Cultural Diversity

An 8th Grade Interdisciplinary WebQuest

Kate Thurston, Steve Harrises
kthurston@mansd.org, sharrises@mansd.org

Introduction

Text Box: You are eating lunch in the school cafeteria. There must be 200 middle school students in the room. You notice that most of the tables seem to be ganged together with students from the same backgrounds and cultures. Why do kids group together in this way? Where does this come from? What understandings might help us live together with more acceptance, understanding, and mutual consideration?

The Task

Your task is to become Hillside Middle School’s resident expert and consultant on your assigned nation and culture. You will help open your peers’ minds to the similarities and differences amongst us all. Your team will present the information to your class through the eyes of a peer who has or whose family has recently immigrated to Manchester, NH.

Your team’s task is to create a presentation that includes a slideshow, presentation board, and performance. The mandatory items for the presentation include: thorough understanding of the nation chosen, including history, language(s), geography, profile of the ethnic and religious groups comprising the country’s past and current population, nature of customs, “fun facts”, and how any and all of these things compare to Manchester, NH and the United States. Your presentation must include sight, sound, and motion, and must clearly distinguish your country from any other.

The team’s tasks include:

· Slideshow presentation including:

o Placement of the country in the world and comparing to other geographies

§ Map of the country, with population centers and natural wonders marked

§ Demographics with comparisons to other geographies

§ Trade or industry(s) upon which your country’s economy depends

o Nation’s flag and anthem (if available)

o Principle Language, other languages and dialects commonly spoken

o Profile of ethnic and religious groups, past and present

o Timeline showing events and eras that stand out in your country’s history

o Description of the important holidays and historical dates

o Current political structure, conflicts or problems, and your nation’s leaders

o “Fun Facts”

· “Show and Tell” presentation including:

o Display of artifacts from your country / culture

o Chart or other visual showing most important contributions of that country to the world, past and present

o Discussion of popular food past and present

o Photographs, video, and audio demonstrating country’s fine arts, folk art and pop culture

o Common customs (similar or different from same US custom, such as greeting)

o Performance of a scene selected from a short story, play, novel or poem that is either set in your country, or about a person or persons from your country

· Radio or television Talk Show interview

o What is “A Day in the Life” of an adolescent living in your country? How is it the same or different from a day in the life of a recently emigrated adolescent’s day in Manchester?

§ Be sure to touch upon popular music, books, and other entertainment!

§ This segment can be presented “live” or can be pre-recorded

REMEMBER TO COMPARE YOUR INFORMATION, WHENEVER

POSSIBLE, TO THAT OF THE UNITED STATES & THE WORLD

POSSIBLE COUNTRIES / CULTURES

Afghanistan, Bosnia, Cambodia, Canada, China, Croatia, Cuba, Egypt, Ethiopia, Greece, Iran, Iraq, Ireland, Italy, Liberia, Mexico, Poland, Puerto Rico, Russia, Sudan, Vietnam, or other that is approved by your teacher.

The Process

First you’ll be assigned to a team of 4-5 students
You will given the country/ethnicity your team will examine
Group Activity 1 – Getting to Know Your Teammates
Name your webquest team
Each teammate will pick a role(s)

Ø Statistician

Ø Anthropologist

Ø Talk Show Host / Biographer

Ø Culture Vulture

Ø Project Manager ... the Big Cheese

Each teammate reviews his/her role on the team as well as the overall project
Project Manager works with team to create the first WIP report (work-in-progress)
Drivers start your engines, runners take your marks, let the games begin… get started!

Student Website Resources

Music and Lyrics	Immigration Past & Present	US Immigration
Ellis Island History	The New Americans	Earth Cam
Country Statistics	Pictures, Histories, Materials	Middle Eastern Information
Sounds on the Web	The History Channel: Ellis Island	CIA – World Fact Book
	Manchester NH Facts

Evaluation

Your Name _________________________________________________

Team Name ____________________________________________

Date __________________ Block ________________

YOUR OVERALL SCORE ________

Cultural Diversity Webquest 2004

CATEGORY	4 – Exemplary	3 – Accomplished	2 – Developing	1 - Beginning
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presenation content.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Conclusion

By the end of this project you will have a better sense of the cultures, backgrounds, and challenges of the diverse population served by our school, city and country.

Credits & References

Special thanks to the Greater Manchester Professional Development Center for their support in designing and building this webquest. www.gmpdc.org

http://www.coleharbourhigh.ednet.ns.ca/library%20web/WebQuestCultures.htm (1^st image)

http://www.lbhf.gov.uk/external/northfulhamndc/newwebimage/bme.gif (Children and globe cartoon)

http://rubistar.4teachers.org/index.php

http://www.thenationalanthems.com/

http://www.ellisisland.com/indexHistory.html

http://www.pbs.org/independentlens/newamericans/sharestories.html

http://www.fordham.edu/halsall/mod/modsbook28.html

http://www.historychannel.com/ellisisland/index2.html

http://www.earthcam.com/

http://www.findsounds.com/types.html

http://memory.loc.gov/ammem/amhome.html

http://factfinder.census.gov/servlet/SAFFFacts?_event=Search&geo_id=01000US&_geoContext=&_street=&_county=&_cityTown=manchester&_state=04000US33&_zip=&_lang=en&_sse=on

Teacher & Resource Page

o This project should take 3 weeks (one class period per day)

o Getting to Know Your Teammates (Day One Activity Worksheet)

o Student Roles and Worksheets

o Statistician

§ Statistician spreadsheet

o Anthropologist

o Talk Show Host/Biographer

§ Interviewing Tips

o Culture Vulture

o Project Manager

§ WIP Report

o New Hampshire Frameworks

Last updated on August 15, 1999. Based on a template from The WebQuest Page

Getting To Know Your Teammates

(Day One Activity Worksheet)

Team Name__________________________

Directions: Interview your teammates using the following statements. Write their names and details on the lines below each statement. When finished, brainstorm on a name for your team and come to an agreement; write that name on the line above this box.

I play a sport.

____________

I play video games.

____________

I went on a long trip recently.

____________

I have a cat or dog as a pet.

_____________

I went to a warm place over the summer.

____________

Vanilla is my favorite Ice Cream Flavor.

_______________

I recently moved.

_______________

My favorite clothing is Jeans.

_______________

I like Rock Music.

_______________

I like Cartoons.

_______________

I like Rap Music.

_______________

I have a pet fish or bird.

_______________

I have a big skateboard.

_______________

I can play an instrument.

_______________

I can touch my tongue to my nose.

_______________

I go on the Internet often.

_______________

I can say the alphabet backwards.

_______________

I can say something in another language.

_______________

I have a basketball hoop.

_______________

I have a hole in my shoes at home.

_______________

Powered by: The Web Portal For Educators (www.teach-nology.com)

Statistician

A mathematician specializing in statistics
A compiler of statistical data

You will collect data for your country’s demographics (total population, age, gender, sex, income, education, and ethnicity), and you will compare this information to the same data for these three other geographies:

Ø The World

Ø The United States

Ø Manchester, NH

For the team’s presentation boards and slide show you will create pie charts, bar graphs, and other graphics in the Excel software program to demonstrate the similarities and differences between your country and the other three geographies.

Ø Use the Statistician worksheet (Excel software program) to collect data for your charts

Ø Research for the data, and fill in the (000) column on the chart (remember to convert the whole numbers into thousands)

: These websites give you a good start on your quest:

Ø Using Excel’s capabilities, convert numbers to percentages in their respective percentages columns

Ø Review your data to identify interesting things concerning your country itself as well as striking similarities and differences with the other three geographies

Ø Using Excel’s capabilities, create charts that best display what it is that you find interesting

Anthropologist

Anthropologists study the origin and the physical, social, and cultural development and behavior of humans. They may study the way of life, archaeological remains, language, or physical characteristics of people in various parts of the world. Some compare the customs, values, and social patterns of different cultures.

You will capture the essence of the country’s past and present history, people(s), religions, languages, and give your classmates the sense of your country’s most interesting and/or important contributions to the world’s cultural history.

Your contribution to the slide show and presentation boards will be do describe the major ethnic and religious influencers in the country’s history and to create a visually stimulating timeline that goes as far back as your country’s recorded history. You will trace your country’s major historical eras -- for example, a “nation” with an early history of invasion by other countries (for example, England) will over time have waves of invasions and occupations that brought new cultural influences to the nation, such as food, music, art, religion, language, sport, etc.

You will also locate or create several artifacts that symbolize each major eras’s contribution to the world’s culture.

Ø You will use the Anthropologist worksheet to start collecting information

Ø You will collect information, identifying the major “themes” that run through your country’s history

Ø You will create a positive/negative timeline, experimenting with strategies for representing your themes in graphically stimulating ways

The following websites will give you a good start on your quest to educate and amaze your classmates.

on air

Talk Show Host / Biographer

You will be the person who brings the culture to life for your classmates through a real life interview that “airs” on your Talk Show! The Talk Show host will conduct his/her own research and compose the script to produce an informative, entertaining biographical interview.

You will interview a peer at Hillside Middle School who has had experience living in your team’s country. Through interviews before the recording session you will acquire a good perspective on an adolescent’s life in that country today, and compare it to that adolescent’s life now, in Manchester, NH.

For your team’s slide show and in class display you will create a “Talk Show” style audio (as if for a radio interview) or videotape (as if for a television interview) that you write and produce once you’ve gathered information. In your Talk Show you will be the host and talk with your guest about two different, average days in the life of an adolescent from your country, in that country and as an émigré living in Manchester, NH.

Ø You will review Interview Tips

Ø You will identify student candidates (you may need your teacher’s help) and arrange the time to interview with your interview partner

Ø Write your questions according to direction given in Interview Tips

Ø Conduct your interview with your partner, recording the session either using a tape recorder or a digital video camera

Culture Vulture

Project Manager … the Big Cheese

You are responsible for setting the pace for the project, and motivating, cajoling, coordinating, and controlling the project’s quality and tone from start to finish. You make things happen. You are ultimately responsible for each teammate doing his or her part and doing it according to the high standards your team, under your leadership, will collaboratively design.

You are managing, coordinating and keeping teammates on task. You are also maintaining a daily journal, and the WIP report.

Ø You will create a Work-In-Progress (WIP) timetable/report for each of the tasks that your teammates are producing, and for the final presentation products (slideshow, show and tell and talk show)

o Every day check in with your teammates regarding their progress

o Maintain a daily journal of team’s progress and achievements, problems and challenges encountered

o You may need to update the timetable for individual tasks… use your judgment, but keep the group on deadline!

Ø You will troubleshoot: if a teammate has a problem with a particular part of the project, you will collaborate with that person and the team to come up with alternatives and solutions to get the job done

Statistician Spreadsheet

Interviewing Tips

One of the most important ways to gather information is to interview people. Use these tips as a general guide when you conduct your interviews.

Before…

Be Prepared. Brainstorm questions that you want to ask and write them out. Try to write open-ended rather than yes/no questions (yes/no doesn’t give you much to work with—try it before the interview on someone else and see for yourself!) Put a next to questions that you must have answers to. Rehearse your questions to hear yourself asking them and get comfortable with your voice, and to read your own writing. Explain the project to your interview partner and get written parent/guardian permission to tape-record or videotape your interview. Set up a time for the interview.

During…

Listen attentively. Look your interview partner in the eye. Nod your head or show through facial expression that you are paying careful attention. Give feedback, such as “Yes”, “Okay”, or “I see.” Notice what happens when your interview partner answers certain questions, and probe further if that reaction interests you, or you find that you are curious, or are not clear of your understanding of the answer. Notice body language (how does the person respond nonverbally to your questions?)

Take notes. Take notes of any details, especially things that involve dollar amounts, dates, names of people, and so on. Ask how to spell names. Remember to thank the person you’ve interviewed.

After…

Review your notes. The best time to review your notes is immediately after the interview. Check to see if you covered all your questions or if you need to ask follow-up questions. Did anything surprise you? Intrigue you? Is there anything you would like to know more about?

References:

Sebranek, P., Kemper, D., & Meyer, V. (Eds.). (1999). Write source 2000. Wilmington, MA: Houghton Mifflin.

Rief, L. (1992) Seeking diversity – language arts with adolescents. Portsmouth, NH: Heineman.

NH Frameworks

ENGLISH/LANGUAGE ARTS Reading

Curriculum Standard:

Students will demonstrate the interest and ability to read age-appropriate materials fluently, with understanding and appreciation.

Proficiency Standards:

LA - 1.1.10.1 - Adapt their reading style and rate to match their reading tasks.

LA - 1.1.10.2 - Use questioning, reviewing, revising, and rereading to monitor comprehension and enhance overall understanding.

LA - 1.1.10.3 - Demonstrate the ability to examine, adjust, and extend their level of comprehension by combining what they already know with what is new in what they read and their knowledge of both language and the context in which language is used.

LA - 1.1.10.4 - Analyze the use of figurative, idiomatic, and symbolic language including sensory impressions, poetic license, personification, allusion, indigenous vocabulary, colloquialisms, regional and ethnic dialects, satire, paradox, irony, and allegory.

LA - 1.1.10.5 - Demonstrate the ability and interest to read extensively beyond assigned texts and intensively for personal and academic purposes.

ENGLISH/LANGUAGE ARTS Writing

Curriculum Standard:

Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.

Proficiency Standards:

LA - 2.2.10.1 - Enhance their writing by using a variety of sources to provide background information, supporting details, and models of good writing.

LA - 2.2.10.2 - Use a variety of techniques to generate, draft, revise, edit, and publish texts.

LA - 2.2.10.3 - Understand and employ the elements of effective writing including purpose, topic development, organization, details, sentence structure, paragraphing, vocabulary, word choice, tone, and style.

LA - 2.2.10.4 - Use a variety of forms to develop ideas, share information, influence, persuade, create, and entertain.

LA - 2.2.10.5 - Compose comprehensive and detailed examples of writing that contain the characteristics of the selected form.

LA - 2.2.10.6 - Develop a coherent story line with well-connected paragraphs and consistent characterization.

LA - 2.2.10.7 - Use specific techniques, such as stating startling facts, relating anecdotes, drawing analogies, using metaphors, beginning with descriptions, using quotations, developing text, and using introductions and conclusions, to enhance the effectiveness of their writing.

LA - 2.2.10.8 - Identify strengths and weaknesses in writing and seek feedback from others to improve their writing.

LA - 2.2.10.9 - Edit to adjust their writing for a particular audience and to polish the text so that a reader can better understand the intended meaning.

LA - 2.2.10.10 - Write effectively for public audiences

ENGLISH/LANGUAGE ARTS Speaking, Listening, Viewing

Curriculum Standard:

Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.

Proficiency Standards:

LA - 3.3.10.1 - Use oral language skills in discussions with others to clarify ideas, solve problems, make decisions, debate issues, and extend understandings.

LA - 3.3.10.2 - Use varied vocabulary in their spoken messages to enhance clarity and effectiveness.

LA - 3.3.10.3 - Support and defend their ideas in public forums.

LA - 3.3.10.4 - Demonstrate an understanding of complex spoken and audio-visual messages.

LA - 3.3.10.5 - Formulate and articulate appropriate oral responses to complex messages.

ENGLISH/LANGUAGE ARTS Literature

Curriculum Standard:

Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.

Proficiency Standards:

LA - 4.4.10.1 - Demonstrate knowledge, understanding, and appreciation of literature from various cultures and times, written for a variety of purposes and in a variety of genres such as the classics and contemporary American, British, and world literature, and works by Pulitzer and Nobel prize winners.

LA - 4.4.10.2 - Understand that themes and events in literature often parallel real life.

LA - 4.4.10.3 - Analyze the ways that literature reflects the range of human experience.

LA - 4.4.10.4 - Analyze the ways readers and writers are influenced by personal, social, cultural, and historical contexts.

LA - 4.4.10.5 - Identify, analyze, and interpret literary themes and elements.

LA - 4.4.10.6 - Stand apart from a text and consider it objectively by performing a range of tasks including critically evaluating; comparing and contrasting; understanding the impact of the organizational structure; and analyzing the use of such elements as satire, irony, humor, bias, redundancy, symbolism, analogies, metaphors, and poetic license.

LA - 4.4.10.7 - Critically analyze and evaluate texts for their practical, informational, or aesthetic value; for writer's craft; for writer's biases; and for the inherent ability of the work to communicate.

ENGLISH/LANGUAGE ARTS Uses

Curriculum Standard:

Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.

Proficiency Standards:

LA - 5.5.10.1 - Locate, compare, and synthesize information from multiple sources and information- retrieval systems.

LA - 5.5.10.2 - Understand the differences among fact, reasoned judgement, and opinion.

LA - 5.5.10.3 - Analyze information for clarity, relevance, point of view, credibility, and supporting data.

LA - 5.5.10.4 - Analyze how well evidence supports a conclusion or thesis (a proposition that is maintained by evidence and argument).

LA - 5.5.10.5 - Use complex structures, such as transitions, hierarchical relationships, and precis (concise summaries), to organize and analyze information.

LA - 5.5.10.6 - Use cross referencing while gathering information.

LA - 5.5.10.7 - Critically evaluate written, spoken, audio-visual, and graphic messages.

LA - 5.5.10.8 - Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

SOCIAL STUDIES Economics

Curriculum Standard:

Students will demonstrate an understanding of different types of economic systems, their advantages and disadvantages, and how the economic systems used in particular countries may change over time.

Proficiency Standards:

SS - 2.7.10.1 - Explain that the scarcity of productive resources--human, capital, technological, and natural--requires the development of economic systems to make decisions about the production and distribution of goods and services.

SS - 2.7.10.2 - Compare basic economic systems according to how rules and procedures deal with demand, supply, prices, savings, investments, and capital.

SS - 2.7.10.3 - Discuss how wages and prices are determined in traditional, command, and market economies.

SS - 2.7.10.4 - Discuss how, in different economic systems, the means of production, distribution, and exchange are related to culture, resources, and technologies.

SS - 2.7.10.5 - Describe and discuss the role of government, banks, labor and labor unions, in different economic systems.

SS - 2.7.10.6 - Illustrate, by using examples, that today virtually all countries, including the United States, use a mixed-market system having some features of traditional, command, and market economies, and that the mix varies from one country to another.

SS - 2.7.10.7 - Analyze and discuss, using historical and contemporary examples, the national and international consequences and opportunities resulting from the transition of a non-market to a market economy.

SOCIAL STUDIES Geography

Curriculum Standard:

Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.

Proficiency Standards:

SS - 3.10.10.1 - Compare the purpose, nature, and intended use of maps provided by different sources.

SS - 3.10.10.2 - Employ appropriate maps and other data displays, including tables, graphs, charts, and diagrams, to locate and analyze current world events.

SS - 3.10.10.3 - Employ maps and other images to identify, analyze, and communicate why various human geographic features are located in particular areas.

SS - 3.10.10.4 - Locate, using maps, plans, and schematics, the major components of the infrastructure of their community and region.

SS - 3.10.10.5 - Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

SOCIAL STUDIES Geography

Curriculum Standard:

Students will demonstrate an understanding of the physical and human geographic features that define places and regions.

Proficiency Standards:

SS - 3.11.10.1 - Discuss the impact of different levels of technology on the human and physical geographic features of places and regions.

SS - 3.11.10.2 - Explain how industrialization, population, and urbanization define places and regions.

SS - 3.11.10.3 - Analyze how language, tradition, and other cultural elements shape peoples' perceptions and opinions about places and regions.

SS - 3.11.10.4 - Use maps to demonstrate how place and regional boundaries change.

SOCIAL STUDIES Geography

Curriculum Standard:

Students will demonstrate an understanding of the impact of human systems on Earth's surface including the characteristics, distribution, and migration of human populations; the nature and complexity of patterns of cultural diffusion; patterns and network

Proficiency Standards:

SS - 3.13.10.1 - Analyze the locations of and interconnections among Earth's human systems.

SS - 3.13.10.2 - Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

SS - 3.13.10.3 - Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

SS - 3.13.10.4 - Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

SS - 3.13.10.5 - Describe, by examining the development of major industries in the United States, how geography and the factors of production have contributed to the location of certain types of manufacturing in particular places and regions.

SS - 3.13.10.6 - Analyze how various factors, including resources, boundaries, strategic locations, culture, and politics, contribute to cooperation and conflict within and between countries.

SOCIAL STUDIES History

Curriculum Standard:

Students will demonstrate the ability to employ historical analysis, interpretation, and comprehension to make reasoned judgements and to gain an understanding, perspective, and appreciation of history and its uses in contemporary situations.

Proficiency Standards:

SS - 4.16.10.1 - Construct and interpret parallel time lines on multiple themes.

SS - 4.16.10.2 - Group events by broadly-defined eras in the history of the state, nation, or area under study.

SS - 4.16.10.3 - Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.

SS - 4.16.10.4 - Examine historical materials relating to a particular region, society, or theme; analyze change over time; and make logical inferences concerning cause and effect.

SS - 4.16.10.5 - Use historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to identify and explain patterns of historical continuity and change.

SS - 4.16.10.6 - Develop and implement research strategies in order to investigate a given historical topic.

SS - 4.16.10.7 - Critically analyze historical materials in order to distinguish between the important and the inconsequential and differentiate among historical facts, opinions, and reasoned judgements.

SS - 4.16.10.8 - Perceive past events and issues as they were experienced by the people at the time to avoid viewing, analyzing, and evaluating the past only in terms of the present (present-mindedness).

SS - 4.16.10.9 - Explain, using examples from history, that not all problems have clear-cut solutions.

SS - 4.16.10.10 - Explain that judgements and generalizations about the past are often tentative and must be used carefully when dealing with present issues.

SS - 4.16.10.11 - Utilize knowledge of the past and the processes of historical analysis to carry out historical research; make comparisons; develop and defend generalizations; draw and support conclusions; construct historical explanations, narratives, and accounts; solve problems; and make informed decisions

SOCIAL STUDIES History

Curriculum Standard:

Students will demonstrate a knowledge of the chronology and significant developments of world history including the study of ancient, medieval, and modern Europe (Western civilization) with particular emphasis on those developments that have shaped the ex

Proficiency Standards:

SS - 4.18.10.2 - Compare the origin, central ideas, institutions, and worldwide influence of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.

SS - 4.18.10.4 - Demonstrate an understanding of major developments in Europe during the Middle Ages including nomadic invasions from the Eurasian Steppes; interactions with the Muslim world; Byzantine Empire; Black Death; and feudalism and the evolution of representative government.

SS - 4.18.10.5 - Demonstrate an understanding of major developments in Europe during the 15th and 16th centuries including the Renaissance and the Reformation; the rise of the Ottoman Empire; and exploration and colonization.

SS - 4.18.10.10 - Discuss the origins, political ideas, and worldwide effects on society, politics, and economics of the European ideologies of the 19th and 20th centuries including Conservatism, Liberalism, republicanism, social democracy, Marxism, Communism, Fascism, Nazism, and nationalism.

SS - 4.18.10.11 - Discuss the nature and growth of European imperialism in the 18th and 19th centuries as well as decolonization in the 20th century including the consequences of both in Europe and their effects in Africa, India, East Asia, the Middle East, and the Americas.

SS - 4.18.10.12 - Demonstrate an understanding of the causes and worldwide consequences of World War I, the Russian Revolutions, World War II, the Chinese Revolution, the Cold War, and post-World War II conflicts.

SS - 4.18.10.13 - Discuss the significance of major cultural, economic, and political developments in the 20th century including the development and internationalization of art, music, and literature; the worldwide quest for democracy, political freedom, and human rights; the making of the European community of nations; the growth of international trade; and new approaches to worldwide cooperation and interdependence.

MATH Data Analysis, Statistics, and Probability

Curriculum Standard:

Students will use data analysis, statistics and probability to analyze given situations and the outcomes of experiments.

Proficiency Standards:

MA - 5.1.6.1 - Collect, organize, describe, represent, and interpret data in both simulations and real world situations.

MA - 5.1.6.2 - Simulate, display, graph, and analyze data using technology and other means.

MA - 5.1.6.3 - Investigate and explore mean, median, and mode.

MA - 5.1.6.4 - Investigate and explore the basic elements of sampling.

MA - 5.1.6.5 - Make predictions, inferences, and decisions based on interpretation of data.

MA - 5.1.6.6 - Demonstrate an ability to read and interpret statistical data presented in text.

MA - 5.1.6.7 - Explore situations involving probability.

MA - 5.1.6.8 - Construct and interpret line plots, stem and leaf plots, frequency distributions, and graphs.

MA - 5.1.6.9 - Use multiple representations to display equivalent data.

MA - 5.1.6.10 - Select appropriate data to solve simulations and real world problems.

MA - 5.1.6.11 - Simulate, display, graph and analyze data in a variety of mediums.

MA - 5.1.6.12 - Determine and explore various uses of mean, median, and mode.

MA - 5.1.6.13 - Use sampling techniques to make predictions.

MA - 5.1.6.14 - Given a sample space find probabilities of events.

SCIENCE Unifying Themes and Concepts

Curriculum Standard:

Students will demonstrate their understanding of the meaning of stability and change and will be able to identify and explain change in terms of cause and effect.

Proficiency Standards:

SC - 6.2.10.1 - Distinguish among cyclic (e.g. seasons), linear (e.g.distance/time) and irregular (e.g.weather) changes and give examples of each.

SC - 6.2.10.2 - Identify and describe varying rates of change and measure selected rates.

SC - 6.2.10.3 - Recognize one form of stability as opposing changes occurring at the same rate (dynamic equilibrium) and cite several examples of that type of stability, e.g. homeostasis, saturated solutions, vapor pressure of liquids.

SC - 6.2.10.4 - Quantify certain changes and use a mathematical expression to determine past or future states of the system, e.g. gas laws, Newton's laws of motion.

SCIENCE Science, Technology, and Society

Curriculum Standard:

Students will demonstrate an increasing ability to understand that progress in science and technology is controlled by societal attitudes and beliefs.

Proficiency Standards:

SC - 2.6.10.1 - Illustrate, through example, that the knowledge produced through science and technology changes the way members of society think.

SC - 2.6.10.2 - Demonstrate, by giving examples, the relationships between the maintenance and progress of society and scientific and technological advancement.

Team _____________________’s Weekly WIP Report

Week 1 _______________ (dates) Week 2 _______________ (dates) Week 3 _______________ (dates)

		Week 1	Week 2	Week 3
(Teammate Name)	Statistician
(Teammate Name)	Anthrolopogist
(Teammate Name)	Talk Show Host/ Biographer
(Teammate Name)	Culture Vulture
(Teammate Name)	Project Manager / the Big Cheese