Ancient Greece Vocabulary Guide- make a foldable-write the word, definition and draw a picture that represents the word.
Video of Greece Geography www.loom.com/share/1525137aed9b4587b1774ce6c53aaf01
Ancient Olympics Webquest Background:
Each day of the ancient Olympics was unique with different events and activities, similar to, yet quite different from our modern-day Olympic games.
Your Task: Explore the following website by yourself or with a partner. http://www.ancientgreece.co.uk/festivals/story/sto_set.html As you explore, you will be learning many new and remarkable facts about the ancient Olympics. Write the question and the answers.
As dictated by the NC Standard Course of Student, in sixth grade social studies we take an historical approach to the five major world religions. We study different religious practices in order to understand the interactions of different cultures during this historical time period. Many people have strong convictions, and it would be impossible to understand them without first understanding their beliefs. This unit will focus on five major world religions: Islam, Christianity, Judaism, Hinduism, Buddhism. These will be divided based upon polytheistic and monotheistic religions. Students will analyze the difference in beliefs from a historical stand point.
NC Standard Course of Study (6th Grade Social Studies - World Religions)
SIOP Learning Objective for World Religions UnitContent Objective:
- 6.C.1 Understand how the behaviors and practices of individuals and groups influenced societies, civilizations, and regions.
- 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations (e.g., religion, beliefs, language, art, music, traditions, and architecture).
- 6.C.1.2 Explain how religion shaped societies (e.g., belief systems, practices, places of worship, sacred writings, holy days, etc.).
SIOP Learning Objective for World Religions UnitContent Objective:
- Students will be able to compare and contrast the beliefs and practices of the five major world religions (Islam, Christianity, Judaism, Hinduism, and Buddhism) from a historical perspective.
- Students will read and analyze informational texts about world religions and summarize key beliefs using a graphic organizer.
- Students will use academic vocabulary related to religion (e.g., monotheism, polytheism, sacred text, worship) in discussions and written reflections.
- Students will present their findings on a world religion using sentence starters and visuals to support oral communication.
In this project, students will become teachers and present a world religion to the class. They will research, create engaging materials, and teach their peers about one of the five major world religions (Islam, Christianity, Judaism, Hinduism, Buddhism).
Partner/Group Choice
ReligionsEach group will focus on one religion. Provide guiding questions to ensure comprehensive coverage of key aspects.
Research & PreparationEach group will research their assigned religion using Ms. Barnhardt's weebly and teacher-approved websites. Groups should focus on:
Origins & Founders
Major Beliefs
Sacred Texts
Places of Worship
Holidays & Traditions
Influence on History & Culture
Create Teaching MaterialsEach group must prepare a 10-minute lesson that includes:
Visual Presentation – Google powerpoint, keynote, Imovie, Canva, Slide deck, or poster.
Interactive Activity – Game, quiz, or role-play
Primary Source or Artifact – Excerpt from sacred text, images, or video clip
Assessment – A 3-question exit ticket to check understanding
Teach the Class! Groups will take turns teaching their religion, engaging classmates with discussions, activities, and visuals. The teacher will assess participation and comprehension.
Partner/Group Choice
ReligionsEach group will focus on one religion. Provide guiding questions to ensure comprehensive coverage of key aspects.
Research & PreparationEach group will research their assigned religion using Ms. Barnhardt's weebly and teacher-approved websites. Groups should focus on:
Origins & Founders
Major Beliefs
Sacred Texts
Places of Worship
Holidays & Traditions
Influence on History & Culture
Create Teaching MaterialsEach group must prepare a 10-minute lesson that includes:
Visual Presentation – Google powerpoint, keynote, Imovie, Canva, Slide deck, or poster.
Interactive Activity – Game, quiz, or role-play
Primary Source or Artifact – Excerpt from sacred text, images, or video clip
Assessment – A 3-question exit ticket to check understanding
Teach the Class! Groups will take turns teaching their religion, engaging classmates with discussions, activities, and visuals. The teacher will assess participation and comprehension.
Choose 1 of these to answer in length- 6 or more sentences to get full credit
- Discuss and describe the major teachings of Islam: what are the main components of belief?
- Explain and describe the Five Pillars as components of Muslim worship practice.
- Compare and contrast Islam to either Judaism or Christianity. What are the major similarities in belief and practice? What are the differences?
Read the following article and complete the questions in your notebook.
1. Yoga improves strength, balance and flexibility. Slow movements and deep breathing increase blood flow and warm up muscles, while holding a pose can build strength.
Try it: Tree Pose
Balance on one foot, while holding the other foot to your calf or above the knee (but never on the knee) at a right angle. Try to focus on one spot in front of you, while you balance for one minute.
2. Yoga helps with back pain relief. Yoga is as good as basic stretching for easing pain and improving mobility in people with lower back pain. The American College of Physicians recommends yoga as a first-line treatment for chronic low back pain.
3. Yoga can ease arthritis symptoms. Gentle yoga has been shown to ease some of the discomfort of tender, swollen joints for people with arthritis, according to a Johns Hopkins review of 11 recent studies.
4. Yoga benefits heart health. Regular yoga practice may reduce levels of stress and body-wide inflammation, contributing to healthier hearts. Several of the factors contributing to heart disease, including high blood pressure and excess weight, can also be addressed through yoga.
5. Yoga relaxes you, to help you sleep better. Research shows that a consistent bedtime yoga routine can help you get in the right mindset and prepare your body to fall asleep and stay asleep.
6. Yoga can mean more energy and brighter moods. You may feel increased mental and physical energy, a boost in alertness and enthusiasm, and fewer negative feelings after getting into a routine of practicing yoga.
7. Yoga helps you manage stress. According to the National Institutes of Health, scientific evidence shows that yoga supports stress management, mental health, mindfulness, healthy eating, weight loss and quality sleep.
8. Yoga connects you with a supportive community. Participating in yoga classes can ease loneliness and provide an environment for group healing and support. Even during one-on-one sessions loneliness is reduced as one is acknowledged as a unique individual, being listened to and participating in the creation of a personalized yoga plan.
9. Yoga promotes better self-care. Scientific Research on Yoga Benefits The U.S. military, the National Institutes of Health and other large organizations are listening to — and incorporating — scientific validation of yoga’s value in health care. Numerous studies show yoga’s benefits in arthritis, osteopenia, balance issues, oncology, women’s health, chronic pain and other specialties.
6.H.2.3: Explain how innovation and/or technology transformed civilizations, societies, and
regions over time. Exploring how the Ancient Egyptians interacted with Nile River animals can
shed light on innovations in hunting, domestication, and agriculture.
6.G.1.2: Explain the factors that influenced the movement of people, goods, and ideas and the
effects of that movement on societies and regions over time.Understanding the role of the Nile's
fauna in trade and cultural exchanges can illustrate the movement of goods and ideas in Ancient
Egypt.
6.C.1.3: Summarize systems of social structure within various civilizations and societies over
time. Investigating the significance of certain animals in religious and social contexts can provide
insights into the social structures of Ancient Egypt.
SIOP Language Objectives:
• Reading: Students will read texts, including historical accounts and visual sources, to
extract information on how animals influenced Egyptian society and the environment,
identifying key details and vocabulary related to the Nile River fauna.
• Writing: Students will produce written responses that describe the impact of animals on
Ancient Egyptian civilization, explaining how these animals shaped agriculture, trade,
religion, and social structure.
• Speaking/Listening: Students will participate in discussions, sharing their understanding
of how the interaction with Nile River animals influenced Ancient Egypt’s innovations,
trade, and social organization, while listening to peers’ ideas and offering constructive
feedback.
Ancient Egypt
regions over time. Exploring how the Ancient Egyptians interacted with Nile River animals can
shed light on innovations in hunting, domestication, and agriculture.
6.G.1.2: Explain the factors that influenced the movement of people, goods, and ideas and the
effects of that movement on societies and regions over time.Understanding the role of the Nile's
fauna in trade and cultural exchanges can illustrate the movement of goods and ideas in Ancient
Egypt.
6.C.1.3: Summarize systems of social structure within various civilizations and societies over
time. Investigating the significance of certain animals in religious and social contexts can provide
insights into the social structures of Ancient Egypt.
SIOP Language Objectives:
• Reading: Students will read texts, including historical accounts and visual sources, to
extract information on how animals influenced Egyptian society and the environment,
identifying key details and vocabulary related to the Nile River fauna.
• Writing: Students will produce written responses that describe the impact of animals on
Ancient Egyptian civilization, explaining how these animals shaped agriculture, trade,
religion, and social structure.
• Speaking/Listening: Students will participate in discussions, sharing their understanding
of how the interaction with Nile River animals influenced Ancient Egypt’s innovations,
trade, and social organization, while listening to peers’ ideas and offering constructive
feedback.
Ancient Egypt
- Geography- Nile River (benefits & costs), Technology to use the river, irrigation, channels
- Ruled by pharaohs- theocracy, divine right
- Social structure
- Hieroglyphics- written language used for history vs. primarily economic records
- Religion
- Polytheism- gods & goddesses
- Belief in afterlife- mummification
- Temples
- Monuments
- Pyramids
- Polytheism- gods & goddesses
2nd Assignment -Hieroglyphics Typewriter
Try your hand at writing your name in Hieroglyphics. On a white sheet of paper write your first name in Hieroglyphics, please color.
discoveringegypt.com/egyptian-hieroglyphic-writing/hieroglyphic-typewriter/
Try your hand at writing your name in Hieroglyphics. On a white sheet of paper write your first name in Hieroglyphics, please color.
discoveringegypt.com/egyptian-hieroglyphic-writing/hieroglyphic-typewriter/
Essential Questions
- Describe the geography of China and tell how the geography influenced how people lived in ancient China.
- Describe the characteristics of the art produced during the time of the Shang Dynasty.
- Identify some important elements of the Shang religion and explain how religion in the time of the Shang dynasty was different from religions today like Judaism, Christianity, and Islam.
- What is a dynasty and why is the idea of a “dynastic cycle” important to understand when you are studying ancient Chinese dynasties?
- What sort of “message” was Confucius trying to send?
- Would you want the United States to adopt Legalism? Why or why not?
- Was the construction of the Great Wall of China a good or bad decision for China? Support your answer with details.
- Describe travel conditions along the Silk Road.
- How did the Silk Road impact China and what effect did it have on the rest of the world?
- Which of the Chinese inventions from the Han Dynasty and from the time of other Chinese dynasties do you think were the most important?
- What sort of pressures eventually led to the end of the last of the Chinese Dynasties?
| ancient_china_webquestpdf.pdf |
Complete a vocabulary foldable or keynote- write the words, definitions and add a picture.
- Doaism: religion that teaches people to give up earthly desires in favor of nature.
- Shi Huangdi: first emperor of China.
- Silk Road: 4,000 mile trade route between China and Europe. Social Class: three levels of society-peasants, nobles, king
- pictographs: characters that stand for objects in writing.
- dynasty: line of rulers that belong to the same family.
- Legalism: obeying rulers out of fear.
- Oracle Bones: used to predict that future in the Shang dynasty.
- Confucianism: philsophy that teaches responsibility and moral behavior.
- Filial Piety: children must respect their parents
- North China Plain: fertile land for farming. Where China started. accupuncture: method of relieving the pain by sticking tiny needles in the skin.
- Great Wall of China: built for defensive purposes.
https://youtu.be/Vg7fsgrKmc8?si=rKSX22gmixgr9BFl
Ancient Chinese Inventions Research Project
https://china.usc.edu/sites/default/files/forums/Chinese%20Inventions.pdf
https://www.ancienthistorylists.com/china-history/top-18-ancient-chinese-inventions/
These are websites to help you get started but please google to find more inventions, scientific inventions even that came from China!
You will choose one Chinese invention and research its history. You may also do additional research on your own. After taking notes from your sources, you will write a four-paragraph report or make a google slide. It has to be an invention from China.
Finally, you will create a version of the invention (small replica). You will work on this during class time on Tuesday. You will present on Monday, December 4th.
Paragraph 1, Slide 1: Answer all of the following questions
What is the invention?
What does it look like?
What is it made of?
Why was it invented?
Who invented it?
In which dynasty was it invented?
Where was it invented?
How was it created?
How does the invention work?
Paragraph 2/ Slide 2:
How did the invention make life easier for people?
For whom, specifically, did this invention make life easier?
Paragraph 3/ Slide 3: How is this invention important to the advancement of China?
How did the invention spread to the rest of the world?
Paragraph 4/ Slide 4: How has the invention advanced over time?
Who has added to or expanded upon the invention?
How has this invention impacted your life?
https://china.usc.edu/sites/default/files/forums/Chinese%20Inventions.pdf
https://www.ancienthistorylists.com/china-history/top-18-ancient-chinese-inventions/
These are websites to help you get started but please google to find more inventions, scientific inventions even that came from China!
You will choose one Chinese invention and research its history. You may also do additional research on your own. After taking notes from your sources, you will write a four-paragraph report or make a google slide. It has to be an invention from China.
Finally, you will create a version of the invention (small replica). You will work on this during class time on Tuesday. You will present on Monday, December 4th.
Paragraph 1, Slide 1: Answer all of the following questions
What is the invention?
What does it look like?
What is it made of?
Why was it invented?
Who invented it?
In which dynasty was it invented?
Where was it invented?
How was it created?
How does the invention work?
Paragraph 2/ Slide 2:
How did the invention make life easier for people?
For whom, specifically, did this invention make life easier?
Paragraph 3/ Slide 3: How is this invention important to the advancement of China?
How did the invention spread to the rest of the world?
Paragraph 4/ Slide 4: How has the invention advanced over time?
Who has added to or expanded upon the invention?
How has this invention impacted your life?
www.youtube.com/watch?v=RfRLS04IYMc
https://www.youtube.com/watch?v=sWppk7-Mti4
Cuneiform Writing
Devils Arithmetic Novel Actively Learn
6th-.6.B.1.1 Explain how religion, tradition, and cultural practice influence the development of civilizations and societies in Africa, Asia, Europe and the Americas. Students Will Understand (aligned with the NCDPI Unpacking Document) • Government can be largely influenced by the religion, traditions, and cultural practices of a civilization or society. • The spread of religious and philosophical beliefs can shape the development of societies, civilizations, and regions. • Religion, tradition, and cultural practice can shape the social hierarchy or class of a civilization or society.
The Devil’s Arithmetic Choice Board Directions: Choose 2 of the following activities to complete to show your understanding of The Devil’s Arithmetic. Through this project, you need to prove your understanding of the major events of the novel.
docs.google.com/document/d/1MPJ_9KGgCTNtsrSNy_vYjlHZ-NfaJvyi9LvtEMY4rws/edit?usp=sharing
Graphic Novel Example Below
1. Key Scene Selection
Scene:
2. Script Development
Outline:
For storyboarding this scene, consider how the panels flow:
Scene:
2. Script Development
Outline:
- Setting:
- Characters:
- Panel 1:
- Visual:
- Caption:
- Visual:
- Caption:
- Panel 3:
- Visual:
- Caption:
- Panel 4:
- Visual:
- Caption:
For storyboarding this scene, consider how the panels flow:
- Page Layout:
- Panel Arrangement:
- Character Designs:
- Setting:
- Illustration Tips:
- Capture emotions:
- Background details:
- Lettering: Use a clean, readable font or hand-lettered text in speech bubbles.
- Narration Boxes: Place these at the top or bottom of panels to provide context without crowding the artwork.
- After creating the artwork and incorporating text, revise the panels for clarity. Ensure that the dialogue flows naturally and the visuals support the storytelling.
- Seek feedback from peers or educators familiar with the book to ensure accuracy and emotional impact.
Holocaust Unit
NC Objectives
6.B.1.1 Explain how religion, tradition, and cultural practice influence the development of civilizations and societies in
Africa, Asia, Europe and the Americas.
Students Will Understand (aligned with the NCDPI Unpacking Document)
• Government can be largely influenced by the religion, traditions, and cultural practices of a civilization or society.
• The spread of religious and philosophical beliefs can shape the development of societies, civilizations, and regions.
• Religion, tradition, and cultural practice can shape the social hierarchy or class of a civilization or society.
Holocaust Vocabulary - complete a foldable with these terms as well as a picture that represents the term.
https://www.ushmm.org/teach/holocaust-videos-for-classroom-use
September- October
What is different from The Croods Civilization to Today's Civilization. Need at least 10 differences.
Take 10 minutes to discuss these questions.
Make a foldable of the following words. Make sure to include the term, definition and picture.
https://youtu.be/UnSq0c7jM-A?si=ziiCPb0lWmmFfFky
Paleolithic/Neolithic Era Questions
How are archaeologists different from anthropologists in terms of what they study?
During the Paleolithic Era, what are some of the items that early humans made? _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
How did hunter-gatherers divide jobs between men and women? ______________________________________ ______________________________________ ______________________________________ ______________________________________
What climate event pushed early humans to travel to other regions & continents in the world?______________________________________
What are three examples of how Paleolithic people used art to communicate? _____________________________________ _____________________________________ _____________________________________
What could handprints in cave art possibly represent?
During the Neolithic Era, what are some examples of staple crops that were planted in different parts of the world? _________________________________________ _________________________________________ _________________________________________
As people began to farm more, what types of areas did they look to settle/farm? _________________________________________ _________________________________________ _________________________________________
What types of communities developed because of the Neolithic Revolution (shift to farming)? _________________________________________
What animals that were domesticated by early humans? _________________________________ _________________________________________
What happened to the size of populations in communities because of food surpluses? __________________
How did the division of labor change because of food surpluses? ___________________________ _________________________________________ _________________________________________
What materials did tools start to be made out of in early human villages during and after the Neolithic Age?
September
6.G.1.1 Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas.
6.G.1.2 Explain how movement and settlement patterns affected the development of civilizations, empires, and societies in Africa, Asia, Europe, and the Americas.
6.G.1.4 Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the environment based on topography, climate, bodies of water, and natural resources.
6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources.
6.C&G.1 Understand the purpose of government and authority. 6.B.1 Understand ways in which culture influences civilizations.
Geography What are the major physical features of the Earth? What are the Five Themes of Geography?
Culture How do environmental factors influence where humans settle and how societies organize themselves? What features define a group of people as a civilization?
History How do we know about the events that occurred long ago? How do we investigate the past?
Government Why would communities need a leader and laws? What are the benefits and requirements of living in organized communities?
Economics What are the basic concepts of economics? How do economic decisions affect the lives of people?
5 Themes of Geography
Location
Place
HEI- Human Environment Interaction
Movement
Region
https://www.youtube.com/watch?v=AIqC79WrpKg
Write down Relative Directions to either your house or Walmart close by your house. Starting point is Horizons (1636 Parkview Cir, Salisbury, NC 28144). That means based off your relative directions someone would be able to locate your house or Walmart.
ABC book of your community. Invite students to create an ABC book to describe the place in which they live. The word used for each letter might describe a unique physical feature, the weather, or the people and their traditions. When completed, the book should tell a reader unfamiliar with your community what life is like there.
HUMAN/ENVIRONMENT INTERACTION
https://www.youtube.com/watch?v=HfQag78Q4TI
- Movement is how people, goods, and ideas are moved from place to place.
- Human Movement
- Trucks, Trains, Planes
- Information Movement
- Phones, computer (email), mail
- Idea Movement
- How do fads move from place to place?
- Human Movement
MOVEMENT ACTIVITY
"LOOK AT THE LABEL"
Items in the home can easily represent the world economy. You will be surprised how many countries are represented on the “Made in....” labels of products in your home
Find 10 items in your home look at the labels on them and see where they are made. Write down the brand names and what country they are made from.
Television- China
Picture Frame-Honduras
T-shirt-China
"LOOK AT THE LABEL"
Items in the home can easily represent the world economy. You will be surprised how many countries are represented on the “Made in....” labels of products in your home
Find 10 items in your home look at the labels on them and see where they are made. Write down the brand names and what country they are made from.
Television- China
Picture Frame-Honduras
T-shirt-China
Region Activity-You will draw these two maps in your-these are 2 examples of Regions.
Standards:
Essential Questions:
- 6.G.1.1 Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas.
- 6.G.1.2 Explain how movement and settlement patterns affected the development of civilizations, empires, and societies in Africa, Asia, Europe, and the Americas.
- 6.G.1.4 Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the environment based on topography, climate, bodies of water, and natural resources.
- 6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources.
- 6.C&G.1 Understand the purpose of government and authority.
- 6.B.1 Understand ways in which culture influences civilizations.
- I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility, reliability, and context of the sources to guide the selection
Essential Questions:
- How does the physical environment influence how people live?
- How do humans organize themselves when they live together in large groups?
During Class- Please click on the link below-
Landforms
docs.google.com/presentation/d/1HsbrdQoRS5wHLIcv3UXNob_0LylWRWAmR9bAu9zu57E/edit#slide=id.g159b611615_0_80
Landforms- Create a FOLDABLE (google Foldable if you are unsure of how to do one- fold it hotdog style)
Define each landform and then draw and color a picture of it.
Mountain:
Plain:
Plateau:
Isthmus:
River Delta:
Peninsula:
Valley:
Island:
Landforms
docs.google.com/presentation/d/1HsbrdQoRS5wHLIcv3UXNob_0LylWRWAmR9bAu9zu57E/edit#slide=id.g159b611615_0_80
Landforms- Create a FOLDABLE (google Foldable if you are unsure of how to do one- fold it hotdog style)
Define each landform and then draw and color a picture of it.
Mountain:
Plain:
Plateau:
Isthmus:
River Delta:
Peninsula:
Valley:
Island:
Take a white sheet of paper- Draw to the best of your ability the world map below- hand draw, color and label the 7 Continents and the 5 major Oceans.
Write these definitions and find a picture on the web that represents them- use keynote, any app, powerpoint, notes to complete this assignment.
Equator-An imaginary line that runs horizontally through the center of the Earth, dividing the Northern and Southern hemispheres.
Prime Meridian-An imaginary line that runs through the center of the Earth vertically dividing the Eastern and Western hemispheres.
Map Key/ Legend- A small chart included on a map that gives descriptions of what symbols are used and what they stand for.
Scale-Represents the distance between two locations on the map. Ex: 1 inch on the map equals 1 mile on the ground.
Compass Rose-A design on a map that shows directions.
Cardinal Directions-The four major compass points of North, South, East, West used to navigate a map.
Intermediate Directions-The in-between compass points of Northeast, Northwest, Southeast, Southwest.
Symbol-A picture that is used to represent an object on a map.
Equator-An imaginary line that runs horizontally through the center of the Earth, dividing the Northern and Southern hemispheres.
Prime Meridian-An imaginary line that runs through the center of the Earth vertically dividing the Eastern and Western hemispheres.
Map Key/ Legend- A small chart included on a map that gives descriptions of what symbols are used and what they stand for.
Scale-Represents the distance between two locations on the map. Ex: 1 inch on the map equals 1 mile on the ground.
Compass Rose-A design on a map that shows directions.
Cardinal Directions-The four major compass points of North, South, East, West used to navigate a map.
Intermediate Directions-The in-between compass points of Northeast, Northwest, Southeast, Southwest.
Symbol-A picture that is used to represent an object on a map.
Can You Survive the Zombie Apocalypse?
One day, you wake up to hear the news: the zombie apocalypse has started!. In order to survive, you and your friends must find the correct path of zombie-free safe zones throughout the world. Good luck, and remember to not get bitten!
Label it Zombie Apocalypse- label the map- by the numbers then complete the following clues.
Directions:
Use each of the clues below to write which continent or ocean you need to travel to next in
One day, you wake up to hear the news: the zombie apocalypse has started!. In order to survive, you and your friends must find the correct path of zombie-free safe zones throughout the world. Good luck, and remember to not get bitten!
Label it Zombie Apocalypse- label the map- by the numbers then complete the following clues.
- South America
- Africa
- Europe
- Asia
- Australia
- Antartica
- North America
- Pacific
- Arctic
- Southern
- Indian
- Atlantic
Directions:
Use each of the clues below to write which continent or ocean you need to travel to next in
- 1ST SAFE ZONE CLUE: The continent on which you currently live_on is______________________
- 2ND SAFE ZONE CLUE: The ocean you would have to cross to get from North America to Europe _____
- 3RD SAFE ZONE CLUE: The continent that borders Europe. ______________________
- 4TH SAFE ZONE CLUE: The ocean to the east of Africa __________________________
- 5TH SAFE ZONE CLUE: The ocean that surrounds Antarctica. ____________________________
- 6TH SAFE ZONE CLUE: The continent to the south of Europe. _______________________
- 7TH SAFE ZONE CLUE: The ocean to the north of Europe. _______________________________
- 8TH SAFE ZONE CLUE: the continent that borders both the Pacific Ocean and the Atlantic Ocean _____
- 9TH SAFE ZONE CLUE: The northernmost ocean. _______________________________________
- 10TH SAFE ZONE CLUE: the ocean you would have to cross to travel from Asia to South America.____
- 11TH SAFE ZONE CLUE: The continent that is also an island. ______________________
- 12TH SAFE ZONE CLUE: The largest continent. _____________________________________________
- 13TH SAFE ZONE CLUE: The continent to the south west of Africa. ___________________
- 14TH SAFE ZONE CLUE. The ocean at the bottom of the world. ___________________________
- THE 15TH SAFE ZONE is the Indian Ocean. Write a clue to help other fellow survivors figure out where to go:_
Personal Unit 8/26
Interview 1 of the oldest (semi-oldest, at least 25 years older than you, preferably not your parents) relatives that you have access to, via face time, seeing them in person, email or text. You can copy these questions and answer them as you ask them. Please be very intuitive when speaking to your relative. This project is for you to be engaged and learn about your family members. You can video this project if you would like.
These interviews will come in to play for the final project so please do not skip this project.
- What is your full name? Why did your parents select this name for you? Did you have a nickname?
- When and where were you born?
- How did your family come to live there?
- What was the house (apartment, farm, etc.) like? How many rooms? Bathrooms? Did it have electricity?Indoor plumbing? Telephones?
- What kind of games did you play growing up?
- What was your favorite toy and why?
- What was your favorite thing to do for fun (movies, beach, etc.)?
- Did you have family chores? What were they? Which was your least favorite?
- Did you receive an allowance? How much? Did you save your money or spend it?
- What was school like for you as a child?
- What school activities and sports did you participate in?
- Who were your childhood heroes?
- What world events had the most impact on you while you were growing up? Did any of them personally affect your family?
- Describe a typical family dinner. Did you all eat together as a family?
- How is the world today different from what it was like when you were a child?
- Are there any stories about famous or infamous relatives in your family?
- What was your proudest moment as a parent?
- What did your family enjoy doing together?
- What was your profession and how did you choose it?
- What accomplishments were you the most proud of?
- Ask anything else you would like too!!
Based on this research on your own history you will create a powerpoint/keynote explaining the following.
Slide 1- Name, Grade, Age
Slide 2- 3-8 Sentences about the price comparison from when you were born to now.
Slide 3- Explain an event that happened the year you were born and its impact.
Slide 4-Explain 2-5 sentences the coolest information you found out filling out your family tree.
Slide 5- 5-8 Sentences about the interview you conducted, what did you learn that surprised you.
The Day I Was Born – Complete a mini-research project on your birth date. Find out about prices for certain items during that year at least 10- Examples
Gas
Bread
Car
Shoes
Clothes
Rent or Home
What 2 significant events happened that day or YEAR?
Just as an Example my Birthday is August 10, 1980- August 10, 1980 was a Sunday and it was the 223rd day of the year 1980. It was the 32nd Sunday of that year.
Allen, most powerful hurricane in Caribbean hits Brownsville, Tx
• Mount St. Helens erupts in Washington state.
• John Lennon is shot and dies.
• The popular video arcade game "Pac-Man" is released.
• Ronald Reagan is elected as the President of the United States.
• The United States boycotts the 1980 Olympics in Moscow.
Nike Air Force Basketball Shoes $54.90
Average cost of new car was $7,210.00
Gallon of gas was $1.19
Gas
Bread
Car
Shoes
Clothes
Rent or Home
What 2 significant events happened that day or YEAR?
Just as an Example my Birthday is August 10, 1980- August 10, 1980 was a Sunday and it was the 223rd day of the year 1980. It was the 32nd Sunday of that year.
Allen, most powerful hurricane in Caribbean hits Brownsville, Tx
• Mount St. Helens erupts in Washington state.
• John Lennon is shot and dies.
• The popular video arcade game "Pac-Man" is released.
• Ronald Reagan is elected as the President of the United States.
• The United States boycotts the 1980 Olympics in Moscow.
Nike Air Force Basketball Shoes $54.90
Average cost of new car was $7,210.00
Gallon of gas was $1.19
