Skip to main content

Big 6+ SS Projects: 10th Grade RSP

Lesson Overview

Part One:  Students will explore information about countries of their choice including culture/population, economic/environment, and political data points. 

Part Two:  Students will create a written paper exploring an issue or problem facing their choice country based on the data gathered and suggest possible solutions.  Optional requirement:  oral/visual presentation to peers in large or small groups.

Part One: Culture/Population

This portion of the RSP using the CIA World Factbook will be completed by the classroom teacher.

A) Record the following information for your African country of choice:

***Use the CIA World Factbook to find the following and fill out on provided graphic organizer

Infant Mortality Rate

Population Growth Rate

Life Expectancy (Male/Female/Total)

Total Fertility Rate

Literacy

This portion of the RSP requiring search for an article will be done in collaboration with the school librarian

B) Locate a current event article (within the last five years) of your choice about the African country about which you have collected information that reflects a problem related to this population and cultural geography unit.

This next three portions of the RSP will be completed by the classroom teacher

C) Color a CHOROPLETH MAP using the infant mortality rate for your country of choice and data from 19 other countries.  Determine 3 ranges for your map and color it accordingly.  Infant mortality rates for 19 countries are provided.

D) Fill out the Current Issue Worksheet based on the article you selected in the library.

E) Identify 3 problems in the country that are reflected in the data you have collected and article you read.  Use graphic organizer provided. 

F) Record information from previous assignments on the final page of your packet.  TEACHER WILL KEEP THIS PAGE

Part One: Economic/Environmental

This portions of the RSP will be completed by the classroom teacher with assistance from the school librarian on article selection if needed

A) Choose a DC country (not Brazil).  Record the following information for your country of choice.

***Use the CIA World Factbook to find the following except for carbon emissions

***Use http://cotap.org/per-capita-carbon-co2-emissions-by-country/

    GDP--per capita

    Labor force--by occupation (agriculture)

    Labor force--by occupation (services)

    Per capita carbon emissions [inTonnes]

    Environment issues--current [minimum two]

B) Locate a current event (within the last 5 years) article of your choice about the DC country about which you have collected information that reflects a problem related to this economic and environmental geography unit.

C) Create a BAR GRAPH comparing CO2 for your selected country and the 19 countries listed on the graph.

D) Fill out the Current Issue Worksheet based on the article you selected in the library.

E) Identify 3 problems in the country that are reflected in the data you have collected and article you read.  Use graphic organizer provided.

F) Record information from previous assignments on the final page of your packet.  TEACHER WILL KEEP THIS PAGE

Part One: Political Geography

This portions of the RSP will be completed by the classroom teacher with assistance from the school librarian on article selection if needed

A) Record the following information for your country on the Asian Continent (not China or Japan) of choice:

***Use the CIA World Factbook to find the "background, ethnic groups, and religions"

***Use http://embassy.goabroad.com to find the "embassies/consulates"

***Use https://www.hrw.org to find "human rights watch"

Background (colonizing country and date of statehood)

Ethnic Groups (%)

Religions (%)

Embassies/Consulates

Human Rights Watch

B) Locate a current event article (within the last five years) of your choice about the African country about which you have collected information that reflects a problem related to this political geography unit.

C) Color and label two PIE GRAPHS--one reflecting the ethnic groups and one reflecting the religions that are present in the country you researched.

D) Fill out the Current Issue Worksheet based on the article you selected in the library.

E) Identify 3 problems in the country that are reflected in the data you have collected and article you read.  Use graphic organizer provided. 

F) Record information from previous assignments on the final page of your packet.  TEACHER WILL KEEP THIS PAGE

Part Two

This portion of the RSP will be completed by the classroom teacher in collaboration with the school librarian.

TASK DEFINITION (1)

Teacher will return the final pages of each of the packets from PART ONE.  Students will select a country/problem to use for their final project (Optional--Form A: Country Selection Sheet). 

Students will identify possible types of aid for the issue/problem (Form B: Country Information Notes)

Teacher will introduce the requirements for the final product. (See Synthesis and Sharing) 

INFO SEEKING/LOCATION & ACCESS (2/3)

With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate additional data and information about the country/problem chosen. 

A. Additional statistical information not gathered during unit research (as the countries researched for each unit were different)

B. Evidence to prove the problem/issue exists o Why this problem/issue is important for the inhabitants of this country (and/or the world)

C. An aid organization that could help with the problem or issue in this country that high school students in Omaha, NE can become involved with o What has this organization done for this or other countries? o How can people become involved to help? o Why is this organization a better choice than other similar organizations?

*Resource on Aid Organizations – wango.org (select world map on left hand side of screen titled “Worldwide NGO Directory”)

USE OF INFORMATION (4)

Teacher will guide students through transferring information into a notes organizer (Country Information and NGO Notes graphic organizer included).

With direct instruction and support from the school librarian, students will create citations for their sources.  Recommendation to use district subscription to Noodle Tools.  

SYNTHESIS & SHARING (5)

Teacher will review the requirements for the final product and assist students as necessary.

Final product includes a written paper with clear introduction, body, conclusion format. 

  • The Introduction: should be a needs analysis of the problem facing the country (using evidence gathered, explain why this is an issue for this country) 
  • The Body: should be a status overview o Which aid organization did you choose? o What does this aid organization do? o How does this organization help with the social issue selected? 
  • The Conclusion should be an action plan (that convinces fellow students of the need to become involved with the aid organization and how they can help). 

Optional:  Visual/Verbal Presentation in large or small groups.

Recommended Resources

Your librarian will use your school's direct links to the following district databases when working with students:

Gale Global Issues in Context

Additonal Aid Organization Website Resources

REMINDERS:

This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.

This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Barry Thomas.

At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to the person designated by Mr. Thomas.  This can be electronically or as a hard copy.

Self-Evaluation (6)

Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included below.

The self-evaluation can be as brief (one question) or as long as the teacher deems necessary.  This can be a graded or non-graded activity.         

Noodle Tools

Noodletools provides a format for creating research papers.  It provides an area for notetaking, citation creation, and paper formation.

Guides for using Noodle Tools

This 20 minute video gives an overview on how to use NoodleTools.

This video shows how to create a new project.

This video shows how to check the format of your citation.

This video shows how to add a preformatted citation from a database or website.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).