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Project Lessons |
Title
of the unit: Middle East Travel Presentation
Grade
Level: Main Target is 9th grade World History and 9th grade
A.S. World History
Rationale: Students
are becoming more aware of the increased violence in the Middle East.
Trying to make the real world connection that the reasons for the violence
lies in various reasons including religion differences, economic concerns,
historical rights, land rights and outside influences. All of these
play a critical role in why there is unrest in the region. Students will
look at the role the United States play in individual countries. Focus
will include State
Department travel advisories, current news reports, economic relations
as well as political involvement. What role does the country that they
reported on have in the global economy and politics? Explain which country
would you feel most comfortable visiting in a final conclusion paper.
10.10 Students analyze instances of nation
building in the contemporary world in at least two of the following regions
or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
2. Describe! the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
1.3. Use clear research questions and coherent research methods (e.g., library, electronic media, and personal interview) to elicit and present evidence from primary and secondary sources
1.4. Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, and/or definitions)
1.5. Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents)
1.6. Integrate quotations and citations into
written text, while maintaining the flow of ideas
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 6: The student who is an independent
learner is information literate and strives for excellence in information
seeking and knowledge generation.
Please
make sure you review each rubric before you start on the assignment. You
must print out the each rubric and turn it in with your assignment
when it is due.