2011+Social+Studies

7.4.01 Understand different systems of governance. 7•4.02 Understand how cooperation and conflict among people influence the division and control of resources, rights, and privileges. 7.4.03 Understand different systems of governance. Create a biographical book about 5-7 children of the holocaust. They will research, investigate, create a story about their life, and make a power.
 * Scenario #1 - Taylor - HMS **
 * Holocaust Journal Writing - Wordle/Keynote **
 * __TN Standards__ **

__**Student Examples**__


 * Scenario #2 - Deller - Riverdale **
 * Country Brochures - Pages **
 * __TN Standards__ **

7.5.2. Identify reasons why people choose to settle in different places 7.3.10 Identify the characteristics that define a region geographically 7.1.2 Locate cultural information on a thematic map.

The students will research elements of a country of their choice using the internet, atlases, textbook, and prior knowledge. Content should include information pertaining to location, food, lodging, important places, artifacts, holidays, and festivals. A Science element is also researched with what diseases are prevalent in the area and specific vaccinations that may be obtained before traveling. The information is then transferred to a document that the student designs in the application of Pages. The student will choose a template that is a three-column document. The document is manipulated by the student to present the research in a productive and creative design. Text and pictures are selected from the internet and pasted into the brochure document. Each element that is placed onto the brochure is sized and cropped to fit. Peer interaction was encouraged as the students work on their design. The student will print their brochure to a colored printer when completed. A presentation day will follow with each student sharing his/her own brochure with the class. The brochures will be on display in the classroom for others to browse.

__**Student Examples**__

7.5.2. Identify reasons why people choose to settle in different places 7.3.10 Identify the characteristics that define a region geographically 7.1.2 Locate cultural information on a thematic map.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #3 - Deller - Riverdale **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN City Brochure - Pages **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students will research elements of a country of their choice using the internet, atlases, textbook, and prior knowledge. Content should include information pertaining to location, food, lodging, important places, artifacts, holidays, and festivals. A Science element is also researched with what diseases are prevalent in the area and specific vaccinations that may be obtained before traveling. The information is then transferred to a document that the student designs in the application of Pages. The student will choose a template that is a three-column document. The document is manipulated by the student to present the research in a productive and creative design. Text and pictures are selected from the internet and pasted into the brochure document. Each element that is placed onto the brochure is sized and cropped to fit. Peer interaction was encouraged as the students work on their design. The student will print their brochure to a colored printer when completed. A presentation day will follow with each student sharing his/her own brochure with the class. The brochures will be on display in the classroom for others to browse.

__**Student Examples**__


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #4 - McGee - Shadowlawn **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Population Change - Numbers **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.3- Define demographic concepts

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using Numbers my students were to find the current and future population for several countries. The countries that they were to use were the United States, Japan, China, India, and the World. They were to find the current population as well as the projected population for 2010, 2020, 2050, and 2100. The reasoning behind this project was to show them how population of these countries is going to rise or decline over the next 100 years. Once the numbers were found they were to make graphs comparing the populations countries vs. the world, both current and future. Also comparisons were to be made on the country itself, current population vs. future population. When graphing was done, we discussed what may have led to the rise, or decline, of a particular population. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The project was great in the fact that it was easy to compare future populations with current ones. It taught them that populations, for the most part, will continue to rise. It also brought in some discussion about what strain the rising population would be on the earth. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Next year I plan on doing some things differently. This year I had them find the population. It was hard to find the same numbers, and some students do not know their place values and were putting millions instead of billions. I will have to give them the template, or more of a review on population numbers, before we begin. Also next year I plan on using the graphs to have the classes answer questions that would require them to read the graphs.

__**Student Examples**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.4.1- Define the different types of governments <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1- Recognize cultural definitions <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.1- Recognize basic economic concepts <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.3- Compare and contrast the tenets of the five major world religions
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #5 - McGee - Shadowlawn **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Country Marketing - iWeb **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using IWEB my students created a web page advertising their own country that they had made earlier in the year. On this webpage they were to create a government along with a leader, how they came to power, and 15 laws that were a part of their country. They had to give me country symbols such as a flag, bird, tree, and insect. They also had to choose an economic system, along with what their imports and exports are. Religion was another aspect of their project as they had to tell me what their main religion was as well as if their country had any minor religions. Finally they had to convince people to come to their country by making a tourist page, complete with pictures. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This project was fun for both me and the students. It was a great review tool for TCAP as making this website made them review several spi’s that we had covered throughout the year. It also brought out the creative side in my students as they got carte blanche to do what they wanted, as long as it was appropriate. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">I would love to do this project next year, but am not sure if I will because it is so time consuming. You have to prep them early in the year by having them create a country and then prep them again by adding the requirements you want on the website. All in al in takes about 1-2 weeks of prep work for the students as well as 1 week for the actual project. That is 3 weeks in which you are losing valuable teaching time. If I do it again I will see what I can do to shorten the prep time.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #6 - McNair - Shadowlawn **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Comparing Cultures - iPhoto **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1 Recognize cultural definitions (i.e., language, religion, customs, political system, economic system). <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.16 View and discuss a show which shows a diverse global culture. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.4.2 Using a map key, locate various governance systems. <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.2 Identify reasons why people choose to settle in different places (i.e., occupation, family, climate, natural resources). <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.3 Map large civilizations to discover the impact of water as a main reason behind a society’s founding. <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.3 Compare and contrast the tenets of the five major world religions (i.e., Christianity, Buddhism, Islam, Hinduism, Judaism). <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.9 Identify the location of Earth’s major landforms and bodies of water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will work in pairs to create a slide show using iphoto comparing Eastern and Western cultures including 20-30 slides based on the rubric given. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Rubric includes the following: major religions, types of government, major source of economy, kinds of people, largest populations in that hemisphere, natural resources, at least 5 countries located in each hemisphere, major oceans in each hemisphere, and other physical geography (major mountains, oceans, rivers, deserts, pyramids, …)

__**Student Example**__ media type="file" key="Alexis & Savannah Book-Mobile.m4v" width="189" height="189"

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1 Recognize cultural definitions (i.e., language, religion, customs, political system, economic system). <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.16 View and discuss a show which shows a diverse global culture. <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.18 Analyze the environmental consequences of humans changing their physical environment (i.e., air and water pollution, mining, deforestation, global warming). <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.19 Predict the consequences of population changes on the Earth’s physical environment (i.e., air and water pollution, mining, deforestation, global). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.21 Examine reasons and patterns of human migration through the use of maps, charts, diagrams (i.e., famine, natural disasters, political and religious oppression.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #7 - McNair - Shadowlawn **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Food Shortage Forecast - Pages **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will be given a region of the world to investigate and forecast to determine if there will be enough food in that area in 50 years. Students will determine the following things about their region in order to predict their region’s ability to support its people in 50 years: location of their region, proximity to equator, Antarctica, oceans, major rivers, mountains; the type of economy that exists; the form of government or lack there of; the current birth rate and death rate; the availability of natural resources.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will create graphs in Pages to demonstrate their predictions.

__**Student Handout**__ __**Student Examples**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.4 - Interpret economic issues as expressed with maps, tables, diagrams, and charts. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.8 - Use a table of facts to analyze differences among countries and communities in economic terms. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.16 - Demonstrate understanding of characteristics and implications of a diverse global culture. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.1 - Identify the causes and consequences of urbanization. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.4 - Analyze the causes and effects of change in a place over time from a written passage.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #8 - Harris - Schilling Farms **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Creating Newspapers - Pages **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will use **PAGES** to create a newspaper featuring research data that was gathered using the CIA Factbook. The newspaper must include the following:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">A creative masthead for the newspaper which includes the following:The newspaper will be divided up into 2 articles. For each article students will have a creative title and will write 2 to 3 paragraphs after analyzing the data gathered from the CIA Factbook.
 * Title of the newspaper
 * Date published (project due date)
 * Where it is published
 * Publisher (Student’s name)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students may choose **2 of the following 3 articles** for inclusion in the newspaper.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">One of the articles may discuss the **Gross Domestic Product (GDP) per capita** for each of the countries researched. The article should compare and contrast the data gathered. Also, the article should draw conclusions about what the impact of the GDP per capita has upon individual countries.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">One of the articles may compare and contrast the **Labor Force (by occupation) data** for the countries researched. Students should use the textbook, atlases, and internet sites to provide an explanation of the reasons why people are primarily employed in these occupations in each of the countries.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">One of the articles may be about the **Average Life Expectancy** of people in the countries researched. Students will use the CIA Factbook and/or the textbook to gather the data. The article will compare the average life expectancy of people in the identified countries and draw conclusions about the factors that might contribute to how long a person expects to live in each of these countries.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will **include pictures for at least one of the articles**. Pictures can be black & white or color. Pictures may be imported from internet sites, clip art, or other sources. All pictures must be appropriate for the classroom environment.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will **include a table, chart, or graph for at least one of the articles**. The table, chart, or graph should represent the data for the article. Data should be clearly labeled.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will **use the Spelling and Proofreading tools** of the application to ensure that the newspaper articles are written using correct grammar, punctuation, capitalization, and spelling.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">All articles must be the student’s own work. **Plagiarism is not acceptable**.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">All articles must be the student’s own work. **Plagiarism is not acceptable**.

__**Student Examples**__


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #9 - Harris - Schilling Farms **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">TN PowerPoint - PowerPoint **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **
 * Select the major industrial and agricultural products for the three grand divisions from a map of Tennessee (7.2.5).
 * Select the natural resources found in the three grand divisions of Tennessee (coal, copper, timber, plants, animals) (7.3.5).
 * Compare the five largest cities of Tennessee using a bar graph (7.3.7).
 * Recognize how the boundaries of Congressional districts change in the state of Tennessee (i.e. statutory requirements, population shifts, political power shifts) (7.4.3).

For this project each student will prepare a **Power Point** presentation about the state of Tennessee. Students will work on this project in class for three class periods using Internet resources and the book entitled //Tennessee: The History of an American State.//

The Power Point presentation will include the following: * Population in 2000 compared to Population in 2006 * Registered Voters compared to the Population of the city
 * ** SLIDE #1 - INTRODUCTION **
 * Name of state
 * Student’s name
 * State motto
 * Picture of State Bird (Label the picture.)
 * Picture of State Flower (Label the picture.)
 * Picture of State Tree (Label the picture.)
 * ** SLIDE #2 – SOMETHING SPECIAL ABOUT TENNESSEE **
 * Create a slide showing something special about Tennessee.
 * Your slide must include at least two pictures related to your topic. Label each picture
 * Write information in paragraph form or in bullet form about your topic.
 * ** SLIDE #3 – TENNESSEE RESOURCES **
 * Use the resources available to research Tennessee’s major resources.
 * Create a slide showing pictures and information about the five major resources found in the grand divisions of Tennessee.
 * List in bullet format the resources found in each grand division.
 * ** SLIDE #4 – FIVE LARGEST CITIES IN TENNESSEE **
 * Use the resources available to compare the five largest cities found in Tennessee.
 * Create a Double Bar Graph to compare the data gathered for the five largest cities in Tennessee for one of the following:
 * Label the Double Bar Graph accurately.
 * Explain in bullet format what the data means.
 * ** SLIDE #5 – CONGRESSIONAL DISTRICTS OF TENNESSEE **
 * Use the resources available to research how the boundaries of Congressional districts change in the state of Tennessee.
 * Import a map showing the districts. Label the map.
 * Explain in bullet format the reasons that the boundaries of Congressional districts are changed.
 * ** SLIDE #6 – CITATION OF SOURCES USED **
 * List at least one information source used for each of the slides.
 * Internet sources used should list the URL addresses.
 * Any books used as sources should list the title, publisher, place of publication, and date of publication.
 * Students will **use the Spelling and Proofreading tools** of the application to ensure that the slides of the Power Point are written using correct grammar, punctuation, capitalization, and spelling.
 * All slides must be the student’s own work. Students must write information in their own words for the slides. **Plagiarism is not acceptable**.

__**Student Examples**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.01 Understand the complex nature of culture. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.04 Understand how cultural perspective impacts perceptions of places and regions. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.01 Understand fundamental economic concepts and their application to a variety of economic systems <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.02 Understand global economic connections, conflicts, and interdependence. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.02 Know the location of places and geographic features, both physical and human, locally, regionally and globally. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.04 Understand the physical and human characteristics of place. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.4.02 Understand how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #10 - Fullen - Bon Lin MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">News Articles of a European Country - Word **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using **Word**, my seventh grade students created a news article of past, present, or future events in a preselected European country. They first were taught how to operate Word. This took most of the time considering many had never used or used the application correctly. I showed them how to use the standard and formatting toolbars, which came as a total surprise to most of them. Then we moved to the tools and informed them of the spell check option, which they also enjoyed, and how to use the thesaurus in order to make it more appealing. From these basics, I then showed them how to format a title and place the document in columns. Finally, I showed them how to save and edit their paper. All research then was done from the Internet and submitted. A rough outline was asked to be completed before hand to ensure accuracy. Once completed I had them print a copy and then turn the document in to check for correctness.

__**Student Example**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Identify major landforms <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Interpret basic traits of culture and how it affects environment <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Understanding maps and mapping
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #11 - Fullen - Bon Lin MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Country Outline- Word **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using **Word**, my seventh grade students created an outline of their favorite country. They first were taught how to operate Word. This took most of the time considering many had never used or used the application correctly. I showed them how to use the standard and formatting toolbars, which came as a total surprise to most of them. Then we moved to the tools and informed them of the spell check option which they also enjoyed. Finally, I showed them how to save and edit their paper. Finally, we moved to the research portion of the activity where they were asked to research their country of note. They were asked to find ten facts: capital, population, religion, language, borders, GDP, and major exports along with 3 facts of their choice. They also were asked to place three picture of their country: flag, physical map of country, and one of their choosing. Upon completion they will print 2 copies, one for me and one for them.

__**Student Example**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.6.1 Identify ways family, groups, and community influence daily life and personal choices.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #12 - Staten - Dexter MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Creating Webpages- Google Sites/Weelby/Webs.com **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were assigned a National History Day project. One of the categories for this project was the creation of a website. Students were encouraged to create a website using one of various website creators such as Google Sites, Webs.com, or Weebly.com. First, students were assigned to groups, then, with guidance from the teacher, they chose their topics. Then, students had to research their topic using the school laptops and various search engines such as Nettrekker and the Library of Congress website to gather educational resources to support their topic with facts and primary sources, such as photographs, video, or letters. Students were taught how to document their sources using note cards to record the authors’ or photographer’s information. They were taught how to copy and paste photographs and save them in folders for future use. Students were taught how to use flash drives to save their research. Students, then, worked in their groups to begin building their websites. They were encouraged to present the information from their research in their own words to avoid plagiarism, and to document all sources of information to give credit to their sources.

__**Student Handout**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.6.1 Identify ways family, groups, and community influence daily life and personal choices.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #13 - Staten - Dexter MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">History Day Project- iMovie **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were assigned a National History Day project. One of the categories for this project was a performance or documentary. First, students were assigned to groups, then, with guidance from the teacher, they chose their topics. Then, students had to research their topic using the school laptops and various search engines such as Nettrekker and the Library of Congress website to gather educational resources to support their topic with facts and primary sources, such as photographs, video, or letters. Students were taught how to document their sources using note cards to record the authors’ or photographer’s information. They were taught how to copy and paste photographs and save them in folders for future use. Students were taught how to use flash drives to save their research. Students, then, worked in their groups to write a script for a performance/ documentary that presented their research in a creative way. This performance was to be video recorded and used to create a documentary. Students were encouraged to use a movie maker software such as imovie for Mac or Microsoft Movie Maker for PC to create their final product. Students were shown how to convert their video to a format that the computer could recognize, then use Movie Maker to edit their video. Finally, students were reminded to give credit to any sources that were used, either in their video, or in a bibliography submitted separately.

__**Student Handout**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.10 Identify the characteristics that define a region geographically. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.2 Locate cultural information on a thematic map (languages, political systems, economic systems, religions). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.2 Identify reasons why people choose to settle in different places (occupations, family, climate, natural resources). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.18 Analyze the environmental consequences of humans changing their physical environment (air and water pollution, mining, deforestation, global warming) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.6.1 Identify ways family, groups, and community influence daily life and personal choices. 7.6.2 Differentiate between the rights, roles, and the state of the individual in relation to the general welfare in various regions of the world.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #14 - L. Davis - Mt. Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Travel Brochure- Keynote **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students are to design a travel brochure for any of the countries on the continent of Asia. Students have focused on the continent, its geographical features, government structure, and the history of each country. As a result of this study students are familiar with the various facets that tourists would be interested in visiting. For the technology assignment students are to create a brochure or guide that can be used to distinguish their respective country. The technology used for this project should be Keynote. Each student is responsible for selecting an appropriate theme, introduction, and ending. The Keynote presentation should have at minimum 5 slides. The slides must include places to visit, worship, purchase goods from the market, it should also include physical features, and government type.

__**Student Example**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.15 Interpret a map indicating scale, distance, and direction <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.14 Distinguish between types of maps (political, physical, climatic, land-use resource, contour, elevation, topographic) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.11 Recognize specific physical processes that operate Earth’s surface (erosion, volcanoes, earthquakes, wind and water currents, plate tectonics, and weathering) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.2 Locate the Earth’s major physical characteristics (7 continents, 4 oceans) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1 Recognize cultural definitions (language, religion, customs, political system, economic system) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.2 Locate cultural information on a thematic map (language, political systems, religions, economic systems) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.2.3/7.3.8 Define demographic concepts (population, population distribution, population density, growth rate, family size, infant mortality)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #15 - L. Davis - Mt. Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Vocabulary Flipchart- Keynote **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were to create a vocabulary flip chart for high frequency words to coincide with the 7th grade Social Studies curriculum. Students will create a flip book using Keynote that has at least 10 words. The vocabulary words should include the word, an example, and a picture to detail what the word represents.

__**Student Example**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1 Recognize cultural (i.e. language, religion, customs) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.3.10 identify characteristics that define a region geographically <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.5.2 identify reasons why people choose to settle in different places (i.e. culture) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Learning Goal: TLW create an iComic presentation to review the Five Themes of Geography. To study the world, geographers have identified five key themes. The student choose a country to show how each of five themes connect to the six essential elements and the eighteen geography standards. <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;"> __**Student Example**__
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #16 - Person - Mt. Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Five Themes of Geography- Comic Life **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.1.1 Recognize cultural (i.e. language, religion, customs) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7.6.1 Identify was family, groups, and community, influence daily life, and personal choices.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #17 - Person - Mt. Pisgah MS **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Traveling Abroad Commercial- iMovie **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Learning Goal: Create a commercial to persuade U.S. citizens to travel abroad using the iMovie application. The students had to research one country’s physical features, culture, climate, and historical site(s). Also, find pictures (via the web) to incorporate into the commercial. Finally, the students will record and edit their final product.

__**Student Example**__ media type="file" key="Jordan Commercial.m4v" width="189" height="189"