In seventh grade your student will be examining Africa, Middle East, Asia and Australia in social studies.  This year-long study is sequenced geographically starting with Africa and concluding with Australia.  This class will explore issues relevant to history, geography, economics, government and incorporate current events. 

Essential Questions Explored in Unit Studies:

Memberships in groups

-How and why do people come together?

-My role, my responsibility, what do I want to do differently?  

Response to the Aesthetics

-How is culture reflected in the arts?

-In what ways do I express myself artistically?

A Sense of Time and Space

-What do I know about the past that helps me understand the present and anticipate the future?

-As I learn about the past what can I do to help change the future?

Living with Purpose

-What is my role and responsibility in this world?  

-How am I going to find purpose in my life?

-How does serving others give meaning to our lives?

1. Moderator will begin by calling the debate to order
2. Pro side's lead debater with open with opening statement
3. Con side's lead debater will present their opening statement
4. Team working period
5. Con side's questioner will cross-examine or question the pros points
6. Pro side's questioner will cross-examine or question the cons points
7. Team working period
8. Pro side will offer a rebuttal
9. Con side will offer a rebuttal
10. Team working period
11. Con side witness
12. Con side closing statement
13. Pro side witness
14. Pro side closing statement
15. Jury discusses, tally votes, makes final decision
16. Moderator reads final decision

• "Everything has its beauty, but not everyone sees it."
• "I hear and I forget. I see and I remember. I do and I understand."
• "Study the past if you would define the future."
• "Our greatest glory is not in never falling, but in getting up every time we do."
• "When anger rises, think of the consequences."
• "Wheresoever you go, go with all your heart."

We began our day by reflecting on the meaning of the following ancient Chinese proverbs:

• Be not afraid of growing slowly; be afraid only of standing still.
• A bad word whispered will echo a hundred miles.
• To know the road ahead, ask those coming back.
• Life is partly what we make it, and partly what it is made by the friends whom we choose.
• Talk does not cook rice.
• I was angered, for I had no shoes. Then I met a man who had no feet.

We began our day with an introduction to emperors and dynasties in ancient China and how that compared to life today and other countries around the world we've previously studied.

Students received a dynasty grid listing each dynasty, the dates of the dynasty and a quick glimpse into important events and/or contributions from each dynasty.

Students then listened to a storyteller (on c.d.) about the dynasties of China. While listening, students created a mind map (mapped in their expedition field journal artistically what was heard from the storyteller). Students came up with a variety of fascinating pictures telling the story of the dynasties.

The remainder of our day consisted of the following dynasty stations where students were able to learn about a specific dynasty and participate in a hands-on activity from that time period. Each station required thorough research of a dynasty, note taking skills, along with an activity to help students remember each time period.

Dynasty Stations:

• Xia Dynasty: read an ancient story and compared to the Greek Gods
• Shang & Chou Dynasty: ancestor worship and oracle bones (created questions to ask the ancestors along with oracle bones which answered those questions)
• Qin Dynasty: Read about the great wall of China and used a template of bricks to create a "great wall of talents" for each student.
• Han Dynasty: In the silk road game, students learned how to trade their items/goods along the silk road in order to survive.
• Tang Dynasty: Students came up with a Chinese nick name and practiced calligraphy skills on wooden sticks using Chinese symbols representing words.
• Song Dynasty: Students learned origami skills and practiced several types of folds.
• Ming Dynasty: Used internet sites to discover the forbidden city including: maps, art, animals and interactive tours.

New interactive learning tools

Check out the new Asia & China interactive website links below. There are some awesome features that link to the forbidden city, mapping Asia, exploring Mt. Everest, walking the Great Wall of China, origami and more. *enjoy*

Natural Barriers of China

Building Confidence with Asia's Geography

After conferencing with students for our student-led conferences, several students mentioned how improving geography skills is an area of growth. This past week, we focused on building our confidence with geography in Asia and China. Here are some examples of what we accomplished together this week:

·   created a mental map of the math and science room

·   took our 'flat' map of the math/science room, noticed our differences in perspectives when each student draws the same place

 · used symbols to make our 'flat' map three dimensional according to our legend/key and symbols

·  discussed multiples ways a map can be looked at as 3D (colors, symbols, topography, etc.)

·  each group had a packet of index cards with each country of Asia listed on an individual card students used an atlas and the index cards then placed them on the floor according to which country bordered another country and where each country fits on the map and in the world

·  once students experienced moving the 'index card countries' in the correct locations, students 'quizzed' themselves on how to put the countries of Asia back together without using an atlas or map to help. Students discovered their knowledge and increased their confidence in Asia's geography.

• Boarded the plane
• Flew to China
• Received his/her new China passport sticker to add to the suitcase
• Students practiced their note taking skills and gathered information while Mrs. Porter read several picture books to the students regarding Chinese New Year
• discovered how the Chinese New Year date changes every year due to a lunar calendar
• Students learned about the Chinese Horoscope/Zodiac and how each year represents a certain animal
• Read the story of how the rat became the first animal to start the first year on the Chinese Zodiac
• Played the game "fingers out" which is a game children play during Chinese New Year (ask you student to play)
• Learned how on the third day of Chinese New Year people often attend a temple or read fortune sticks. We also participated in this event by choosing a fortune stick and reading our fortunes for the day
• Students created a "lucky red envelope packet' which children in China hope to receives from their parents with 'lucky money' inside on Chinese New Year. Student decorated the outside with good luck symbols, Chinese letters, peaches or good luck charms.
• Using our notes from the book readings, each student received five golden coins to place inside his/her lucky red money packet. Each gold coin had one important fact or piece of information to remember about Chinese New Year. Students then glued these red money envelopes inside his/her expedition field journal.

http://library.thinkquest.org/C0126190/lion.htm#

http://www.nationalgeographic.com/congotrek/

http://www.africam.com/wildlife/index.php

http://www9.nationalgeographic.com/ngm/wildcamafrica/animal_gallery.html

http://www9.nationalgeographic.com/ngm/wildcamafrica/

http://www.sanparks.org/webcams/

http://www.awf.org/section/wildlife/gallery

http://www.africananimals.biz/animals.html

http://www.meandmephoto.com/Africa/Pages/Animals.html

http://www.wildlife-pictures-online.com/

Ancient Egypt Websites

Write your name in hieroglyphics: http://www.guardians.net/egypt/hieroglyphs/hiero-translator.htm

Investigate ancient artifacts:

http://www.schoolsliaison.org.uk/kids/access/egypt/artefacts_egypt.htm