Law & Justice: POWER with a Purpose Strand: Research Grade ...gtns.weebly.com/uploads/3/8/4/1/38419873/ai_lp_the... · 3.27, 4.25, 5.25 (evaluate and synthesize collected information)

Law & Justice: POWER with a Purpose Strand: Research

Grade Level: Intermediate

The POWER of

Law & Justice:

Charting a

New Course

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjpw-mao-bhAhVBCKwKHUSMDXsQjB16BAgBEAQ&url=https%3A%2F%2Fwww.thelegendoflalaland.com%2Fmaps&psig=AOvVaw2SfhjysJQ5NJtHQPTHr1Fw&ust=1556110921922966





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NISD GT Process Standards GT Process Standards provide guidance on what GT students should know, understand, and do as part of GT program services. Each lesson makes a connection to specific standards; however, teachers are encouraged to incorporate every standard where applicable.

Scholarly Behaviors

Scholars access multiple resources

Scholars ask many questions

Scholars thirst for knowledge

Scholars save important information

Scholars ponder the big idea

Scholars see from different perspectives

Scholars bring their necessary tools

Scholars exercise their intellect

Scholars set goals

I. Creative Thinking Ability to look at problems or situations from a unique perspective through the use of imagination and/or innovative ideas

II. Critical Thinking Ability to demonstrate clear, rational, open-minded thinking, informed by evidence

III. Depth and Complexity

Ability to dig deeper into a concept and to understand that concept with greater complexity

IV. Scholarly Inquiry and Research

Ability to interpret information that leads to new understandings and connects to the world beyond the classroom

V. Effective Communication Ability to convey new learning through the use of written, spoken, and technological media

VI. Leadership and Responsibility

Demonstrates initiative, task commitment, and the elements of compromise and diplomacy

researcher

presearch

analyzer

source

cite

citation

paraphrase

plagiarism

academic integrity

bibliography

culture

primary source

secondary source

Language of the

Disciplines



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Depth and Complexity & Content Imperatives

Thinking like a Disciplinarian

Universal Theme Generalizations

Universal Generalizations

Thinking like a researcher (one who is engaged in research) Thinking like a historian (someone who is an expert in history or studies a particular time period, geographic region, or social phenomenon; one who researches, studies, and writes about the past) Thinking like a politician (a person who is experienced in the art or science of government) Thinking like a vexillologist (one who studies the history, symbolism, and usage of flags) Thinking like a cartographer (someone who draws or produces maps)

Power is always present in some form.

Power is the ability to influence.

Power may be used or abused.

Power may take many forms.

Language

of the

Disciplines Details Patterns Unanswered

Questions Rules Trends Ethics Big Idea

Across the

Disciplines

Changes

Over Time

Multiple

Perspectives

Contributions Convergence Origin Parallel Paradox



4

The student will understand… Essential Questions Essential Questions:

how to conduct research through locating appropriate and varied sources.

plagiarism-- and recognize it as unethical.

how to create citations to form a bibliography and why it is important to do so.

the difference between various forms of governments and their components.

how governments utilize power to the benefit and/or detriment of their citizens.

the meaning and symbolism behind colors, shapes, or icons on a flag.

how a country represents its ideals through symbols, such as flags and currency.

how important events shape the course of a nation.

the influence that a few key people can have on society as a whole.

How do countries choose the way they are governed?

How is power distributed in the various forms of government?

How can a single event affect many people at once?

What makes someone a powerful person?



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TEKS

Social Studies 3.10B (describe and explain the importance of the concept of “consent of the governed” as it relates to the functions of local, state, and national government) 3.17, 4.21, 5.24 (apply critical thinking skills to organize and use information acquired from a variety of valid sources) 3.18, 4.22, 5.25 (communicates in written, oral, and visual forms) 3.19B, 4.23B, 5.26B (use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.) 5.14A (identify and compare the systems of government of early European colonists, including representative government and monarchy) 5.17 (understands important symbols, customs, celebrations, and landmarks that contribute to a national identity) 5.24D (identify different points of view about an issue, topic, or current event) ELA 3.12. 4.10, 5.10 (analyze, make inferences, and draw conclusions about author’s purpose; provide evidence from text to support understanding) 3.13, 4.11, 5.11 (analyze, make inferences, and draw conclusions about expository text; provide evidence from text to support understanding) 3.20, 4.18, 5.18 (write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.) 3.25B. 4.23B, 5.23B (generate a research plan for gathering relevant information) 3.26, 4.24, 5.24 (determine, locate, and explore the full range of relevant sources; follow the research plan to collect information from multiple sources of information, both oral and written) 3.27, 4.25, 5.25 (evaluate and synthesize collected information) 3.28, 4.26, 5.26 (organize and present their ideas and information according to the purpose of the research and their audience.) 3.29, 4.27, 5.27 (use comprehension skills to listen attentively to others in formal and informal settings, ask relevant questions, and make pertinent comments) 3.30, 4.28, 5.28 (speak clearly and to the point about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively) Technology Creativity & Innovation (uses creative thinking and innovative processes to construct knowledge and develop digital processes) Communication and Collaboration (collaborates and communicates locally using digital tools and resources) Research and Information Fluency (acquires and evaluates digital content) Critical thinking, problem solving, and decision making (researches and evaluates projects using digital tools and resources)



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ALPHA Lesson Plan Date: Lesson 1 The Power is in Your Hands (Presearch)

Objectives: Students will

choose a form of government to identify with their country.

explain how a specific type of government functions.

Learning Experiences Resources/Materials

Engage/Elicit Review ideas from the “Forms of Government” lesson to activate prior knowledge. Look at the “The Five Most Common Forms of Government” website as a whole group. Ask: What makes these government types appealing? List pros/cons of each on the board. (You can opt to share the Government Types ppt, in addition or instead.) Explore Students will research various forms of government by exploring the provided links. Students are to select three to five government types on which to complete concept maps. One idea is to follow the Generate-Sort-Connect-Elaborate thinking routine (p. 125 in Making Thinking Visible by Ritchart, Church, and Morrison.) This is a pre-search activity where students are exploring characteristics of selected government systems. *Can be done as individuals, pairs, or small groups. Explain Explain the concept of anarchy and why we need government to keep society functioning smoothly. Have students share out key points, observations, and thoughts from the concept maps. Tell students they will be creating their own country. Today, they must create a form of government to use as the basis for their country’s political system. NOTE: Students may choose to “create their own type” by applying SCAMPER to the government

The Five Most Common Forms of Government: https://www.politicalsciencedegree.com/the-five-most-common-political-systems-around-the-world/ Forms of Government resource document (categories include: communism, republic, totalitarianism, democracy, monarchy, dictatorship, theocracy, oligarchy) Two sites that give general overview information about many types are: https://thebestschools.org/magazine/common-forms-of-government-study-starters/ https://www.livescience.com/33027-what-are-the-different-types-of-governments.html Anarchy overview (teacher resource) https://www.britannica.com/topic/anarchy Student copies: Create Your Own Government graphic organizer Student copies: Research Rubric

Language

of the

Disciplines

Multiple

Perspectives

Details

Parallel

https://www.politicalsciencedegree.com/the-five-most-common-political-systems-around-the-world/



https://thebestschools.org/magazine/common-forms-of-government-study-starters/

https://thebestschools.org/magazine/common-forms-of-government-study-starters/

https://www.livescience.com/33027-what-are-the-different-types-of-governments.html

https://www.livescience.com/33027-what-are-the-different-types-of-governments.html

https://www.britannica.com/topic/anarchy



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systems they have learned about (Substituting one aspect of one for another, Combining two or more styles, Modifying and/or Elaborating upon an existing form, etc) Students will use the graphic organizer provided in order to complete all relevant information on their chosen government type. Remind students the meaning of ethics. Students consider what ethical issues could be tied to the government they have chosen/created for their country. Ask them to consider different viewpoints that would be associated with their government. Complete the Ethical Issues, Multiple Perspectives and Parallel pieces in the Research packet.

Student copies: Research packet (reviewing pages 2-5, if you are distributing individual pieces- the parent letter, the Research Components page, the Research Timeline, and the Law & Justice Research contract

Evaluate Concept maps; graphic organizer- this information will be integrated into the final project.

Closure/Culminating Product/Project Distribute Research Rubric. Review expectations and requirements for the research project. Then either distribute the research packet in its entirety or pages 2-5. Read and review with the students. Note: You may want to make two copies of the timeline- one for the student and one for the parents. Discuss that the expectation is for students to go home and discuss ideas/plans for the project with parents, then they both sign and return the Research Contract (p. 5). Tell students they will need to think of an appropriate name for their country as we progress through creating aspects of their country each week. *Each week, students will want to consider any new language of the discipline they have used and add it to the research packet. Students will be expected to present their country in a final showcase. Each week, students will work on a smaller component of the overall research piece. The way in which a student chooses to display/present their country is up to the student. The expectation is that, in using the rubric as a guide, each necessary component will be included, and a thorough presentation will be given at the GT Showcase.

Elaborate/Extend Students may create a detailed political structure including a Cabinet or some form of hierarchy with specific roles or positions.

Rules

Ethics Multiple

Perspectives Parallel



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ALPHA Lesson Plan Date: Lesson 2 You’re a Grand Old Flag


study flag design to understand why citizens view them as important representations of their country’s beliefs.

use creative thinking to develop a unique flag that includes multiple components.

Learning Experiences Resources/Materials Engage/Elicit Show students the “Fun Flags Quiz” on Slideshare. Allow them to guess which country each represents.

Then, show students the “Most Interesting Flags of the World” site. Have students conjecture what the symbols mean and why the country chose to use it before reading the descriptions. Explore Students will use online resources and the “Good Flag, Bad Flag” guide to learn about how colors, shapes, objects, and symbols are used in flags. Have copies of pp2-3 available for students to reference as they work to design their own flag (see below). Explain Students will complete the Flag Planning sheet and sketch an initial design. Final flag design must be/have:

Simple in design

Meaningful symbolism

2-3 colors

No lettering/seals

Originality/relevance

Fun Flags Quiz: https://www.slideshare.net/coolmum4u/flags-fun-quiz Most Interesting Flags of the World: https://www.worldatlas.com/articles/the-most-interesting-flags-in-the-world.html “Good Flag, Bad Flag” PDF Student copies: pp. 2-3 Online research resources: https://www.kids-world-travel-guide.com/world-flags.html https://www.allstarflags.com/facts/color-meanings-in-flags/ https://www.enchantedlearning.com/geography/flags/colors.shtml

Student copies: Flag Planning Sheet

Evaluate Final flag design

Closure/Culminating Product/Project Review Research Rubric from week 1 to ensure students know the expectations for their flag. Students create a final flag using whatever materials they choose. Students consider any new language of the discipline they have used and add it to the research packet.

Unanswered

Questions

Multiple

Perspectives Details

Rules

https://www.slideshare.net/coolmum4u/flags-fun-quiz

https://www.slideshare.net/coolmum4u/flags-fun-quiz

https://www.worldatlas.com/articles/the-most-interesting-flags-in-the-world.html

https://www.worldatlas.com/articles/the-most-interesting-flags-in-the-world.html

https://www.kids-world-travel-guide.com/world-flags.html

https://www.kids-world-travel-guide.com/world-flags.html

https://www.allstarflags.com/facts/color-meanings-in-flags/

https://www.allstarflags.com/facts/color-meanings-in-flags/

https://www.enchantedlearning.com/geography/flags/colors.shtml

https://www.enchantedlearning.com/geography/flags/colors.shtml



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Students should also respond to the Origins and Contributions questions in the Research Packet.

Elaborate/Extend Create a family crest that represents the fictional country’s family lineage.

Contributions Origin



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ALPHA Lesson Plan Date: Lesson 3 I Make the Rules!


identify and compare the various governing documents from selected countries.

explain the purposes for establishing a set of laws to govern a group of people.

create a set of laws to govern a group of people,

Learning Experiences Resources/Materials Engage/Elicit Tell students to recall our earlier study of the constitution and magna carta. Ask:

Why were they important?

Why do we have laws?

Does every government in the world have a constitution?

Explore After a few minutes of discussion, direct students to the Constitute Project, where they will examine the governing documents of three different nations and complete the Governing Documents graphic organizer. (Note: Not all are actually constitutions or codified sets of laws, i.e. UK, Israel, Commonwealth states.) Once they have completed the research, students will be given the task of creating a set of governing documents for their own country. Explain Provide students with a copy of How will your government work? Review guidelines with students (brief overview here) and then allow students to work for remainder of the time. Refer back to the type of government you chose in Lesson 1. Using that information, you will now create the governing documents (such as a constitution) that will help your country run smoothly.

Write at least 10 laws for your country.

How are people chosen as leaders? It is up to you to decide who can become a leader in your country and how that can happen.

What are the rights of the citizens of your country? List the rights you do or do not give your people.

Constitute Project https://www.constituteproject.org/search?lang=en (This is the most comprehensive and easy-

to-filter website available. Students can filter by topic [such as judicial, or elections], or can compare two nations’ documents side-by-side, or use a number of other tools to examine the governing documents here. This is a public website created by

UT-Austin. To start with tutorial videos on how to Search, Filter, or Compare, begin on the About page)

**Readability assistance:** http://rewordify.com/ Students may use Rewordify to lower reading level of the laws found on Constitute Project to an elementary reading level. (Simply copy the text that you want to understand and paste it into Rewordify. Like a translation engine, it will then produce a side-by-side version in a more understandable text.)

Student copies: Governing Documents graphic organizer

Student copies: How will your government work?

Rules Unanswered

Questions Multiple

Perspectives Details

Rules Ethics

https://www.constituteproject.org/search?lang=en

https://www.constituteproject.org/search?lang=en

http://rewordify.com/



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What are the responsibilities of the citizens of your country? What are they and why do they have those responsibilities?

Explain how your laws are enforced.

In detail, explain how any new laws can be made for your country.

How can existing laws be changed?

Evaluate Governing Documents graphic organizer; How will your government work?

Closure/Culminating Product/Project Students will create a finalized copy of their Governing Document. Students may choose how to create the governing document. Students should refer to the Research Rubric to ensure all expectations are understood. Students consider any new language of the discipline they have used and add it to the research packet. Students should also respond to the Rules and Trends questions in the Research Packet (p. 12, 2nd and 3rd questions), as well as the Paradox piece in the Research Packet.

Elaborate/Extend Students may choose to ‘antique’ their governing document by writing or typing it in cursive onto cream or tan paper. They may choose to roll or tear at the edges, use tea staining or other antiquing methods to further enhance the look as well. (We do not recommend “burning” the edges, unless a parent/teacher does this!!)

Trends Paradox Rules



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ALPHA Lesson Plan Date: Lesson 4 Bank on Me Objectives: Students will

identify basic economic patterns and systems.

understand the development and maintenance of a monetary system.

Learning Experiences Resources/Materials Engage/Elicit Students will play “Whose $$ is that??” Photos of different currencies will be shown, and students will guess where it is from, and any additional information-what it is called, its denominations, etc. Explore Students will then watch Field Trip to the Money Factory, and discuss the various steps to creating United States currency. Students will be working in small groups to research more about currency. After reading/watching their assigned resource, they will be sharing what they have learned with the class. (They may do additional research online if they so choose.) Once all have adequately understood their form of currency, regroup as a class, and ask each group to explain what they learned about. Explain Explain that students will be creating a new currency for their country. The currency they create may be created digitally or physically. Review the guidelines from the History of Money:

To work well, all money needs to have four things in

common:

Money needs to be portable, meaning you

can carry it easily

Money needs to be durable, meaning that it

must be tough so it won’t break

Money needs to be limitable, meaning you

can control how much of it is in use; you

wouldn’t want to use pebbles, for instance,

because someone could always find more

Money needs to be easily divisible, meaning

you can use smaller pieces of it if you want,

for instance a dollar is divisible into pennies

Whose money is that?? ppt Field Trip to the Money Factory (2:30) https://safeshare.tv/x/ss5cb77f79bf90d# Research resources for learning about currency (assign each group one of these articles to research and share with the class):

EcoCurrency (pdf)

How to Start Your Own Private Currency (pdf)

History of Money (pdf)

Bitcoin:(3:40) https://www.youtube.com/watch?v=nqdv6Ad9Nt4

Student Copies: Creating Your Own Country’s Currency pdf Student Copies: Money Design template

Unanswered

Questions Details

Ethics

Language

of the

Disciplines

Rules

https://safeshare.tv/x/ss5cb77f79bf90d

https://www.youtube.com/watch?v=nqdv6Ad9Nt4

https://www.youtube.com/watch?v=nqdv6Ad9Nt4



13

Distribute copies of Creating Your Own Country’s Currency and the Money Design Template. a) Denominations (perhaps you choose to use

IOU’s…is there a limit? Etc) o What denominations will you have for

your currency? (for example, in the US, you have the 1,5,10,25,50 cent and dollar coins and 1,5,10,20,50,100 dollar bills)

b) Name o What is the money called in your

country? c) Material

o What material is your currency made from? Are they paper bills? Metal coins? Seashells? You decide!

d) Design o What will your currency look like? How

will it represent your country? What special symbols will it have? Will you have a saying or motto? (i.e. the US uses “In God we Trust”)

e) Class/Wealth o Do you allow wealth/poverty? Why or

Why not? o Do you allow free market competition or

will you tell people what jobs they have to have and how much money they can make at all times?

Suggested materials to provide:

Construction paper

Cardstock

Cardboard

Scissors

Markers

Pens

Pencils

Colored Pencils

Crayons

Rulers

Evaluate Creating Your Own Country’s Currency

Closure/Culminating Product/Project Students create a monetary system. Students should refer to the Research Rubric to ensure all expectations are understood. Students consider any new language of the discipline they have used and add it to the research packet.

Elaborate/Extend Students may create a system for loaning money to other countries.



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ALPHA Lesson Plan Date: Lesson 5 Cartography 101


understand how geographic features influence the lives of people.

understand the importance of landmarks, resources, and providing for citizens’ needs.

apply the use of geographic tools to construct maps and represent information.

Learning Experiences Resources/Materials Engage/Elicit Read What Maps Tell Us aloud with the students and discuss why maps are necessary (even in today‘s digital age).

Explore Share BrainPop’s Map Skills video- focus on the part about map key (legend)- you may choose to share examples of map keys/legends. Share brief video of Fantasy May Drawing. Explain Distribute copies of Mapping Your Country. Students each create a map of their country. Required features of maps include:

a map key/legend

a compass rose (remind students that north is not always up)

your nation’s capital city, and at least three other cities

at least three different landforms (mountains, rivers, rainforest, desert, etc.) Each should have a name.

tourist attractions, historical monuments, national parks, landmarks, etc. (must have at least five, labeled)

Additional considerations that should be addressed include:

specific location and physical geography of country

climate/vegetation of country (remind students to take into account the physical geography they selected when describing the climate/vegetation)

What Maps Tell Us https://www.khanacademy.org/humanities/ap-art-history/introduction-ap-arthistory/a/what-maps-tell-us2 Brainpop(2:59) https://www.brainpop.com/socialstudies/geography/mapskills/ Fantasy Map Drawing (1:09) https://safeshare.tv/x/-6V902YqU94# Student Copies: Mapping Your Country pdf Suggested materials to provide:

large white construction paper

markers

pens

pencils

colored pencils

crayons

rulers There are a number of online “fantasy” map creation applications available-and many are free. (Most are blocked by NISD as gaming sites. But students could use them and print the maps-if they do them at home under parent supervision.) These were not blocked: https://ui2.worldspinner.com/ https://www.youtube.com/watch?v=JGYEqQshfIQ

Rules

Details

https://www.khanacademy.org/humanities/ap-art-history/introduction-ap-arthistory/a/what-maps-tell-us2



https://www.brainpop.com/socialstudies/geography/mapskills/

https://www.brainpop.com/socialstudies/geography/mapskills/

https://safeshare.tv/x/-6V902YqU94

https://ui2.worldspinner.com/

https://www.youtube.com/watch?v=JGYEqQshfIQ

https://www.youtube.com/watch?v=JGYEqQshfIQ



15

water resource

natural resources

plants and animals

The following can be used as a reference for anyone struggling (it is long and kind of boring, though): Fantasy Map Making (13:02) https://safeshare.tv/x/ss5cb77f259c7bb#

Evaluate Student maps

Closure/Culminating Product/Project Students create a physical map of their country, referring to the Research Rubric as a guide to ensure all necessary elements are included. Students complete the Patterns and Convergence questions in the Research Packet.

Students consider any new language of the discipline they have used and add it to the research packet.

Elaborate/Extend Students may add additional features to their map or create a topographical map.

Ethics

Language

of the

Disciplines

Convergence Patterns

https://safeshare.tv/x/ss5cb77f259c7bb



16

ALPHA Lesson Plan Date: Lesson 6 History Mystery


create historical events for their fictional country, including significant dates, people, holidays, and more.

Learning Experiences Resources/Materials Engage/Elicit Students will work in pairs or small groups to brainstorm/list five important dates or events in U.S. history. Students will write them on sticky notes and place all over a large sheet of butcher paper hanging on the board. Discuss what makes these events significant and the effect each has on the present. Have students help to categorize the sticky notes by common characteristics. Explore Give students 10-15 minutes to explore “What is History?” site to get a better understanding as to how history is documented and what historians do. Have each student share one idea or piece of information that resonates with them. Explain Students will create a history for their country. This task includes:

important dates (first founded, flag created, government and capital established, significant events like wars, weather, famous events, etc.)

people (founding mothers/fathers, current rulers/government, famous scientists, authors, athletes, artists, musicians, etc.)

Students can use the Timeline template found in the folder to record their ideas.

Butcher paper, sticky notes

Research website: https://owlcation.com/humanities/What-is-History-Introducing-History-For-Kids

Student copies: Timeline template iPad with Clips or iMovie app

Timeline maker options: https://www.visme.co/timeline-maker/ http://www.readwritethink.org/files/resources/interactives/timeline_2/ https://www.timetoast.com/

Evaluate History project- timeline or documentary

Closure/Culminating Product/Project Students will create a video/audio documentary or an interactive timeline to record their history. A finalized history of their country should be prepared for the final presentation.

Contributions

Changes

Over Time

Across the

Disciplines Details

Unanswered

Questions Origin

https://owlcation.com/humanities/What-is-History-Introducing-History-For-Kids

https://owlcation.com/humanities/What-is-History-Introducing-History-For-Kids

https://www.visme.co/timeline-maker/

http://www.readwritethink.org/files/resources/interactives/timeline_2/

http://www.readwritethink.org/files/resources/interactives/timeline_2/

https://www.timetoast.com/



17

Students respond to the Change Over Time and Across the Disciplines pages in the Research Packet.

Students consider any new language of the discipline they have used and add it to the research packet.

Elaborate/Extend Students use Google Forms to create an “Immigration Test” for their country. Those wishing to gain entry into their country must be able to study and know important historical events and figures. The test should be between 20-25 questions including multiple choice, true/false and short answer. A study guide must be created as well so that others may have a chance to pass the quiz. Students may choose to connect their history with another student in order to create a shared timeline of events.

Big Idea Changes

Over Time



18

ALPHA Lesson Plan Date:

Lesson 7/8 A League of Nations

Objectives: Students will synthesize all relevant pieces of information into a concise presentation that effectively

demonstrates their learning and creativity throughout the research process.

effectively utilize technology, props, and manipulatives to enhance their presentations.

Learning Experiences Resources/Materials:

Engage/Elicit Share video about public speaking. Distribute Tips for Public Speaking handout. Review and discuss the points made in the checklist. The checklist will help students as they prepare for their presentations. Explore (Weeks 7 and 8) Students are expected to present their country in a final showcase. Each week, students have created a “piece of the puzzle.” Their task now is to assemble the puzzle into a complete picture. Students will prepare to showcase their country-as an ambassador or visiting emissary. The way in which a student chooses to display/present their country will vary. The expectation is that, using the rubric as a guide, students will include the required components to present their research at the GT Showcase. Review the student Research Rubric with the class and ensure that each is familiar with the how their presentations will be scored. Explain Week 7: Students will work during this class to finalize products and presentations. Week 8: Students will present their research in a “dress rehearsal.” Teacher will evaluate the students using the Research Rubric.

Five Public Speaking Tips https://www.youtube.com/watch?v=JNOXZumCXNM (3:27) Student copies: Tips for Public Speaking

Evaluation: Week 7: Student presentation preparation; teacher observation. Week 8: Teacher will evaluate the students as they present in class using the Research Rubric

Rules

Language

of the

Disciplines Details

Unanswered

Questions

Across the

Disciplines

Across the

Disciplines

https://www.youtube.com/watch?v=JNOXZumCXNM

https://www.youtube.com/watch?v=JNOXZumCXNM



19

Closure/Culminating Product/Project: Students respond to the Big Ideas and Unanswered Questions sections in the Research Packet. Week 7: Students work to complete research presentation and final product. Week 8: Students present in class for final evaluation from teacher and for practice for the final showcase. *It is an expectation that every campus will have a showcase, where others can view student presentations.

Elaborate/Extend Students may choose to dress in character as someone from their country.