<LI>Colombian Ministry: branch of the Colombian government that is responsible for issuing oil drilling permits on land within their country </LI></UL>
<P>Each group will research this situation from one of the above perspectives. As a culmination, they will present their group's opinion at a mock court hearing in response to this question:</P>
<P>"Should the Colombian Ministry of the Environment grant Occidental Petroleum a permit to allow them to drill for oil on U'wa land in Colombia?" </P>
<P>NOTE: On May 3rd 2002, Occidental Petroleum announced withdrawal of plans to drill for oil on U'wa lands, stating that there's no oil there. Although this situation is finished, it left a huge impact on Colombia, especially for the U'Wa people. We will debate this issue as if we were making a decision before the withdrawal. </P>
<P> </P>
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12. |
Tsunamis
Annotations by Nicole Means
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Track #265555
Format: Resource list
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<P>Use the following links to learn about the causes of tsunamis.</P>
<P>Students will write a 4 paragraph paper after completing their research:</P>
<P>1. Paragraph One: Causes of tsunami</P>
<P>2. Paragraph Two: Explain the causes and consequences of tsunami in Indonesia</P>
<P>3. Paragraph Three: Do you think the international response was sufficient for people affected by tsunami? Do you think it was the responsibility of the international community to aid the tsunami victims? Why or why not?</P>
<P>4. Compare the international response to Hurricane Katrina to the tsunami of December 2004. Do you think more could have been done? Explain. </P>
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13. |
Conflict Diamonds: Are Diamonds For Never?
Annotations by Nicole Means
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Track #256238
Format: Resource list
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<p>Students will research the diamond industry and the negative impact it has had on many African countries, namely Sierra Leone. After they have conducted research, students will write a FOUR paragraph paper. Papers should be written from the viewpoint of a citizen of Sierra Leone, persuading the International Community to stop purchasing diamonds from DeB Beers Corporation. Papers should include the following</p><p>1. <strong>Paragraph One:</strong> Introduction--Introduce yourself, your country, and the situation</p><p>2. <strong>Paragraph Two:</strong> State specific facts about the conflict. Explain tactics that the rebel groups have used to control the diamond industry. Include information about De Beers Diamond Corporation. BE SPECIFIC!!</p><p>3. <strong>Paragraph Three:</strong> Persuade the International Community to take action. Explain what actions can be taken to stop the sale of conflict diamonds</p><p>4. <strong>Paragraph Four</strong>: Conclude your paper. Don't forget to thank the reader for his/her time. </p><p><strong>This will assignment will be turned in your Current Events Folder. You will be given 1-2 class periods for research. Late papers will not be accepted. </strong></p>
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14. |
Child Soldiers in Africa
Annotations by Nicole Means
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Track #256130
Format: Resource list
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<p>Students will complete a research project to gain better understanding of the use of child soldiers. Sutdents will be divided into groups where they will each choose a different country in Africa to focus on. Studetns will be required to gather the following information about their specific countries"<br /></p><p>Based on their research, students will create an educational poster about child soldiers. Students will be assessed for their abilities to work collaboratively with group members during the research process. While students present their information to the class, the rest of the class will answer the following questions:</p><p>A. What country has done the most to eliminate child soldiers?<br />B. What else can be done to eliminate the use of child soldiers?<br />C. Is enough being done to eliminate the use of child soldiers?</p><p><strong>HELPFUL TIP:</strong> Your oral presentation should include all the same information that is on your poster. Consider yourself the expert on the country you have focused on. ALL group members MUST participate in the oral presentation. </p><p><strong>Make your poster EYE-CATCHING, CREATIVE, EASY TO READ, INFORMATIVE!!</strong></p>
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15. |
Tour of Europe
Annotations by Nicole Means
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Track #251397
Format: Resource list
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<P>Task: Design a tour a 14-day tour of Western Europe. What countries will we visit? What food will we eat? Will we need to exchange currency? Your tour should include information about major bodies of water we may cross or tour; urban areas we will visit; major landmarks we will see and tour; type of currency we will use; climate--what to pack; lodging accomodations; restaurants where will dine;types of food we will eat; and languages we will hear and speak. </P>
<P>Include a map which outlines our tour. </P>
<P><STRONG>Your tour must include AT LEAST 3 countries, so be specific about how we will travel from region to region. </STRONG></P>
<P> <FONT size=5>Extra Credit Opportunity:</FONT></P>
<P><FONT size=5> </FONT><FONT size=3><STRONG>Cook authentic food from one country we will visit on tour. You will need to prepare enough food for the whole class and bring a copy of the recipe!! Food cannot be store-bought!!! (i.e. you may not heat up a frozen lasagna and call it your own!!)</STRONG></FONT></P>
<P><STRONG> </STRONG></P>
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16. |
DEBT RELIEF
Annotations by Nicole Means
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Track #315447
Format: Resource list
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Students will write a three paragraph about Debt Relief and how it relates to Africa. All papers must be written in blue or black ink, or typed, and turned in Current Events folders.
<P style="MARGIN-BOTTOM: 0in"><FONT style="FONT-SIZE: 22pt"><FONT size=3><B>Paragraph One:</B> Explain why the IMF and World Bank were founded and their main roles. Then, explain what is meant by the term "debt relief," and what a country must do to obtain it.</FONT></FONT></P>
<P style="MARGIN-BOTTOM: 0in"><FONT size=3><BR></FONT></P>
<P style="MARGIN-BOTTOM: 0in"><FONT style="FONT-SIZE: 22pt"><FONT size=3><B>Paragraph Two:</B> List positive and negative effects of the policy of debt relief.</FONT></FONT></P>
<P style="MARGIN-BOTTOM: 0in"><FONT size=3><BR></FONT></P>
<P style="MARGIN-BOTTOM: 0in"><FONT style="FONT-SIZE: 22pt"><FONT size=3><B>Paragraph Three: </B>What is your opinion about the policy of debt relief? Use three pieces of evidence to support your opinion.</FONT></FONT></P>
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17. |
European Union Membership
Annotations by Nicole Means
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Track #263897
Format: Resource list
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<p>Students will be assigned one of the following groups:</p><p>A. European Union-- member countries. These countries set the standards that candidates must meet to join the world's largest trading group. </p><p>B. Candidate countries: Bulgaria, Croatia, Romania, Turkey. These countries want to become members of the biggest trading block. </p><p>C. Members of International Community: United States, Canada, China, Japan, India. These countries already trade with the European Union. However, how will its expansion affect trade on an international level?</p><p>D. Members of Former Colonies of Europe: Guatemala, India, Honduras, South Africa. Will these countries be at an unfair advantage because they are former colonies or have had investments by Great Britain? Or will their economies suffer due to an already unstable space on the global market?</p><p>Students will debate whether or not the EU should gain more countries based on the views of their assigned group.</p><p>As a cumulation to this activity, students will write a three-paragraph paper discussing the impact of the EU on world trade and globalization. Papers should include information as to whether the students believe the EU is a positive or negative organization. </p>
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18. |
Kenya's Tribal People
Annotations by Nicole Means
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Track #194890
Format: Worksheet
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Students will learn about the tribal cultures in East Africa, particularly in Kenya.
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19. |
Latin America
Annotations by Nicole Means
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Track #273831
Format: Resource list
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<P>Students will work in groups to complete the following assignment:</P>
<P>1. Select one of the following Latin American countries to research:<BR>Mexico, Guatemala, Belize, Costa Rica, Colombia, Venezuela, Peru, Brazil, Argentina, Chile, Paraguay.</P>
<P>2. Once students choose their country, they will research various aspects and prepare a PowerPoint or poster including the following information: (<SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Arial Unicode MS'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold">PowerPoints will include a minimum of 5 slides. Although students are encouraged to use their creativity for their presentations, do not get overwhelmed with the "bells and whistles" of PowerPoint designs. Remember: Students will be graded for the accuracy of material, not how many graphics and special effects are included in presentations. Please avoid overkill!!!</SPAN></P>
<P>B. Map of country. Label major cities and capitol</P>
<P>C. Population </P>
<P>D. Physical Features (include major landforms and bodies of water)</P>
<P>E. Major holidays and festivals or other unique celebrations</P>
<P>F. Ethnic groups that reside in region</P>
<P>G. Type of government</P>
<P>H. Major religion</P>
<P>I. 5 major words from their language</P>
<P>J. Major natural resources</P>
<P>K. Climate</P>
<P>L. 3 major tourist attractions</P>
<P>M. Would you be interested in visiting this country? Why or why not?</P>
<P>On the day of the presentation, students may prepare a dish from their country to share with the class. Bonus points will be added to final project grade.</P>
<P> (If you choose to prepare food for the class, bring in a copy of the recipe to ensure you receive full credit.)</P>
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20. |
AIDS IN AFRICA (Death Stalks a Continent)
Annotations by Nicole Means
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Track #246197
Format: Worksheet
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: center" align=center><B style="mso-bidi-font-weight: normal"><SPAN style="FONT-SIZE: 16pt"><FONT face="Times New Roman">DEATH STALKS A CONTINENT
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><B style="mso-bidi-font-weight: normal"><FONT size=3><FONT face="Times New Roman">All essays should be written in ink, on one-side of the page only!! Turn all essays in your Current Events Folder. Others will not be accepted. NO EXCEPTIONS!!!</FONT></FONT></B></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><B style="mso-bidi-font-weight: normal"><BR></B><FONT size=3><FONT face="Times New Roman">This morning was a typical day in my life. I woke up this morning and ate breakfast with my kids. I cherish these moments because I know my time with them is precious. I have just learned that at least one of my children is doomed---doomed to die an early death. I can’t bear to think of losing one of my babies, but they would probably be better off! Food is scarce and disease is everywhere. <B style="mso-bidi-font-weight: normal">
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>My husband couldn’t find work in town, so he had to take work 200 miles away. He is only able to come home twice a week. The money is not that good, but, I guess, it is better than nothing.<SPAN style="mso-spacerun: yes"> </SPAN>The kids look forward to him coming home, but I dread it! I know he has other girlfriends.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman">A few days ago, <SPAN style="mso-spacerun: yes"> </SPAN>I heard shouting from my neighbor’s home. They just lost a son a few weeks ago, so I did not want to pry.<SPAN style="mso-spacerun: yes"> </SPAN>Later when I was talking to my sister, she told me that my neighbor’s husband called her a “whore” because she asked him if he would use protection. Then, he beat her and threw her out on the streets to fend for herself! I would have taken her into my own home, but, if what they said was true, that she was infected with the black plague...well, there is no way that I could accept her into my home!<SPAN style="mso-spacerun: yes"> </SPAN></FONT></FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Every day, on my way to work, I see a beggar. He is desperately sick and doesn’t have access to a doctor, a clinic, medicine, food, or blankets. I know I should acknowledge him when he begs me for money, but what do I have?<SPAN style="mso-spacerun: yes"> </SPAN>I may have a roof over my head, but beyond that, it’s not much else! </FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>At work, my colleagues and I whisper about all the people that we know infected with “the plague.” Just yesterday, a friend admitted that she had the plague, and last night her neighbors stoned her to death. It seems like every Saturday there is a new funeral to attend. I barely know anyone over their 40’s.<SPAN style="mso-spacerun: yes"> </SPAN>I am only 26 years old, how much longer do I have? </FONT></P>
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