Suffolk Public School’s
Portfolio Packet
3rd Nine Weeks
Student’s Name: ____________________________________
School: ___________________________________________
Accelerated Course: _8th Geography_______________________
Core Teacher: __________________________Block: ______
Gifted Resource Teacher: _____________________________
This packet must be submitted at the conclusion of this nine
week grading period, along with evidence of completed work.
Date Submitted: __________________________________
_______________________________________________
Student Signature
GRT Comments:
____________________________________
GRT Signature
5 Themes of Geography
“We Are The World”
There comes a time when we heed a certain call
When the world must come together as one
There are people dying
And it’s time to lend a hand to life
The greatest gift of all
Send them your heart so they'll know that someone cares
And their lives will be stronger and free
As God has shown us by turning stones to bread
So we all must lend a helping hand
[Chorus]
We can't go on pretending day by day
That someone, somehow will soon make a change
We are all a part of Gods great big family
And the truth, you know,
Love is all we need
When you're down and out, there seems no hope at all
But if you just believe there's no way we can fall
Let us realize that a change can only come
When we stand together as one
Writer(s): JACKSON, MICHAEL JOE / RICHIE, LIONEL B., JR.
[Chorus]
We are the world, we are the children
We are the ones who make a brighter day
So let’s start giving
There's a choice we're making
We're saving our own lives
Its true we'll make a better day
Just you and me
Understanding By Design Unit Plan
“ We Are the World”
Topic – 5 Themes of Geography
Grade 8
Designer – D. Curran
Quest Standards:
Q1.1 The students will apply problem solving skills (i.e.: identify problems, formulate hypotheses, generate ideas, employ
deductive reasoning, choose and apply solutions) to achieve an outcome or solution to problems.
Q1.2 The students will use critical thinking skills (i.e.: inquiry, abstract logical thinking, inductive reasoning, critical
analysis, and the ability to find and use information) to achieve understanding, evaluate view points, and solve problems.
Q1.3 The students will be able to use effective communication in processing complex problems.
Q2.1 The students will be able to identify and utilize inductive and deductive thinking processes.
Q2.2 The students will gather and assess relevant information using abstract ideas to interpret the information effectively.
Q2.3 The students will arrive at well reasoned conclusions and solutions, testing them against relevant criteria and
standards.
Geography Standards:
WG 4 Sub-Saharan Africa: Locate and analyze physical, economic, and cultural characteristics of world regions
Russia and Central Asia: Locate and analyze physical, economic, and cultural characteristics of world regions
Asia: Locate and analyze physical, economic, and cultural characteristics of world regions (South, Southeast & East)
WG 3b: Explain how regional landscapes reflect the physical environment and the characteristics of their inhabitants
Identify and understand the 5 themes of Geography (The Five Themes of Geography were written in 1984 by the
Joint Committee on Geographic Education of the National Council for Geographic Education (NCGE) and Association
of American Geographers (AAG). They include; location, place, human/environmental interaction, movement, regions
WG. 12ab:
a) Use geographic knowledge, skills, and perspectives to analyze problems and make decisions
b) Relate current events to the physical and human characteristics of places and regions
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Topics: 5 Themes of Geography
The Five Themes of Geography will be explored along the way.
The five themes of geography were written in 1984 by the Joint Committee on Geographic Education of the National
Council for Geographic Education (NCGE) and the Association of American Geographers (AAG).
They include;
Location, Place, Human/Environment Interaction, Movement, Regions
NG EDUCATION WEBSITE
Activities
5 Themes of Geography Prezi
Portfolio Project Choice Board – culminating project (PowerPoint Presentation or Prezi)
Assessments
Final Project – Choice of One of the following activities to include:
United States and 2 Countries studied in this portfolio.
(Choose 2 – South Africa, Zambia, China, Nepal, Russia)
o Three Quilt Squares
o Movie or Prezi
o PowerPoint Mosaic Presentation
o Display Board
o Play Script
o Travel Journal
The following are class based instructional activities subject to the core class time
availability. Students are responsible for completing all assignments presented during
class time.
o “We are the World” and Peace Corps connection – Page 6
o South Africa - Declaration Poem – Pages 7-8
o Zambia – You Tube or Radio Commercial Page Pages 9-11
o China – Food for Thought - Pages 13-14
o Nepal – Story, Poster, Map or Diary Letter - Pages 15-17
o Russia – Olympics Graphic Organizer – Pages 18-20
Stage 1 – Desired Results
Established Goals:
Students will explore the 5 themes of geography (location, place, human/environmental
interaction/environmental interaction, movement and regions of the world)
Students will read and examine primary source documents or videos from the Peace Corps from
countries located in the following regions – South Africa, Zambia, China, Nepal, Russia
Students will examine their own culture and compare it to other cultures of the world to achieve
understanding of world from a different point of view
Students will present their “We Are the World” Exhibits to the class
Give examples of how physical geography can influence food production describe how the movement of
people into a region can influence cuisine
Students will Understand:
Where we live influences how we live.
Both physical and human factors shape a place
and its practices.
Essential Questions:
How does geography play a role in my daily life
and in the lives of others?
How does the movement of people influence
the culture of a place?
How does your culture influence your view
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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of the world?
Students will be able to:
Students will know:
The Five Themes of Geography of the National Council for
Geographic Education (NCGE) and the Association of
American Geographers (AAG)
They include;
Location (Absolute or Relative)
o Absolute location provides a definite
reference to locate a place. The reference
can be latitude and longitude, a street
address, or even the Township and Range
system.
o Relative location- a location of a place in
relation to another place (i.e. south or
downhill)
Place
o Physical Characteristics (e.g. rivers,
mountains, topography, animal and plant
life)
o Human Characteristics (e.g. cultural
features of a place, land use, architecture,
work, religion, food, folk ways,
transportation, communication networks)
Human/Environment Interaction- This theme
considers how humans adapt to and modify the
environment
Movement- and migration across the planet
Regions- Region divides the world into manageable
units for geographic study. Regions have some sort
of characteristic that unifies the area. Regions can be
formal, functional, or vernacular
o Formal regions are those that are
designated by official boundaries, such as
cities, states, counties, and countries. For
the most part, they are clearly indicated and
publicly known.
o Functional regions are defined by their
connections. For example, the circulation
area for a major city area is the functional
region of that paper.
o Vernacular regions are perceived regions,
such as "The South," or the "Middle East;"
they have no formal boundaries but are
understood in our mental maps of the
world.
Explain the connection of a specific dish to the
geography and culture of its region of origin
Describe several examples of Chinese dishes
and mealtime traditions
Discuss food and mealtime traditions as an
element of culture
Describe regional variations in the U.S. that
contribute to our culture as a whole, and
recognize that similar regional variations
contribute to Chinese culture
Generate questions based on new information
about Chinese culture
Stage 3 Learning Plan
Learning Activities:
Students will work independently to meet project due dates.
Students will complete classroom activities which are presented in class.
The teacher will provide a positive learning environment to foster student independent learning.
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Students will include the United States (Suffolk, Virginia) along with 2 of the
following 5 countries listed below to create One of the following projects:
South Africa, Zambia, China, Nepal, Russia
"We are the World"
Three Quilt Squares (material or paper)
Must include:
"We are the World"
Movie (Moviemaker) or Prezi Presentation
Must include:
United States and the two countries you choose
5 Themes of Geography for each country
One World Map highlighting each country
United States (Your own culture highlighted)
Pictures, drawings or artistic representations of
the culture connected as a quilt to explain the
different cultures
United States and the two countries you choose
5 Themes of Geography for each country
One World Map highlighting each country
United States - Your own culture highlighted
Music and pictures
Credits
"We are the World"
"We are the World"
PowerPoint Mosaic Presentation
Display Board
(One slide for each of the 5 Themes of Geography)
Must include:
Each Slide must include:
United States and the two countries you choose
One World Map highlighting each country
United States - Your own culture highlighted
Pictures, drawings or artistic representations of
the cultures
"We are the World"
Play Script (1500 words)
Must include:
Write a play highlighting each country and
your adventures to the two countries you
choose
Script must be at least 1500 words
Include your own culture in the script
Weave the 5 Themes of Geography for each
country into your story
United States and the two countries you choose
5 Themes of Geography for each country
One World Map highlighting each country
United States - Your own culture highlighted
Pictures, drawings or artistic representations of
the cultures
Works Cited Page
"We are the World"
Travel Journal 1500 Words
You are to become a Peace Corps Volunteer. Explain your travels
throughout the countries.
Must include:
United States and the two countries you choose
Weave the 5 Themes of Geography for each
country
Include your own culture
Journal must be at least 1500 words to highlight
a two week journey
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Directions: Read the lyrics to the song, “We are the World”.
Writer(s): JACKSON, MICHAEL JOE / RICHIE, LIONEL B., JR.
There comes a time when we heed a certain call
When the world must come together as one
There are people dying
And it’s time to lend a hand to life
The greatest gift of all
We can't go on pretending day by day
That someone, somehow will soon make a change
We are all a part of Gods great big family
And the truth, you know,
Love is all we need
[Chorus]
We are the world, we are the children
We are the ones who make a brighter day
So let’s start giving
There's a choice we're making
We're saving our own lives
Its true we'll make a better day
Just you and me
Send them your heart so they'll know that someone cares
And their lives will be stronger and free
As God has shown us by turning stones to bread
So we all must lend a helping hand
[Chorus]
When you're down and out, there seems no hope at all
But if you just believe there's no way we can fall
Let us realize that a change can only come
When we stand together as one
Describe how learning about the different cultures of the world will help you become a better global citizen.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
“About the Peace Corps: Since President John F. Kennedy established the Peace Corps by executive order
on March 1, 1961, more than 200,000 Americans have served in 139 host countries. Today, 9,095 volunteers
are working with local communities in 75 host countries. Peace Corps volunteers must be U.S. citizens
and at least 18 years of age. Peace Corps service is a 27-month commitment and the agency’s mission is to
promote world peace and friendship and a better understanding between Americans and people of other
countries.” Peacecorps.gov
How does the Peace Corps’ mission connect to the song, “We are the World”?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
South Africa
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Declaration (of a Kgomotso Girl)

By Katie Pepiot, Country: South Africa
Respect is written
on the walls of this hall
and on the hearts
of its inhabitants,
demanding more for themselves
than generations of the past,
refusing silence
Power
over their spirits.
We will not be quiet!
they declare
in firm and resounding
voices.
Because we know.
we know that we are
Queens and Princesses,
destined to serve others
with compassion and love.
we know that we are
Children,
and that Laughter and Joy
can heal a broken spirit.
we know that we are
Believers
in something bigger
than ourselves,
and we have hope
for something better
than Today.
we know that we are
Beautiful
(and what Beauty really is),
and we know that
it is our Beauty
that will change the world
(not someday, but Today).
we know that we are
Fierce Warriors,
Protectors and Caretakers
of our brothers and sisters.
so do not be mistaken
by our appearance, or any
expectations (or limitations)
you may have imposed
upon us.
we know that we are
Teachers and Scholars,
and that knowledge is ours for the taking.
for we intend
to be everything
We've ever dreamed of.
And more.
Discuss how the dreams of
students in South Africa are
similar to your own dreams in the
United States.
Write your own “Declaration Poem”.
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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“My Declaration Poem”
By _________________________
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D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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What are the 5 Themes of Geography?
The Five Themes of Geography were written in 1984 by the Joint Committee on Geographic
Education of the National Council for Geographic Education (NCGE) and the Association of American
Geographers (AAG)
They include;
Location (Absolute or Relative)
o Absolute location provides a definite reference to locate a place. The reference can be
latitude and longitude, a street address, or even the Township and Range system.
o Relative location- a location of a place in relation to another place (i.e. south or
downhill)
Place
o Physical Characteristics (e.g. rivers, mountains, topography, animal and plant life)
o Human Characteristics (e.g. cultural features of a place, land use, architecture,
work, religion, food, folk ways, transportation, communication networks)
Human/Environment Interaction- This theme considers how humans adapt to and
modify the environment
Movement- and migration across the planet
Regions- Region divides the world into manageable units for geographic study. Regions have
some sort of characteristic that unifies the area. Regions can be formal, functional, or
vernacular
o Formal regions are those that are designated by official boundaries, such as cities,
states, counties, and countries. For the most part, they are clearly indicated and publicly
known.
o Functional regions are defined by their connections. For example, the circulation area
for a major city area is the functional region of that paper.
o Vernacular regions are perceived regions, such as "The South," or the "Middle East;"
they have no formal boundaries but are understood in our mental maps of the world.
Adapted from NG EDUCATION WEBSITE
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Zambia – 5 Themes of Geography
Location: (Absolute Location of the capital city)
Label Zambia, its capital, the coordinates and the countries that surround it on the world map below.
Zambia
Capital _________________
Coordinates:
___________° x _________°
Watch video on Zambia, South Africa and answer the questions below.
http://www.peacecorps.gov/learn/wherepc/africa/zambia/
Place: (Physical characteristics)
List 3 cause and effect relationships mentioned in the video about Zambia.
1.
Cause: ______________________________ Effect: ______________________________________
2. Cause: ______________________________ Effect: ______________________________________
3. Cause: ______________________________ Effect: ______________________________________
Human/Environment Interaction: (adapt to and modify their environment)
How is the community in Zambia trying to improve their human interaction and environment?
___________________________________________________________________________________
The Peace Corps Volunteer states that it is important for the people to solve their own
problems. Do you agree or disagree with that statement? Explain your answer.
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Movement: If you were living in Zambia, would you move to another part of the world? Why or why
not? Explain your answer.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
In your own lifetime, have you ever moved? ___________ If so, where in the world? _________________
Regions:
Formal (Official boundaries), Functional (defined by connections), or Vernacular Boundaries (perceived regions such as the south)
In the Venn Diagram below, list characteristics and ideas about the environment of Zambia compared
to the environment in the United States (south).
United States)
(The South)
Similar Characteristics
Zambia
What else might the bicycle described in the
story be use for?
_______________________________________________
______________________________________________
________________________________________________
________________________________________________
________________________________________________
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Write a 30 Second Radio Commercial
for the bicycle corn husker and cell phone/charger described in Zambia.
1.________________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
5. _______________________________________________________________________________________
6. _______________________________________________________________________________________
7. _______________________________________________________________________________________
8. _______________________________________________________________________________________
9. _______________________________________________________________________________________
10. ______________________________________________________________________________________
11. ______________________________________________________________________________________
12. ______________________________________________________________________________________
13. ______________________________________________________________________________________
14. ______________________________________________________________________________________
15.______________________________________________________________________________________
16. ______________________________________________________________________________________
17. ______________________________________________________________________________________
18. ______________________________________________________________________________________
19. ______________________________________________________________________________________
20. ______________________________________________________________________________________
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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China – 5 Themes of Geography
Slide show of Peace Corps Volunteer - Amy Throndsen
Culinary Tour of Tongren City in China's Guizhou Province, China.
http://wws.peacecorps.gov/wws/multimedia/slideshows/chn_throndsen.cfm
Location:
Circle China’s capital city
List the coordinates of China's Guizhou Province Coordinates: ___________° x ___________°
Observations and inferences about Tongren's climate and geography.
a. Do you see any bodies of water or evidence of water? _______________________________
b. What foods are grown? _________________________________________________________
c. What conditions do you think are needed to grow or prepare these foods?
_____________________________________________________________________________
d. How are people dressed? What does this suggest about the climate? __________________
______________________________________________________________________________
Montessoriedu.wordpress.com
Place: (Cultural Characteristics)
List 3 things that you learned about the
Chinese culture by watching the culinary
tour of Tongren City.
1. ____________________________ 2. ______________________________ 3. ___________________
Human/Environment Interaction: (adapt to and modify their environment)
List 2 ways people adapt to their environment in Tongren City, China.
1. _______________________________________ 2. ______________________________________________
5 Movement: If you were living in Tongren City, China would you move to another part of the world?
__ Why? ___________________________________________________________________________________
How do the presences of distinct cultural groups play a role in regional cuisine?
Region:
How was the food different in this region of China? How do local climate and geography make
the production of foods possible? (e.g., oranges in Florida)
__________________________________________________________________________________________
Think of your own home. What foods do you eat daily? Do you have a favorite food that is
eaten in this region of the country?
Adapted from Peace Corps Lesson Plans
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Food for Thought
Culture: List your favorite foods, places where your family shops for food, how often your family shops for food, favorite
holiday foods, where you eat your meals, etc.
China’s Culture: List the favorite foods, places where people buy their food, how often they shop, favorite holiday foods etc.
List any similarities or differences you notice between your culture and the Chinese culture.
My Culture
China’s Culture
Favorite foods
Shop for food
Favorite holiday foods
Eat meals where
Similarities
Differences
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Waking Up, Stepping Out

Nepal
By Steve Iams, Country: Nepal, Dates of Service: 2003–2004
I wake to chattering voices, a bus horn, bells ringing, an old man with a hacking cough, the squeak of a rusty
latch opening across the hallway. A year ago, any of these noises would have been a disturbance, but now the
morning ensemble is simply a part of my day. I push open the flaps in the mosquito net and step out into my
bedroom. I stretch my arms upward to the ceiling and exhale a bearish yawn. It's six in the morning.
Meanwhile, the village has been up for several hours. At the tea shop two floors below my bedroom window,
rush hour has arrived. When I walk downstairs to the ground floor, the shop's four tables are packed with village
men dipping sell roti, a doughnut-like pastry, into their milk tea. Some of the men draw long breaths of cigarette
smoke as their conversation hammers away above the shop's buzzing commotion. A rice-filled pressure-cooker
whistles, spouting white steam like a miniature locomotive while the adjacent pot sizzles to life with the aroma
of onions and garlic. Each customer has brought with him a silver bucket overflowing with milk, fresh from the
barn. As the men pass time in the shop, the buckets await transfer to the street bazaars of Kathmandu , Nepal 's
frenetic capital city 10 miles down the road at the base of the valley.
In front of the shop, I sit down on a wooden bench between Janak, a short, amiable teacher at the school where I
taught English last year, and Hajurbaa, my 104-year-old host grandfather. From the inside of the shop behind me,
I hear someone calling my Nepali name, "Hare Krishna!" Gita, the shopkeeper, smiles and stretches her hand
beyond the counter to hand me a cup of tea. "Namaste!" she says, and then "Good morning!" With this English
phrase she lets out an excited giggle in anticipation of my approval. Over the course of my year in the village,
Gita has been learning bits of English and practicing with me, although we rarely get past "Hello?How are
you?I'm fine" without her erupting into laughter. Gita is typical of many Nepali women in that she married
young—in her case, when she was 14—and never attended school. Now 30, she gave birth to her son when she
was 16 and her daughter at 18. For the past eight years, she's worked alongside her husband at the tea shop,
which opens before dawn and closes after dark. Since I arrived last year, I've never seen her take a day off, nor
have I ever heard her complain about it.
Next to me, Hajurbaa asks a question I strain to comprehend, although with Hajurbaa I'm typically able to guess
what he's asking. Our conversations tend to be an exercise in stating the obvious. When he sees me drinking tea,
he'll ask, "Are you drinking tea?" "Yes! I'm drinking tea," I'll respond. It's a tacit agreement that helps to bridge
our extremely wide lingual, cultural, and generational gap. Today he's wearing a light-blue dowra surwal, the
traditional dress for Nepali men, a knee-length lightweight robe and pants with a matching cap. While I might
be laughed at if I were to wear a dowra surwal, Hajurbaa wears the clothing naturally and gracefully. "Where are
you going today, Hajurbaa?" I ask. I ask him this question every morning and always get the same response.
"Going? I'm 104 years old! I'm not going anywhere. I'll stay here."
A young boy stops his bicycle on the dirt road in front of us to deliver three copies of the daily newspaper. Janak
gets a copy and buries himself in the front-page headlines. The big news of the day is the king appointing a new
prime minister, someone who, many people seem to agree, will fail to bring stability to the country's shaken
political ground. Over the past seven years, the country has witnessed a deadly civil war responsible for more
than 10,000 deaths, the massacre of the royal family in 2001, and the 2002 dismissal of parliament and suspension
of elections. Very few people, including Janak, seem to be optimistic about the future of the country.
But Janak has other things on his mind. Today, like every other day for the past three months, he wears white
clothing from head to toe in remembrance of his father, who passed away in early March. For the first 10 days
after his father's death, Janak mourned his loss in the traditional Hindu way, by remaining at home in a corner of
the house, draped in a white sheet. He shaved his mustache and his head, fasted all morning, and ate only rice
and fruit in the evenings. One rainy morning I went to visit him. I wasn't allowed to touch him and had to sit on
a chair several feet away from his makeshift grieving area. My instinct at the time was to reach out to him, to
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
15
shake his hand or give him a hug, but this wasn't allowed. Janak needed this time to purge the grief from his
body, after which time only the happy, warm memories of his father would remain.
Close to the tea shop, a group of women congregate at the base of the village chautara, which translates in
English to "resting tree." In rural Nepal, these giant trees mark the center of the village and provide a canopy of
shade where the villagers relax and escape from the sun during the hot summer months. Today, as they wait for
the bus to arrive, the women chat and stand over their dokas, handmade wooden baskets they're using to
transport heaping loads of cucumbers and pumpkins for sale in Kathmandu . Among these women is Amma, my
host mother. She wears a red sari with decorative gold trim; a sari is a long, flowing wrap worn by Nepali women.
Amma is hauling nearly 50 pounds of pumpkins to Kathmandu, where she can earn about 20 cents a pound. If
she can make 10 dollars today, she'll be happy; within a few weeks the markets will be flooded with pumpkins
from all over the Kathmandu Valley, and the going price for a pound of pumpkins could drop to 10 cents. When I
ask if she'll bargain for a higher selling price, she lets out a hoarse cackle and waves off my suggestion. "I don't fix
the price. What can I do?" she says with a smile.
Around 8 in the morning, the business of village life slows as people retreat to their homes for their morning
meal. Steaming plates of rice, curried vegetables, and lentil soup await the men, women, girls, and boys of the
village, many of whom have worked up an appetite in the surrounding fields, cultivating the soil for the coming
rice season. The rituals and routine of village life—the work, the meals, even the conversation—are as
unchanging as the seasons. The only thing that seems to be different here is me. But, after a year of living and
working here, even I'm starting to fit in.
About the Author:
Steve Iams' Peace Corps assignment is to work with the Nepalese government schools as an English language
teacher trainer. He taught English to grades 4–8 in a small village near Kathmandu, the capital city of Nepal.
Absolute Location:
Nepal - Capital City
________________________
Coordinates:
___________° x __________°
Relative Location:
___________________________
________________________
http://wws.peacecorps.gov/wws/educators/lessonplans/graphics/centralasia
map.gif
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
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Nepal – 5 Themes of Geography
Place: (Physical Characteristics or Human Characteristics)
List 5 words from the story that are used to describe Nepal.
1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ________________
How do the words you listed highlight the physical or human characteristics of Nepal? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Human/Environment Interaction: (adapt to and modify their environment)
Explain how the “chautara” which translates to the “resting tree” helps the people of
rural Nepal adapt to their environment.
___________________________________________________________________________
___________________________________________________________________________
List a popular “chautara” for the students in middle school.
___________________________________________________________________________
___________________________________________________________________________
Movement: The people in the story are living in the rural areas of Nepal. They
travel to the city to sell their goods. How do you think that is that similar to
the people living in Suffolk?
__________________________________________________________________________________________
__________________________________________________________________________________________
Regions: Formal - List the official boundaries of Nepal. 1. _________________ 2. _________________
Steve Iams writes, “The rituals and routine of village life—the work, the meals, even the conversation—are as
unchanging as the seasons. The only thing that seems to be different here is me. But, after a year of living and
working here, even I'm starting to fit in.”
You are completing your final semester in middle school. You have become the “Old Timers” of your school.
Create a story, poster, school map or letter, describing/highlighting the rituals and routines of life in middle school.
Try to mention at least 3 similarities to the people of Nepal and how, at the end of your 8th grade year, you are
starting to fit in to the rituals and routines of middle school. (Use paper provided in class.)
Story: about the rituals and routines of your life in
middle school.
Include: sites, sounds, smells and feelings.
Map: of your middle school
Include: sites, sounds, smells and feelings.
Poster: Comparing and contrasting your life in
middle school to the people of Nepal. Include:
sites, sounds, smells and feelings.
Dear Diary Letter: about the rituals and routines
of your life in middle school. Include time table.
Include: sites, sounds, smells and feelings.
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
17
Russia – 5 Themes of Geography
Sochi, Russia, preps for the 2014 Winter Games
Construction is underway in and near the Black Sea resort area of Sochi for the Olympics,
which are just 14 months away. Here's a first look at Sochi.
December 09, 2012|By Gary Ambrose and John Cherwa,
Los Angeles Times
Construction workers rappel down the exterior of the
Bolshoy Ice Dome,… (Gary Ambrose, Los Angeles…)
Sochi, a resort area on the Black Sea in Russia, is the site of
the 2014 Winter Olympics. It's a popular summer resort town
because of its warm weather, beaches and a shoreline boardwalk that draws visitors from across Russia.
All that makes it an interesting choice for the site of the Winter Games, scheduled for Feb. 7-23, 2014.
Location:
Absolute Location:
Sochi, Russia
________________________
Coordinates:
___________° x __________°
Relative Location:
____________________________
_______________________
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
18
Watch YouTube Video clip about the Olympics. (China, Great Britain etc.)
Place: (Physical characteristics/Human Characteristics)
List 5
physical characteristics necessary to host the winter Olympics.
1.
2.
3.
4.
5.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
How might hosting the Winter Olympics help the people of Sochi, Russia?
__________________________________________________________________________________________
__________________________________________________________________________________________
Human/Environment Interaction: (adapt to and modify their environment)
List 2 ways the community of Sochi will have to modify
their environment to prepare for
the Winter Olympics.
__________________________________________________________________________________________
__________________________________________________________________________________________
Movement: How might the movement of people in Russia be affected by the Olympics?
__________________________________________________________________________________________
__________________________________________________________________________________________
Regions: Vernacular Regions are perceived regions, such as "The South," or the "Middle East;"
List a Vernacular
Region for Russia.
__________________________________________________________________________________________
How can sports be a unifying force in society?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
19
Complete the graphic organizer below by showing how the Olympics can positively
connect the world to make the world a better place.
(Use words, pictures, arrows etc.)
Olympics
Countries
Language
Location
Culture
\
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
20
“We Are the World”
th
Due
Date
8 Geography Portfolio (3rd 9 weeks)
Completion
Assignment
Pages in
Date
You must include the 5 Themes of
the
Geography
Portfolio
Score
4= Advanced
3= Proficient
2= Basic
1= Below Basic
We Are the World Exhibit - Project spans
throughout the 9 weeks.
Choose One of the following
Projects
o 3 Quilt Squares
o Movie or Prezi
o PowerPoint Mosaic
o Display Board
o Play Script (1500 Words)
o Travel Journal (1500 Words)
List the project you have chosen to
complete on the line below.
______________________________________
List the 3 countries you have chosen
for final project
1. United States (required)
2. ________________
3. ________________
The following are class-based instructional activities subject to core class time availability. Students
are responsible for completing all assignments presented during class time.
Page 6
“We Are the World” and Peace Corps
Connection
(In Class)
Pages 7 and 8
South Africa - Declaration Poem
(In Class)
Zambia – You Tube or Radio Commercial
Pages 9-11
(In Class)
China – Food for Thought
(In Class)
Nepal – Story, Poster, Map or Diary Letter
Pages 13-14
Pages 15-17
(In Class)
Pages 18-20
Russia – Olympics Graphic Organizer
(In Class)
Presentation of final project
(In Class)
Teacher comments:
D. Curran, Gifted Resource Teacher, King’s Fork Middle School
21