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10th grade world history

For this project, the students will follow along with the different slides. On these slides are links that direct them to different websites, and on these websites are where they will answer the questions on the sheet of paper I handed out to them. (I will put a copy of the sheet of paper with the questions below) The purpose of this webquest, is for the students to gain a deeper understanding of Morocco - and also the culture, geography, and politics of the country.

Technology/resources needed - Laptop/tablet so they can use the webquest, headphones, a question sheet for each of the students, the students will each need a pencil to write with - and also extra sheets of paper to write on.

teaching standards (Found here - https://www.doe.in.gov/standards/social-studies): Subject area - world history

Standard 1 — Culture HearthsStudents examine the physical and human geographic factors associated with the origin and development of culture hearths in various regions of the world. Standard 2 — World ReligionsStudents examine the physical and human geographic factors associated with the origins, spread and impact of major world religions in different regions of the world. Standard 3 — Population Characteristics, Distribution and MigrationStudents examine the physical and human geographic factors associated with population characteristics, distribution and migration in the world and the causes and consequences associated with them. Standard 4 — Exploration, Conquest, Imperialism and Post-ColonialismStudents examine the physical and human geographic factors associated with the origins, major players and events, and consequences of worldwide exploration, conquest and imperialism. Standard 5 — Urban GrowthStudents examine the physical and human geographic factors associated with the origin and growth of towns and cities in different regions of the world and with the internal spatial structure of those urban centers. Standard 8 — Trade and CommerceStudents examine the physical and human geographic factors that encourage or impede economic interdependence between and/or among countries and the local, regional and global consequences of those exchanges. Standard 11 — Sports, Recreation and TourismStudents examine the physical and human geographic factors associated with sports, recreation and tourism along with the local and global consequences of these activities.

Meagan Hutte - mhutte@sycamores.indstate.edu

(This is the sheet of paper that each student will have a copy of. They follow the links in the webquest to find the game, the answers, and the videos for the paper)

Name:____________

Period:____________

Morocco WebQuest

Part 1 – Video https://www.youtube.com/watch?v=9iqBeJnsq8U&t=619s

1.) What continent is Morocco in?

a. North America

b. Asia

c. Africa

d. Europe

2.) What is the Capital of Morocco? __________

3.) Name one of the notable sites that one of the Moroccan, “Geography-peeps”, named:

a. ________________________________

4.) Is Northern Africa just all sand? (Circle one) – True or False

5.) What animal climbs trees? (Hint: It is the animal associated with the town of Tamri)

a. ________

6.) Morocco has the ___ largest economy In Africa by GDP?

a. 1^st

b. 11^th

c. 4^th

d. 5^th

7.) List one of the famous Moroccan foods listed in the video –

a. ____________________

8.) Briefly explain the Berber/Amazigh people

9.) Most Moroccans are trilingual? (Circle one) True or false. Their dialect is known as Darija. (Circle one) True or False?

10.) *Bonus* - What three countries are having a war over the “Western Sahara” region?

Part 2 – Go to this website https://online.seterra.com/en/vgp/3037?c=JFQ3R

Label each of the 5 North African countries that are in the game, (Plus the Western Sahara region). You need to have all 6 of the places listed below labeled on the map – use the game to help you label them.

Word list –

1.) Morocco 2) Egypt

3)Tunisia 4) Algeria

5.) Libya 6.) Western Sahara

Part 3 - Go to this website - https://www.britannica.com/place/Morocco

Once here, click on the tab to the left that I have listed for you in each section, and answer the questions.

Tab: Ethnic groups

1.) Break down the Ethnic composition that is given to you in the chart:

Percent Arab (Green): ________

Percent Berber (Orange): ______

Percent other Amazigh (Red)______

Percent Mauritanian Moors (Purple): _______

Percent Other (blue): _____

2.) ______ and _____ brought a significant population of Sub-Saharan Africans to Morocco?

Tab: Religion

1.) What is the official state religion of Morocco?

a. Sunni Islam

b. Judaism

c. Christianity

d. Shia Islam

2.) True or False (Circle one) – Moroccan law mandates freedom of religion.

Tab: Resources and power

1.) With the Western Sahara, Morocco came to possess about 2/3rds of the world’s _________ reserves.

2.) What type of power plants produce much of the country’s electricity?

a. Coal

b. Hydroelectric

c. Thermal

Tab: Constitutional framework

1.) Morocco is a constitutional __________. How many legislative houses do they have______, and the power is shared between the Monarch and the __________.

2.) The New constitution expanded the powers of who, and what new section was featured? – what did this new section promote?

Part 4 – listen to these different songs. Respond to the questions I have prompted on a separate sheet of paper. Below the videos, I have a little about the singers and dancers in each of the videos. This is also where you will find the lyrics to answer question number 3. When you are talking about the different videos in your responses, you can just label them as video 1,2,3,or 4.

Question 1.) How do these songs make you feel? Do you like the different sounds of them, and which was your favorite – why?

Question 2.) Did you like the imagery in the videos? You can talk about the settings, dances, clothing..etc

Question 3.) Look at the lyrics I have for the first song while you are listening to the song. What do you think is the most beautiful line of lyric, and why. Does it seem more like a poem? Why or why not.

Write your responses on a separate piece of paper. You can just label the song you are talking about as 1,2,3,4

Songs –

1.) https://youtu.be/297klwcKKmI

2.) https://youtu.be/WPJD5Nyh4gw

3.) https://www.youtube.com/watch?v=xdfGyInVtkg

4.) https://www.youtube.com/watch?v=c5UsuWylYaU

A little about each of the Songs/Dances that are in each of the videos

1.) This song is in tribute to the Taragalte Festival that happens in the city of M’hamid El Ghizlane. The festival is known as the festival of desert and world music, in which the singer – Oum, has close family ties with.

The lyrics are –

We visited you and your love, we were still attached

We lived and recovered, we did not forget

The door of the desert Hanna Gina

In the spirit of Africa we sing

For the silence of the stars we heard

Art every night, night

Notice, ornamental melodies, and everyone was adorned

I moved, I went, my love

Muhammad, Zain Al-Ghozlane is the best among you

In you, the most honorable tents, o my o my, my heart

Join us

Come and join us in Taragalte

To the sahara’s gate

Come on and join us

Listen to the sound of peace

Love, simplicity, complicity

Come on, come on, come on, join my people of Taragalte

Oasis of cultures and place of peace and dreams

Place of soul and mystery

Come to the desert

Come to the heart

Come to Taragalte

Come to my people

Come join us

You you you you are welcome

Come on

Play the beat

Play the rythem

2.) The Innov Gnawa music group are a music troupe that play the traditional Gnawa music of the Berbers. They tend to use insturments like the Oud, and lutes. The bank consists of six members, of which are from Berber descent. They are a Grammy nominated music group, and are based in New York city. (All of the members were born in Morocco, then moved to New York.)

3.) This is a group of traditional North African female dancers that are based in Paris, France. The women are originally from Morocco, Algeria, Tunisia, and Egypt. In the video, they show the different style of clothing, dancing, and music associated with their home countries. The dancing they are more so doing are the traditional dances, and the dancing that happens at weddings/celebrations. Fun fact – the song that is playing in the beginning is called El Hal Ma Chaouar, and was the main song that was being played during the Moroccan wedding I attended in Tangier, Morocco. The lyrics are talking about how attractive the husband and wife are, about how their love transcends all bounds, and how this is the most beautiful wedding.

4.) This is another female dance group based in Paris, France. All of the women are from Morocco, and have Berber ancestors/family. The clothing that they are wearing, is traditional Berber style clothing, and also one of the traditional dances.

This template was created by Patricia McGee and Deborah Claxton from the work of Bernie Dodge.

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