Students will be able to research different religious groups they find in the yellow pages by looking up their origins in the encyclopedia or on the internet and plot them on the world map. Students will be able to answer questions about why the religious groups immigrated to the U.S. and will know the factors that influenced that decision.
Estimated Time: one 50 minute period
Instructional Strategies:
Students will look "Churches" up in the yellow pages phone book, and they will make a list of the different religious groups represented there. Students will convene in their cooperative groups and will choose one religious group on which to gather information regarding the group's immigration to the U.S. The groups' information will be presented to the entire class. The students will seek answers to the following questions: What are some of the reasons that these religious groups moved to the U.S. What are the historical, political and cultural factors involved?
Homework: Students will answer the questions in a written essay.
Word Bank:
communication- 1. The field of study concerned with the transmission of information by various means, such as print or broadcasting. 2. Any of various professions involved with the transmission of information, such as advertising, broadcasting, or journalism. 3. A system, such as mail, telephone, or television, for sending and receiving messages.
resources-the collective wealth of a country or its means of producing wealth.
transportation- 1. a facility consisting of the means and equipment necessary for the movement of passengers or goods 2. The act of moving something from one location to another
connection-a relation between things or events
dependent-relying on someone or something else for aid, support, etc.
Students will know what a region is and be able to identify what makes up a region.
Estimated Time: one 50 minute period
Instructional Strategies:
Students will be introduced to the different types of physical regions (grasslands, deserts, rainforests, mountains and poles) on earth. Students will look at physical maps to identify the regions presented. Students will convene in their groups. Each group will be assigned one region. Each group will develop a list of the things needed to adapt to the environment while visiting the region. The teacher will provide a list of questions that must be answered by the class. Answers may be found in the classroom library and on the internet. One group member is in charge of getting information from other groups about certain information requested on the worksheet. They must share the information with their group members and with other groups, if asked to do so. The group will hand in their notes at the end of class. Word Bank:
adapt-to change or alter (so as to fit a different situation etc)
necessities- unavoidable needs, indispensable items for survival
grasslands-An area that is dominated by grass or grasslike vegetation. Moderately dry climatic conditions and seasonal disturbances, such as floods or fires, are generally conducive to the growth of grasses and prohibitive of that of trees and shrubs. Grasslands are found in tropical, subtropical, and temperate regions and typically occupy regions between forests and deserts.
deserts-A barren or desolate area, especially:
1. A dry, often sandy region of little rainfall, extreme temperatures, and sparse vegetation.
2. A region of permanent cold that is largely or entirely devoid of life.
rainforests-a tropical forest, usually of tall, densely growing, broad-leaved evergreen trees in an area of high annual rainfall
mountain-a natural elevation of the earth's surface rising more or less abruptly to a summit, and attaining an altitude greater than that of a hill, usually greater than 2000 ft.
polar regions-The various lands and waters surrounding the North Pole and the South Pole, known respectively as the North Polar Region and the South Polar Region.