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Africa Newspaper Assigment ** Today's Africa is a hotbed of intrigue, scandal, and political turmoil. You will get the opportunity to document this information in your own newspaper. Using the Publisher template, your group will create a newspaper. It should include information that would be relevant to anyone who wanted to know about Africa today. You can use ideas from your textbook, coach book, or the internet. Use your imagination! Just remember that the theme of the paper is Africa. The assignment is due on Friday, February 26, 2010 and will count as project grade. Your group may choose any of the following countries to serve as the primary focus of your newspaper, but in the Local News section you may mention any of the other listed regions in Africa: **Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.** Each group member is responsible for writing one news story. When you are finished add your article to the Publisher template. All news stories __must__ include a byline, body text, photo, and caption. It should also contain a section for sources that were used to obtain information. Your newspaper should include the following sections: · ** Headline News ** A story about the location, climate, and physical characteristics in Africa. · note climate and weather trends as they relate to water pollution, or unequal distribution of water, or deforestation, or desertification. · ** Local News ** A story about the cultures of the people who live in Africa. A story that deals with African access to education in Kenya and Sudan and/or AIDS and famine across Africa. · ** Government ** A story that deals with the modern governments of Africa. For __extra credit__, your group may also include one or more of the following sections (Remember the African theme): Editorial Advice Column Travel Comic Strips Weather Food Obituaries (of a famous African) Puzzles/Games Advertisements/Want Ads Comics   *Remember, to do your own work, __use your own words__ and use your imagination. // Product Rubric //
 * // (characteristics in the Sahara, Sahel, savanna, and tropical rain forest) //
 * // (ideas: religious groups, ethnic groups: Arab, Ashanti, Bantu, and Swahili ethnic groups) //
 * ** Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan **
 * ** Feature Article **
 * // (Kenya, South Africa, Sudan – leadership, personal freedoms, role of the citizen) //
 * Scale Criteria  || // 1 Below Expectation //  || // 2 Needs Improvement //  || // 3 Meets Expectation //  || // 4 Exceeds Expectation //  ||
 * // Students produce a product that is attractive. // ||  Use of font, color, graphics, effects, etc., but these often distract from the presentation of content.  ||  Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content.  ||  Makes good use of font, color, graphics, effects etc. to enhance the newspaper.  ||  Makes excellent use of font, color, graphics, effects, etc. to enhance the newspaper.  ||
 * // Students produce a product that is organized. // ||  There was no clear or logical organizational structure, just lots of facts.  ||  Content is logically organized for the most part.  ||  Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.  ||  Content is well organized using headings or bulleted lists to group related material.  ||
 * // Awareness of Audience // ||  Vocabulary and graphics are not understandable or appropriate for audience.  ||  One of the aspects of the final product (vocabulary and graphics) is not understandable or appropriate for audience  ||  Information is clearly presented, understandable and appropriate for the audience.  ||  Information is clearly presented, understandable and appropriate for the audience. Vocabulary and graphics enhance presentation.  ||
 * // Point of View - Purpose // ||  It was difficult to figure out the purpose of the product.  ||  The purpose is somewhat clear but many aspects of the product seem only slightly related.  ||  Establishes a purpose at the beginning, but occasionally wanders from that focus.  ||  Product establishes a purpose at the beginning and maintains that focus throughout! Cohesive newspaper!  ||

// Content Rubric: //
 * SCALE CRITERIA  || // 1 Below standards //  || // 2 Improving //  || // 3 Meets standards //  || // 4 Exceeds standards //  ||
 * // Correctly identifies the geographical, political, social, and economic structure of the country.(SS7G1; SS7G4) DOK-1 // ||  For their assigned nation, the student correctly identifies two of the following: geographical, political, social, and economic structure.  ||  For their assigned nation, the student correctly identifies three of the following: geographical, political, social, and economic structure.  ||  Correctly identifies the geographical, political, social, and economic structures of this country.  ||  Correctly identifies the geographical, political, social, and economic structures of this country. Draws generalizations about the interactions and interdependence between geographical, political, and social structures and uses several examples of the interaction.  ||
 * // Student analyzes culture in terms of predominant religions and literacy rate. (SS7G1; SS7G3; SS7G4) DOK-2 // ||  Student attempts and is partially accurate in using the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student attempts and is mostly accurate in using the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student accurately uses the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student accurately uses the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel. Student critiques several ways the key cultural characteristics which can promote or detract from the area ‟ s appeal.  ||
 * // Student discusses the governance in terms of organization impact on standard of living and role of the citizen (SS7G1,2,3) DOK-3 // ||  Student defines the elements of government, standards of living, and role of the citizen.  ||  Student categorizes the elements of government, standards of living, and role of the citizen.  ||  Student cites evidence and draws conclusions about the standard of living as influenced by the governmental structure of the nation.  ||  Student cites evidence and draws conclusions about the standard of living as influenced by the governmental structure of the nation. Student adds voice from the perspective of the citizen .  ||

Internet Sources  PBS Kids - Africa [] __ http://www.pbs.org/wnet/africa/explore/index_flash.html __ Geography of Africa [] African Politics [] CIA World Fact Book [] DK Encyclopedia [] Life for African Kids [] Peoples Resources [] National Geographic __ http://kids.nationalgeographic.com/Places/Find/Kenya __ African Savanna [] Sahara Desert []  Today's Africa is a hotbed of intrigue, scandal, and political turmoil. You will get the opportunity to document this information in your own newspaper. Using the Publisher template, your group will create a newspaper. It should include information that would be relevant to anyone who wanted to know about Africa today. You can use ideas from your textbook, coach book, or the internet. Use your imagination! Just remember that the theme of the paper is Africa. The assignment is due on Friday, February 26, 2010 and will count as project grade. Your group may choose any of the following countries to serve as the primary focus of your newspaper, but in the Local News section you may mention any of the other listed regions in Africa: Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan. Each group member is responsible for writing one news story. When you are finished add your article to the Publisher template. All news stories __must__ include a byline, body text, photo, and caption. It should also contain a section for sources that were used to obtain information. Your newspaper should include the following sections: · Headline News ** A story about the location, climate, and physical characteristics in Africa. ** <span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· note climate and weather trends as they relate to water pollution, or unequal distribution of water, or deforestation, or desertification. <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Local News ** A story about the cultures of the people who live in Africa. ** Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan Feature Article A story that deals with African access to education in Kenya and Sudan and/or AIDS and famine across Africa. <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· Government ** A story that deals with the modern governments of Africa. For __extra credit__, your group may also include one or more of the following sections (Remember the African theme): <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Editorial Advice Column <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Travel Comic Strips <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Weather Food <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Obituaries (of a famous African) Puzzles/Games <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Advertisements/Want Ads Comics <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic;"> ** <span style="font-family: 'Berlin Sans FB'; mso-bidi-font-family: 'TimesNewRomanPSMT,Bold';">***Remember, to do your own work, __use your own words__ and use your imagination.** <span style="font-family: 'Berlin Sans FB'; font-size: 10pt; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic'; mso-bidi-font-style: italic;"> **// Product Rubric //** **// Content Rubric: //** ** Internet Sources ** <span style="font-family: 'Berlin Sans FB'; mso-bidi-font-family: 'TimesNewRomanPSMT,BoldItalic';"> PBS Kids - Africa [] __ http://www.pbs.org/wnet/africa/explore/index_flash.html __ Geography of Africa [] African Politics [] CIA World Fact Book [] DK Encyclopedia [] Life for African Kids [] Peoples Resources [] National Geographic __ http://kids.nationalgeographic.com/Places/Find/Kenya __ African Savanna [] Sahara Desert [] <span style="font-family: 'Berlin Sans FB'; mso-bidi-font-family: 'TimesNewRomanPSMT,Bold';">
 * // (characteristics in the Sahara, Sahel, savanna, and tropical rain forest) //
 * // (ideas: religious groups, ethnic groups: Arab, Ashanti, Bantu, and Swahili ethnic groups) //
 * // (Kenya, South Africa, Sudan – leadership, personal freedoms, role of the citizen) //
 * ** Scale Criteria ** || **// 1 Below Expectation //**  || **// 2 Needs Improvement //**  || **// 3 Meets Expectation //**  || **// 4 Exceeds Expectation //**  ||
 * **// Students produce a product that is attractive. //** ||  Use of font, color, graphics, effects, etc., but these often distract from the presentation of content.  ||  Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content.  ||  Makes good use of font, color, graphics, effects etc. to enhance the newspaper.  ||  Makes excellent use of font, color, graphics, effects, etc. to enhance the newspaper.  ||
 * **// Students produce a product that is organized. //** ||  There was no clear or logical organizational structure, just lots of facts.  ||  Content is logically organized for the most part.  ||  Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.  ||  Content is well organized using headings or bulleted lists to group related material.  ||
 * **// Awareness of Audience //** ||  Vocabulary and graphics are not understandable or appropriate for audience.  ||  One of the aspects of the final product (vocabulary and graphics) is not understandable or appropriate for audience  ||  Information is clearly presented, understandable and appropriate for the audience.  ||  Information is clearly presented, understandable and appropriate for the audience. Vocabulary and graphics enhance presentation.  ||
 * **// Point of View - Purpose //** ||  It was difficult to figure out the purpose of the product.  ||  The purpose is somewhat clear but many aspects of the product seem only slightly related.  ||  Establishes a purpose at the beginning, but occasionally wanders from that focus.  ||  Product establishes a purpose at the beginning and maintains that focus throughout! Cohesive newspaper!  ||
 * ** SCALE CRITERIA ** || **// 1 Below standards //**  || **// 2 Improving //**  || **// 3 Meets standards //**  || **// 4 Exceeds standards //**  ||
 * **// Correctly identifies the geographical, political, social, and economic structure of the country.(SS7G1; SS7G4) DOK-1 //** ||  For their assigned nation, the student correctly identifies two of the following: geographical, political, social, and economic structure.  ||  For their assigned nation, the student correctly identifies three of the following: geographical, political, social, and economic structure.  ||  Correctly identifies the geographical, political, social, and economic structures of this country.  ||  Correctly identifies the geographical, political, social, and economic structures of this country. Draws generalizations about the interactions and interdependence between geographical, political, and social structures and uses several examples of the interaction.  ||
 * **// Student analyzes culture in terms of predominant religions and literacy rate. (SS7G1; SS7G3; SS7G4) DOK-2 //** ||  Student attempts and is partially accurate in using the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student attempts and is mostly accurate in using the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student accurately uses the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel.  ||  Student accurately uses the knowledge of location and physical features of their nation to explain where people live, the type of work they do, and how they travel. Student critiques several ways the key cultural characteristics which can promote or detract from the area <span style="font-family: 'MS Mincho'; font-size: 9pt; mso-bidi-font-family: 'MS Mincho'; mso-hansi-font-family: 'MS Mincho';">‟ s appeal.  ||
 * **// Student discusses the governance in terms of organization impact on standard of living and role of the citizen (SS7G1,2,3) DOK-3 //** ||  Student defines the elements of government, standards of living, and role of the citizen.  ||  Student categorizes the elements of government, standards of living, and role of the citizen.  ||  Student cites evidence and draws conclusions about the standard of living as influenced by the governmental structure of the nation.  ||  Student cites evidence and draws conclusions about the standard of living as influenced by the governmental structure of the nation. Student adds voice from the perspective of the citizen .  ||