soar-world history

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SOAR CurriculumSuccessfully Obtaining Academic Results

World HistoryMath


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World History Math

Unit of StudyWorld History

Lesson TopicMath

Lesson ObjectiveThe learners will review symbols used in mathematics to include: + - x = < > , and

. (decimal point). They will practice using Roman Numerals.

Virginia Adult Education ESOL Content StandardsSpeaking

S5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in bothinformal and simple formal situations.

S6.2 b) Apply appropriate nonverbal communication strategiesS6.3 a) Control an increasing variety of verbs, modals, and tenses.

S6.3 b) Use complex grammatical structures.S6.3 c) Apply appropriate rhythm, word stress, and intonation.

S6.3 d) Phrase words in chunks and pause between phrases in spontaneous situations.S6.4 a) Interject and/or respond to a prompt and/or a conversation with appropriate and

extensive elaboration.S6.4 c) Demonstrate effective conversation-management techniques

Listening

L6.2 a) Follow multi-step directions, instructions, and commands.L6.4 c) Determine when it is appropriate to interject or respond in a conversation.

L6.4 d) Recognize how to show interest in a conversation by using verbal and nonverbalprompts.

Reading

R5.1 b) Comprehend texts (e.g. charts, graphs, dictionaries) for problem-solving tasks.

WritingW6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.

MaterialsPapers with the following math symbols (one symbol per page): + - x = < > , . and

the Roman numerals I, III, IV, V, VI, VII, IX, X

Copies ofRoman Numeral Addition Table (STUDENT HANDOUT WH-M-1)Copy ofRoman Numeral Addition Table (INSTRUCTOR COPY WH-M-1).

Papers with the following numbers: 0,0,0,1,3,5,7,9Copies ofAdd the Missing Symbol(STUDENT HANDOUT WH-M-2)

Copy ofAdd the Missing Symbol(INSTRUCTOR COPY WH-M-2)Masking tape

index cards


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World History Math

Warm UpThe instructor has a variety of numerals and symbols written around the room. These

may either be on board space or paper. These may include + - x = < > , . and theRoman numerals I, III, IV, V, VI, VII, IX, X. The learners are asked to write words

under the symbols.

IntroductionWe will be discussing the different symbols we use in math. Well practice using Roman

Numerals.The class discusses the symbols from the Warm Up activity and different ways to

express them. [+ symbols may represent a positive number, and the expressions plus, and,addition, the sum of, together, increase, add, altogether, combined, more, total] [- may

represent a negative number, and the expressions less, decrease, subtract, the differencebetween two numbers, more than, less than left] The Roman Numerals I through XV are

reviewed.The learners are placed in small groups and complete Roman Numeral Addition Table

(STUDENT HANDOUT WH-M-1).

PracticeThe instructor asks for seven volunteers. The volunteers choose one of the papers that has

a decimal point or one of the numbers (0,1,3,5,7,9). They place themselves in any order.The class is asked what number is represented. The group is asked to rearrange

themselves and the activity is repeated. The instructor determines how many times torepeat.

Then different learners are given the numbers and there are two pages, each with a zeroprinted on it. One learner is given a comma. This learner is placed in different locations

and the class members decide how many zeros must be placed at the end of the number.[234, would need 3 zeros, 234,5 would need 2 zeros, 23,45 would need 1 zero, 2,345

would not need any zeros]. The students would say aloud the number represented whenthe zeros were added.

A variety of number activities may be used. The instructor may have sheets withnumbers and two students are given numbers and the class determines if the < or > sign

should be used.

ApplicationEach learner is given a copy ofAdd the Missing Symbol(STUDENT HANDOUT WH-

M-2). The learners complete the worksheet, and the class reviews.

Evaluation and Extension1. The instructor distributes index cards. Each learner writes two mathematical

expressions using Roman Numerals with the symbols missing. They exchange indexcards and solve.

2. Each learner has a number taped on his/her back (masking tape is suggested). They

try to determine what the number is by asking greater than or less than questions of the


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World History Math

other learners. [The instructor determines the level of difficulty by the numbers chosen-the smaller the range, the easier the activity.]

Review Next Class

Write English words for the following mathematical symbols: + - x = < > , .

What are the values of the following Roman Numerals? I, V, X

Additional Resourceshttp://www.novaroma.org/via_romana/numbers.html

Converts Roman Numerals

http://www.yourdictionary.com/crossword/romanums.htmlInformation on Roman Numerals

http://www.education.smarttech.com/ste/en-

US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+Stat

es/Elementary/4-6/Math/Practicing+Roman+Numerals.htmYou must have Notebook 8.1.1 or higher to access this activity. Roman Numeral practiceusing a SMART Board
http://www.yourdictionary.com/crossword/romanums.htmlhttp://www.novaroma.org/via_romana/numbers.html


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World History Math

STUDENT HANDOUT WH-M-1

ROMAN NUMERAL ADDITION TABLE

+ I II III IV V VI VII

I

II

III

IV

V

VI

VII

VIII


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World History Math

INSTRUCTOR COPY WH-M-1

ROMAN NUMERAL ADDITION TABLE

+ I II III IV V VI VII

III III IV V VI VII VIII

II

III IV V VI VII VIII IX

III

IV V VI VII VIII IX X

IV

V VI VII VIII IX X XI

VVI VII VIII IX X XI XII

VI

VII VIII IX X XI XII XIII

VIIVIII IX X XI XII XIII XIV

VIIIIX X XI XII XIII XIV XV


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World History Math

STUDENT HANDOUT WH-M-2

ADD THE MISSING SYMBOL

+ - x < > =

1) 7 ___ 4 ___ 11

2) 7 ___ 4

3) 7 ___ 4 ___ 3

4) 4 ___ 7

5) 4 ___ 7 ___ 28

6) 3 ___ 2 ___ 5

7) 3 ___ 2 ___ 1

8) 3 ___2 ___ 6

9) 6 ___ 2 ___ 3

10) 6 ___ 3 ___ 2

11) 3 ___ 2

12) 5 ___ 8 ___ 13

13) 5 ___ 8 ___ 40

14) 5 ___ 8

15) 9 ___ 3 ___ 12

16) 9 ___ 3 ___ 6

17) 9 ___ 3 ___ 27

18) 9 ___3 ___ 3

19) 11 ___ 2 ___ 22

20) 2 ___ 11


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World History Math

INSTRUCTOR COPY WH-M-2

ADD THE MISSING SYMBOL

+ - x < > =

1) 7 + 4 = 11

2) 7> 4

3) 7 - 4 = 3

4) 4 < 7

5) 4 x 7 = 28

6) 3 + 2 = 5

7) 3 - 2 =1

8) 3 x 2 = 6

9) 6 2 = 3

10) 6 3 = 2

11) 3 > 2

12) 5 + 8 = 13

13) 5 x 8 = 40

14) 5 < 8

15) 9 + 3 = 12

16) 9 - 3 = 6

17) 9 x 3 = 27

18) 9 3 = 3

19) 11 x 2 = 22

20) 2 < 11


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World HistoryPodcast


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World History Podcast


Lesson TopicPodcast

Lesson ObjectiveLearners will discuss Natural Wonders of the World. They will research the following: AngelFalls, Mount Fuji, the Grand Canyon, and the Great Barrier Reef. Learners will write a

paragraph on one of the natural wonders.

Virginia Adult Education ESOL Content StandardsSpeakingS6.2 b) Apply appropriate nonverbal communication strategies

S6.3 a) Control an increasing variety of verbs, modals, and tenses.S6.3 b) Use complex grammatical structures.

S6.3 c) Apply appropriate rhythm, word stress, and intonation.S6.3 d) Phrase words in chunks and pause between phrases in spontaneous situations.

S6.4 a) Interject and/or respond to a prompt and/or a conversation with appropriate and extensiveelaboration.

S6.4 b) Organize, summarize, paraphrase, and explain for clarificationS6.4 c) Demonstrate effective conversation-management techniques

Listening

L6.1 a) Comprehend extensive vocabulary on a wide range of topics.L6.1 b) Demonstrate comprehension of information from various sources on complex topics.

L6.2 a) Follow multi-step directions, instructions, and commands.L6.2 b) Obtain detailed information from connected discourse.

L6.4 c) Determine when it is appropriate to interject or respond in a conversation.L6.4 d) Recognize how to show interest in a conversation by using verbal and nonverbal

prompts.

ReadingR5.3 a) Use morphological linguistic context to identify new vocabulary in texts.

R5.3 b) Use syntactical linguistic context to identify main ideas and supporting details in texts.R5.3 c) Use linguistic context and real-world knowledge to identify new meaning for

vocabulary, main ideas, and supporting details in texts.R6.1 a) Understand the content of an authentic text sufficiently to distinguish what is

important.

WritingW5.2 a) Write well-developed and sequenced paragraphs with introductory and concluding

sentences.W6.1 a) 1) Write for a variety of purposes: inform, describe, and persuade

W6.1 a) 2) Write for a variety of purposes: compare and contrastW6.1 a) 3) Write for a variety of purposes: summarize and evaluate


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W6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.

W6.4 a) Use process writing stepsplan, draft, review, revise, and edit.W6.4 c) Revise writing to enhance meaning, clarity, and consistency using peer and teacher

feedback.W6.4 e) Use a variety of tools to edit writing.

MaterialsChart paper or board space

Podcast VOA News These Places are Natural Wonders of the World found at

http://www.voanews.com/specialenglish/archive/2008-01/2008-01-08-voa1.cfm

Hard copies of podcast These Places are Natural Wonders of the World(STUDENT

HANDOUT WH-PC-1) (4 pages)

Instructor copy of podcast These Places are Natural Wonders of the World(INSTRUCTOR

COPY WH-PC-1) (4 pages)

Paragraph Checklist (STUDENT HANDOUT WH-PC-2)

Warm Up/IntroductionThe class discusses the term Natural Wonder. The instructor tells the students that they will be

researching and learning about four Natural Wonders from around the world. The instructorwrites the following on board space: Angel Falls, Mount Fuji, the Grand Canyon, and the Great

Barrier Reef (written in a horizontal line across the board, so that there is space to write beloweach term). The learners list any information they know about each natural wonder under the

name. Learners are placed into groups of three or four. Each group is given one of the Natural

Wonders to research using the following websites:http://www.venezuelatuya.com/canaima/saltoangeleng.htm (Angel Falls)

http://www.japandiscovery.com/travel/mount_fuji/history.html (Mount Fuji)

http://www.encyclopedia.com/doc/1E1-GrandCany.html (Grand Canyon)

http://www.greatbarrierreef.org/ (Great Barrier Reef)

Each group writes 2-3 sentences about the Natural Wonder they are researching on chart paper or

board space. Each group reads their sentences to the class.

PracticeThe learners will listen to the following podcast:

http://www.voanews.com/specialenglish/archive/2008-01/2008-01-08-voa1.cfm. After listeningto it once, they will read the transcript as they listen to the podcast a second time (STUDENT

HANDOUT WH-PC-1). While reading, learners underline any words that they dont know themeaning to they circle any words that they dont know how to pronounce. The instructor will

make a two column chart on the board. One column will be titled meaning the other column
http://www.voanews.com/specialenglish/archive/2008-01/2008-01-08-voa1.cfmhttp://www.encyclopedia.com/doc/1E1-GrandCany.htmlhttp://www.japandiscovery.com/travel/mount_fuji/history.htmlhttp://www.venezuelatuya.com/canaima/saltoangeleng.htmhttp://www.voanews.com/specialenglish/archive/2008-01/2008-01-08-voa1.cfm


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will be titled pronunciation. As they finish reading the article, learners will write the words they

circled and underlined in the correct column on the chart. The class will discuss the vocabulary.

Application

Learners will write a paragraph on which Natural Wonder they would like to visit. Once theyvefinished their draft, they will use the Paragraph Checklist(STUDENT HANDOUT WH-PC-2)to edit/revise their work. Learners will share their paragraphs with the class. The instructor will

collect for review.

Evaluation and ExtensionThe instructor will evaluate paragraphs and help the learners with editing and revising their

paragraphs.

Review Next Class

Discuss the following places with a partner: Angel Falls, Mount Fuji, the Grand Canyon,

and the Great Barrier Reef.

Additional Resources

http://www.angel-falls.com/

Information on Angel Falls

http://www.canyonsworldwide.com/tepui/angelfalls.html

Information about Angel Falls

http://www.newworldencyclopedia.org/entry/Mount_Fuji

Information about Mount Fuji

http://www.nps.gov/grca/faqs.htm

Frequently Asked Questions about the Grand Canyon

http://www.bobspixels.com/kaibab.org/geology/gc_geol.htm

Geology of the Grand Canyon

http://www.terragalleria.com/parks/np.grand-canyon.html

Photographs of the Grand Canyon

http://www.reefed.edu.au/home/explorer

Information on the Great Barrier Reef
http://www.reefed.edu.au/home/explorerhttp://www.terragalleria.com/parks/np.grand-canyon.htmlhttp://www.bobspixels.com/kaibab.org/geology/gc_geol.htm


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STUDENT HANDOUT WH-PC-1

These Places Are Natural Wonders of the WorldVisiting Angel Falls, Mount Fuji, the Grand Canyon and the Great Barrier Reef. Transcript of radio broadcast:

08 January 2008

MP3 - Download Audio - Download (MP3)

MP3 - Download Audio - Listen to (MP3)

Listen in RealAudio - Download

VOICE ONE:

This is Faith Lapidus.

VOICE TWO:

And this is Steve Ember with EXPLORATIONS in VOA Special English. Today we bring you the secondof three programs about beautiful and unusual places in our world. Last week, we told aboutstructures built hundreds or thousands of years ago. Today we tell about some of the great naturalWonders of the World. We do not have time to visit all these places, but here are a few from severaldifferent countries.

(MUSIC)

VOICE ONE:

We begin our program today high in the southeastern mountainsof Venezuela. Water falls from a mountain called Auyan-tepui orDevil Mountain. The water falls from a height of nine hundredseventy-nine meters. It ends in an area called Devils Canyon.The water begins to fall in a tightly controlled stream. However itends in a beautiful white cloud of water spray.

This waterfall is the highest in the world. The local native peoplecalled it the Churun Meru. It is now called Angel Falls. AnAmerican pilot named Jimmy Angel saw the beautiful waterfall forthe first time in the nineteen thirties. He was flying alone in asmall airplane looking for gold when he saw water falling from agreat height. Some time later several friends said the waterfall

should be named after Jimmy Angel.

VOICE TWO:

A small airplane is still the best way to enjoy this beautiful sight. You can also visit the area under thefalls after a three-and-a-half-hour boat ride and a one-hour walk through the jungle. And you can seeJimmy Angels little airplane if you visit Venezuela. It is considered a national treasure.

(MUSIC)

Angel Falls
http://www.voanews.com/mediaassets/specialenglish/2008_01/Audio/ram/se-exp-natural-wonders-8jan08.ramhttp://www.voanews.com/specialenglish/figleaf/mp3filegenerate.cfm?filepath=http%3A//www.voanews.com/mediaassets/specialenglish/2008_01/Audio/mp3/se-exp-natural-wonders-8jan08.mp3http://www.voanews.com/mediaassets/specialenglish/2008_01/Audio/mp3/se-exp-natural-wonders-8jan08.mp3http://www.voanews.com/


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VOICE ONE:

From a waterfall in Venezuela, we travel to another mountain. Thisone is in Japan. It is one of the most photographed mountains in theworld. It is Mount Fuji on the island of Honshu. The Japanese call itFujisan and they say it with love and honor.

Mount Fuji is a sleeping volcano about three thousand seven hundredmeters high. It is the tallest mountain in Japan. Since ancienttimes, the Japanese people have considered it a holy mountain. Ithas also been the favorite subject of thousands of artists. Itspicture has even appeared on Japanese money.

VOICE TWO:

Mount Fuji is an almost perfectly shaped volcano. A crown of white snow covers the top of themountain most of the year. Mount Fuji seems to rise sharply out of the ground into the shape mostrecognized as a volcano.

A large area is missing from the side of the mountain. This is a result of its most recent explosion inseventeen-oh-seven. But the missing part of the mountain does nothing to decrease its beauty.

Mount Fuji is much easier to enjoy than Angel Falls in Venezuela. On a clear day people can see itfrom both the major cities of Tokyo and Yokohama. The easiest way to see the famous mountain ison a train from Tokyo to Osaka. Or you could climb the mountain to get an even better look.Thousands of people climb Fujisan each summer.

(MUSIC)

VOICE ONE:

Next, we travel to the desert of the southwestern United States. In fifteen forty, Spanish explorerGarcia Lopez de Cardenas was searching this desert area for gold. The desert area is almost flat, likea table.

His exploration team had been traveling north from Mexico for several weeks. Suddenly one morninghe and his group came to an area that stopped their exploration. They could not continue. In front ofthem was a huge hole cut in the ground.

Most of this canyon was more than one thousand two hundredmeters deep. It was more than three hundred kilometers long.This huge deep canyon extended as far as the explorers couldsee. It was very beautiful. The sunlight made deep shadows andseemed to change the shape of things every minute. The colorsalso changed with the movement of the sun and clouds. Often,some areas of the deep canyon appeared bright red. Other timesthey were a deep brown or purple.

The exploration team tried for three days to reach the river fardown in the canyon. They failed. They could also see no way tomove around the huge canyon. A lack of supplies forced CaptainGarcia Lopez de Cardenas to return to Mexico.

VOICE TWO:

Mount Fuji

Grand Canyon


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That beautiful deep canyon is the Grand Canyon. It is a National Park that includes an area of almostfive hundred thousand hectares. It is one of the most studied natural areas in the world. The highcanyon walls are a record of the past written in rock. Explorers have found fossils of ancient creaturesnear the bottom of the Grand Canyon.

People can see many kinds of animals in or near the great canyon. These include large deer. They donot fear the people who come to visit the Grand Canyon. The canyon, its animals, plants and rocksare protected in this special place.

VOICE ONE:

The Colorado River is at the bottom of the Grand Canyon. The river took several million years to cutthe deep canyon into the face of the Earth. It is still doing this today.

Visitors today do not have a problem reaching the bottom of the Grand Canyon and the great ColoradoRiver. Many people take long exciting trips in rubber boats on the river.

Millions of people from around the world visit the Grand Canyon National Park each year. Many stay

for less than a day. However, people leave with the memory of this beautiful natural wonder that willstay with them for the rest of their lives.

(MUSIC)

VOICE TWO:

Next we travel across the Pacific Ocean. Our next natural Wonder of the World is the Great BarrierReef in Australia. It extends more than two thousand kilometers along Australias northeast coast. Itis the largest group of coral reefs in the world.

A reef is a limestone formation that is usually under water or just above it. The coral that forms thereef is made of the hardened remains of dead sea animals called polyps. Thousands of millions of

living coral polyps and plants are attached to the reef. The coral is many different colors. The waternear the reef is usually clear and visitors can see far down into the ocean.

This natural formation supports many different kinds of fish, sea turtles, crabs, giant clams, birds andother wild life.

Millions of visitors from around the world come every year to enjoy the Great Barrier Reef. Manypeople visit in boats that have glass bottoms so they can see the fish and the colorful coral. Othersswim among the fish using underwater breathing equipment.

Swimming along the reef is fun. But it can also be dangerous. The huge great white shark is one ofthe creatures that swims near the reef.

VOICE ONE:


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Scientists believe the Great Barrier Reef is about thirty millionyears old. However, in recent years, people have causedproblems for the reef. Some took coral from the reef. And boatsdumped garbage or human waste.

Now the reef is protected by the Great Barrier Reef Marine ParkAuthority, an agency of the Australian government. Visitors aretold it is against the law to collect any of the limestone or coral orto damage the reef in any way.

Laws prevent oil companies from drilling for oil anywhere near thereef. The Australian government has also worked to make surenothing is placed in the ocean that would harm the great reef.Scientists are working to make sure that Australias Great BarrierReef remains healthy and a true Wonder of the World for years tocome.

VOICE TWO:

We would have liked to have enough time to tell about other great wonders of the world -- VictoriaFalls, for example. This huge waterfall in southern Africa is on the border between Zambia andZimbabwe. Another great waterfall brings visitors to the border area between the United States andCanada. They come to see the famous Niagara Falls.

We also wanted to tell about the huge volcano that exploded near the Island of Krakatoa inIndonesia. And the tallest mountain in the world, Mount Everest in Nepal, should be on any list ofnatural Wonders of the World.

It is easy to visit most of these great natural wonders if you have a computer. If your computer canlink with the Internet system you too can enjoy these beautiful sights. Have fun exploring.

(MUSIC)

VOICE ONE:

This program was written by Paul Thompson. It was produced by Jill Moss. This is Faith Lapidus.

VOICE TWO:

And this is Steve Ember. Join us again next week when we bring you the third part of our Wonders ofthe World series on EXPLORATIONS in VOA Special English.

Part of the Great Barrier Reef asseen from space


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INSTRUCTOR COPY WH-PC-1

These Places Are Natural Wonders of the WorldVisiting Angel Falls, Mount Fuji, the Grand Canyon and the Great Barrier Reef. Transcript of radio broadcast:

08 January 2008

MP3 - Download Audio - Download (MP3)

MP3 - Download Audio - Listen to (MP3)

Listen in RealAudio - Download

VOICE ONE:

This is Faith Lapidus.

VOICE TWO:

And this is Steve Ember with EXPLORATIONS in VOA Special English. Today we bring you the secondof three programs about beautiful and unusual places in our world. Last week, we told aboutstructures built hundreds or thousands of years ago. Today we tell about some of the great naturalWonders of the World. We do not have time to visit all these places, but here are a few from severaldifferent countries.

(MUSIC)

VOICE ONE:

We begin our program today high in the southeastern mountainsof Venezuela. Water falls from a mountain called Auyan-tepui orDevil Mountain. The water falls from a height of nine hundredseventy-nine meters. It ends in an area called Devils Canyon.The water begins to fall in a tightly controlled stream. However itends in a beautiful white cloud of water spray.

This waterfall is the highest in the world. The local native peoplecalled it the Churun Meru. It is now called Angel Falls. AnAmerican pilot named Jimmy Angel saw the beautiful waterfall forthe first time in the nineteen thirties. He was flying alone in asmall airplane looking for gold when he saw water falling from agreat height. Some time later several friends said the waterfall

should be named after Jimmy Angel.

VOICE TWO:

A small airplane is still the best way to enjoy this beautiful sight. You can also visit the area under thefalls after a three-and-a-half-hour boat ride and a one-hour walk through the jungle. And you can seeJimmy Angels little airplane if you visit Venezuela. It is considered a national treasure.

(MUSIC)

Angel Falls
http://www.voanews.com/mediaassets/specialenglish/2008_01/Audio/ram/se-exp-natural-wonders-8jan08.ramhttp://www.voanews.com/specialenglish/figleaf/mp3filegenerate.cfm?filepath=http%3A//www.voanews.com/mediaassets/specialenglish/2008_01/Audio/mp3/se-exp-natural-wonders-8jan08.mp3http://www.voanews.com/mediaassets/specialenglish/2008_01/Audio/mp3/se-exp-natural-wonders-8jan08.mp3http://www.voanews.com/


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VOICE ONE:

From a waterfall in Venezuela, we travel to another mountain. Thisone is in Japan. It is one of the most photographed mountains in theworld. It is Mount Fuji on the island of Honshu. The Japanese call itFujisan and they say it with love and honor.

Mount Fuji is a sleeping volcano about three thousand seven hundredmeters high. It is the tallest mountain in Japan. Since ancienttimes, the Japanese people have considered it a holy mountain. Ithas also been the favorite subject of thousands of artists. Itspicture has even appeared on Japanese money.

VOICE TWO:

Mount Fuji is an almost perfectly shaped volcano. A crown of white snow covers the top of themountain most of the year. Mount Fuji seems to rise sharply out of the ground into the shape mostrecognized as a volcano.

A large area is missing from the side of the mountain. This is a result of its most recent explosion inseventeen-oh-seven. But the missing part of the mountain does nothing to decrease its beauty.

Mount Fuji is much easier to enjoy than Angel Falls in Venezuela. On a clear day people can see itfrom both the major cities of Tokyo and Yokohama. The easiest way to see the famous mountain ison a train from Tokyo to Osaka. Or you could climb the mountain to get an even better look.Thousands of people climb Fujisan each summer.

(MUSIC)

VOICE ONE:

Next, we travel to the desert of the southwestern United States. In fifteen forty, Spanish explorerGarcia Lopez de Cardenas was searching this desert area for gold. The desert area is almost flat, likea table.

His exploration team had been traveling north from Mexico for several weeks. Suddenly one morninghe and his group came to an area that stopped their exploration. They could not continue. In front ofthem was a huge hole cut in the ground.

Most of this canyon was more than one thousand two hundredmeters deep. It was more than three hundred kilometers long.This huge deep canyon extended as far as the explorers couldsee. It was very beautiful. The sunlight made deep shadows andseemed to change the shape of things every minute. The colorsalso changed with the movement of the sun and clouds. Often,some areas of the deep canyon appeared bright red. Other timesthey were a deep brown or purple.

The exploration team tried for three days to reach the river fardown in the canyon. They failed. They could also see no way tomove around the huge canyon. A lack of supplies forced CaptainGarcia Lopez de Cardenas to return to Mexico.

VOICE TWO:

Mount Fuji

Grand Canyon


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That beautiful deep canyon is the Grand Canyon. It is a National Park that includes an area of almostfive hundred thousand hectares. It is one of the most studied natural areas in the world. The highcanyon walls are a record of the past written in rock. Explorers have found fossils of ancient creaturesnear the bottom of the Grand Canyon.

People can see many kinds of animals in or near the great canyon. These include large deer. They donot fear the people who come to visit the Grand Canyon. The canyon, its animals, plants and rocksare protected in this special place.

VOICE ONE:

The Colorado River is at the bottom of the Grand Canyon. The river took several million years to cutthe deep canyon into the face of the Earth. It is still doing this today.

Visitors today do not have a problem reaching the bottom of the Grand Canyon and the great ColoradoRiver. Many people take long exciting trips in rubber boats on the river.

Millions of people from around the world visit the Grand Canyon National Park each year. Many stay

for less than a day. However, people leave with the memory of this beautiful natural wonder that willstay with them for the rest of their lives.

(MUSIC)

VOICE TWO:

Next we travel across the Pacific Ocean. Our next natural Wonder of the World is the Great BarrierReef in Australia. It extends more than two thousand kilometers along Australias northeast coast. Itis the largest group of coral reefs in the world.

A reef is a limestone formation that is usually under water or just above it. The coral that forms thereef is made of the hardened remains of dead sea animals called polyps. Thousands of millions of

living coral polyps and plants are attached to the reef. The coral is many different colors. The waternear the reef is usually clear and visitors can see far down into the ocean.

This natural formation supports many different kinds of fish, sea turtles, crabs, giant clams, birds andother wild life.

Millions of visitors from around the world come every year to enjoy the Great Barrier Reef. Manypeople visit in boats that have glass bottoms so they can see the fish and the colorful coral. Othersswim among the fish using underwater breathing equipment.

Swimming along the reef is fun. But it can also be dangerous. The huge great white shark is one ofthe creatures that swims near the reef.

VOICE ONE:


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Scientists believe the Great Barrier Reef is about thirty millionyears old. However, in recent years, people have causedproblems for the reef. Some took coral from the reef. And boatsdumped garbage or human waste.

Now the reef is protected by the Great Barrier Reef Marine ParkAuthority, an agency of the Australian government. Visitors aretold it is against the law to collect any of the limestone or coral orto damage the reef in any way.

Laws prevent oil companies from drilling for oil anywhere near thereef. The Australian government has also worked to make surenothing is placed in the ocean that would harm the great reef.Scientists are working to make sure that Australias Great BarrierReef remains healthy and a true Wonder of the World for years tocome.

VOICE TWO:

We would have liked to have enough time to tell about other great wonders of the world -- VictoriaFalls, for example. This huge waterfall in southern Africa is on the border between Zambia andZimbabwe. Another great waterfall brings visitors to the border area between the United States andCanada. They come to see the famous Niagara Falls.

We also wanted to tell about the huge volcano that exploded near the Island of Krakatoa inIndonesia. And the tallest mountain in the world, Mount Everest in Nepal, should be on any list ofnatural Wonders of the World.

It is easy to visit most of these great natural wonders if you have a computer. If your computer canlink with the Internet system you too can enjoy these beautiful sights. Have fun exploring.

(MUSIC)

VOICE ONE:

This program was written by Paul Thompson. It was produced by Jill Moss. This is Faith Lapidus.

VOICE TWO:

And this is Steve Ember. Join us again next week when we bring you the third part of our Wonders ofthe World series on EXPLORATIONS in VOA Special English.

Part of the Great Barrier Reef asseen from space


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STUDENT HANDOUT WH-PC-2

Does my paragraph have the following:

_____ a title

_____ a topic sentence that tells the reader the Natural Wonder Im

writing about

_____ at least 3 details that support my topic sentence

_____ a concluding sentence

Did I check my paragraph for:

_____ good sentences (sentences that make sense)

_____ proper spelling of words

_____ beginning each sentence with a capital letter

_____ ending each sentence with the correct punctuation

Did another student read my paragraph to make sure it makes sense and

help me find errors?


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SOAR Curriculum

Successfully Obtaining Academic Results

World HistoryScience


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World History Science


Lesson TopicScience

Lesson ObjectiveThe learners will determine what they already know about astronomy: the science that

studies the motion, size and makeup of the stars, planets, and comets. They will identifythe planets by their positions, features, and origin of their names.

Virginia Adult Education ESOL Content StandardsSpeakingS5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both

informal and simple formal situations.S6.1 d) Express opinions and elaborate on various topics.





Listening

L6.1 b) Demonstrate comprehension of information from various sources on complextopics

L6.2 a) Follow multi-step directions, instructions, and commands.L6.4 c) Determine when it is appropriate to interject or respond in a conversation.

L6.4 d) Recognize how to show interest in a conversation by using verbal and nonverbalprompts.

Reading

R5.3 a) Use morphological linguistic context to identify new vocabulary in texts.R5.3 b) Use syntactical linguistic context to identify main ideas and supporting details in

texts.R5.3 c) Use linguistic context and real-world knowledge to identify new meaning for

vocabulary, main ideas, and supporting details in textsR6.1 a) Understand the content of an authentic text sufficiently to distinguish what is

important.

WritingW6.1 a) 3) Write for a variety of purposes: summarize and evaluate

W6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.


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Materials8 x 11 white paper

crayons, markers, or colored pencilsCopies ofAstronomy Terms: Student Handout(STUDENT HANDOUT WH-Sci-1)

Copies ofThe Planets: Student Handout(STUDENT HANDOUT WH-Sci-2)

Copy ofThe Planets: Instructor Copy (INSTRUCTOR COPY WH-Sci-2)Copies ofInteresting Questions (STUDENT HANDOUT WH-3a and 3b)

Warm UpThe instructor will have a large Post-It sheet of paper or available board space titled

Astronomy. The learners are asked to write any words or phrases on this space. Theclass discusses what was written.

IntroductionWe will be practicing vocabulary related to astronomy.

PracticeLearners go to http://sse.jpl.nasa.gov/planets/index.cfm. The class will look at the

diagram at the top of the webpage. The class will discuss the purpose of a diagram.What does this diagram show? Our solar system Why are the pictures in the diagram

labeled? To help illustrate the meaning of the pictures Why are diagrams important?To help the person reading it understand the information The instructor will hand out

copies ofAstronomy Terms: Student Handout(STUDENT HANDOUT WH-Sci-1). Theclass will discuss the terms. The instructor will model how to make a diagram using this

vocabulary (only 2-3 examples, it is not necessary to model with all vocabulary terms).The title of the diagram will be Outer Space. Each student will use the terms to create

his/her own Outer Space diagram. Students who finish early can read about individualplanets. Click on each planet and information about that planet will pop up. Students

share diagrams.

PracticeThe learners are given copies ofThe Planets: Student Handout(STUDENT HANDOUT

WH-Sci-2). Learners go to http://en.wikipedia.org/wiki/Planets orwww.ask.com or otherwebsites to complete.

ApplicationThe learners are given copies ofInteresting Questions (STUDENT HANDOUT WH-Sci-3a and 3b). They will pick questions, research the answers, and write a brief summary.

These questions and answers are found on the website:http://curious.astro.cornell.edu/list.php.

Evaluation and ExtensionThe learners will share theirApplication activity with the class.
http://curious.astro.cornell.edu/list.phphttp://www.ask.com/http://en.wikipedia.org/wiki/Planetshttp://sse.jpl.nasa.gov/planets/index.cfm


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Review Next Class

Define the following words: astronomy, asteroid, comet, galaxy, meteor, orbit,

solar system

Write 3 facts about the solar system.

Additional Resourceshttp://www.nineplanets.org/help.html

Extensive astronomy glossary

http://www.enchantedlearning.com/subjects/astronomy/planets/Basic information about the planets with links to information about each planet

http://curious.astro.cornell.edu/planets.php

Information about the solar system

http://www.voanews.com/specialenglish/archive/2008-01/2008-01-22-voa1.cfm

Podcast titled Sounds of the Solar System Are Music to the Ears (of Space Scientists),transcript is also provided

http://www.education.smarttech.com/ste/en-US/Ed+Resource/Lesson+activities/Notebook+Activities/Browse+Notebook/United+Stat

es/Secondary/10-12/Science/The+Solar+System+%28SMART-created%29.htmYou must have Notebook 9.5 or higher to access this lesson. A SMART Board lesson on

the solar system

http://pds.jpl.nasa.gov/planets/Welcome to the Planets images from NASAs planetary exploration program
http://www.voanews.com/specialenglish/archive/2008-01/2008-01-22-voa1.cfmhttp://curious.astro.cornell.edu/planets.phphttp://www.enchantedlearning.com/subjects/astronomy/planets/http://www.nineplanets.org/help.html


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STUDENT HANDOUT WH-Sci-1

Astronomy Terms: Student Handout

Use the following terms to create a diagram of outer space. Drawand label each of the terms in your diagram.

asteroid: a mini-planet

comet: balls of ice, dust, rocks, and gas

galaxy: a large group of stars

meteor: sometimes called a shooting star or a falling star

meteorites: pieces of meteors that land on the Earth

orbit: a path that an object takes as it goes around another

object

planet: a large body that orbits a star and does not shine on its

own

satellite: an object that orbits a planet or moon

moon: a satellite that orbits a planet

sun: a star that is a hot gas that produces heat, light, and energy


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INSTRUCTOR COPY WH Sci-2

The Planets: Instructor Handout

Match with the correct planet

Mercury closest to the sun

Mars named after the Roman god of war

Saturn ringed planet

Uranus the seventh planet from the sun

Venus called Earths sister planet

Earth the third planet from the sun

Jupiter the largest planet

Mercury named for the Roman messenger god

Mars the Red Planet

Uranus named after the Greek god of the sky

Neptune it takes 165 Earth years for it to go around the sun one time

Jupiter the fifth planet from the sun

Earth it is 70% water

Venus except for the moon, its the brightest object in the night sky

Mars the fourth planet from the sun

Saturn the sixth planet from the sun

Mercury the smallest planet

Venus named after the Roman goddess of love

Earth Jupiter Mars

Mercury Neptune Saturn

Uranus Venus


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STUDENT HANDOUT WH-Sci-2

The Planets: Student Handout

Match with the correct planet

__________ closest to the sun

__________ named after the Roman god of war

__________ ringed planet

__________ the seventh planet from the sun

__________ called Earths sister planet

__________ the third planet from the sun

__________ the largest planet

__________ named for the Roman messenger god

__________ the Red Planet

__________ named after the Greek god of the sky

__________ it takes 165 Earth years for it to go around the sun one time

__________ the fifth planet from the sun

__________ it is 70% water

__________ except for the moon, its the brightest object in the night sky

__________ the fourth planet from the sun

__________ the sixth planet from the sun

__________ the smallest planet

__________ named after the Roman goddess of love

Earth Jupiter Mars

Mercury Neptune Saturn

Uranus Venus


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STUDENT HANDOUT WH-Sci-3a

Interesting Questions

How do you measure the distance between the Earth and the Sun?

What color is each planet?

Why do planets orbit the Sun?

How many stars are there in our Galaxy (Milky Way)?

What makes the Earth rotate?

Did astronauts really go to the Moon, or is it a hoax?

What do astronauts eat in space?

What are shooting stars?

Where did the name Earth come from?

Why do stars twinkle?

Can you hear sounds in space?

Why are there both high and low tides?

Is there proof that Earth moves?

Is time travel possible?

Where does the name Milky Way come from?

Is the Sun expanding? Will it ever explode?

Why is a day divided into 24 hours?

What causes seasons?

Why do planets have elliptical orbits?

Who has landed on the moon?

What direction do planets rotate?


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STUDENT HANDOUT WH -Sci-3b

Why are stars and planets round?

What kind of rock is the moon made of?

What happens to a bullet fired on the moon?

What is the hottest time of day?

Why is sea water salty but not lake water?

What would happen if the gravity on Earth was suddenly turned off?

How do astronauts take a bath and use the restroom in space?

Since sound does not travel through a vacuum, how can the astronauts communicatefrom space to earth? How do astronauts communicate with each other?

Do you think its possible to maintain life on other planets?

How do we feel heat?

Why do airplanes take longer to fly west than east?

How do we know there are other galaxies if we cannot leave ours?

Do you believe in UFOs?

How long could life on Earth survive if the Sun stopped shining?

What is at the end of the Universe?

Since sound does not travel through a vacuum, how can the astronauts communicatefrom space to earth? How do astronauts communicate with each other?


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SOAR Curriculum


World HistorySMART Board


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Economics SMART Board

Unit of Study

World History

Lesson Topic

SMART Board

Lesson Objective

The learners will interpret visual representations (graphs, tables, and charts) relating to

immigration trends across the world.

Note: The questions provided in this lesson are only sample questions. The instructor is

encouraged to include additional questions relating to the graphs, tables, and charts in this lesson,

based on individual class needs.

Virginia Adult Education ESOL Content Standards

SpeakingS6.3 a) Control an increasing variety of verbs, modals, and tenses.S6.3 b) Use complex grammatical structures.


S6.4 b) Organize, summarize, paraphrase, and explain for clarification

ListeningL6.1 a) Comprehend extensive vocabulary on a wide range of topics.

L6.1 b) Demonstrate comprehension of information from various sources on complex topics.L6.2 a) Follow multi-step directions, instructions, and commands.

Reading

R3.3 a) Use visuals or other aids (e.g. tables, charts, boldface) and real-world knowledge topredict content or draw logical conclusions about text.

R5.3 a) Use morphological linguistic context to identify new vocabulary in texts.R5.3 c) Use linguistic context and real-world knowledge to identify new meaning for

vocabulary, main ideas, and supporting details in texts

WritingW6.1 a) Write for a variety of purposes: Inform, describe, and persuade.

W6.1 a) Write for a variety of purposes: Summarize and evaluate.

W6.3 a) Use syntactic structures and verb tenses as appropriate to the text and task.

MaterialsSMART Board

dictionaries orwww.dictionary.com

Copies ofVocabulary Matching(STUDENT HANDOUT WH-SB-1)

Copy ofVocabulary Matching: Instructor Copy (INSTRUCTOR COPY WH-SB-1)


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Warm Up1. In pairs learners will complete Vocabulary Matching(STUDENT HANDOUT WH-SB-1).The class reviews the answers.

2. The instructor will have the following webpage on the SMART Board:http://www.migrationinformation.org/DataHub/charts/10.2007.shtmlWhat type of graph is this? circle graph/pie chart

What is the title of this graph? Ten Source Countries with the Largest Populations in the UnitedStates as Percentages of the Total Foreign Born Population: 2007

What does that title mean? Instructor leads the learners through a discussion defining words andphrases in the title to make meaning.

According to the graph, what percentage of the people in the U.S. in 2007 were born in Mexico?According to the graph, was the foreign born population from India or Canada higher?

Instructor continues with questions from the graph, if necessary. If learners understand how toread the graph, ask them to write two of their own questions using the information in the graph.

Learners share their questions with the class.

Introduction

We will be reading graphs, tables, and charts to get information about immigration trends across

the world.

Practice1. Instructor puts the following website on the SMART Board:http://www.migrationinformation.org/datahub/migrants1_05.04.cfmWhat type of graph is this? Line graph

What is the title of this graph? Number of Permanent Migrants to Australia, Canada, and the

United States, 1970 2002What does that title mean? Instructor leads the learners through a discussion defining words and

phrases in the title to make meaning.

According to the graph, what year had the highest number of permanent migrants to the U.S.?1991

According to the graph, which country had a higher number of permanent migrants in 1999,Canada or Australia? Canada

2. Instructor puts the following website on the SMART Board:

http://www.migrationinformation.org/datahub/wmm.cfmThis is a World Migration Map. The instructor can choose a country and find out the Top

Five Countries of Origin of the Foreign Population living in that country. Some examples withsample questions are listed below the instructor is encouraged to choose countries based on the

countries of origin of the students in the class.

Argentina: According to the chart, of the foreign born population in Argentina in 2001 whatpercent were born in Italy? 14.1%
http://www.migrationinformation.org/datahub/wmm.cfmhttp://www.migrationinformation.org/datahub/migrants1_05.04.cfmhttp://www.migrationinformation.org/DataHub/charts/10.2007.shtml


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Does this mean that 14.1% of the people in Argentina in 2001 were Italians? No, it means thatof all of the foreign born people in Argentina, 14.1% of them were Italians.

Scroll down to see that in 2001 only 4.2% of people in Argentina were foreign born.

El Salvador: According to the chart, how many people living in El Salvador in 2001 were born

in the U.S.? 4,413 people

3. Instructor puts the following website on the SMART Board:

http://www.migrationinformation.org/datahub/charts/6.1.shtmlWhat type of graph is this? bar graph

What is the title of this graph? Top Ten Countries with the Largest Number of InternationalMigrants

What is an international migrant? An immigrant (someone born in one country who moves toanother country)

This data is from what year? 2005According to the graph, how many international migrants did Germany have in 2005? 10,144

True or False, According to the graph, the Russian Federation had about twice as manyinternational migrants than Canada did in 2005? True

ApplicationLearners are placed in groups of three. Each group goes to a different webpage, with a differentvisual representation. Each group writes a set of questions and answers based on the visual

representation. The instructor will have the webpage on the SMART Board as each group readsits questions. The rest of the learners will answer the questions.

Suggested websites:

http://www.latinamericanstudies.org/immigration-statistics.htm19

thCentury U.S. Immigration statistics

http://www.mapsofworld.com/usa/immigration/immigration-statistics-usa.html

U.S. Immigration and Emigration 1901-1990

http://www.statistics.gov.uk/cci/nugget.asp?id=1311International Migration into and out of the UK, 1995-2004

http://www.nationmaster.com/graph/imm_for_pop-immigration-foreign-population

Immigration Statistics: Foreign Population by Country, 2000

http://www.nationmaster.com/graph/imm_imm_pop_num_of_imm-immigration-immigrant-population-number-immigrants

Number of Immigrants in different countries

http://www.census.gov/prod/2004pubs/p20-551.pdfThe Foreign-Born Population in the United States: 2003

http://www.census.gov/population/socdemo/hispanic/cps2006/CPS_Powerpoint_2006.pdf
http://www.census.gov/population/socdemo/hispanic/cps2006/CPS_Powerpoint_2006.pdfhttp://www.census.gov/prod/2004pubs/p20-551.pdfhttp://www.nationmaster.com/graph/imm_imm_pop_num_of_imm-immigration-immigrant-population-number-immigrantshttp://www.nationmaster.com/graph/imm_for_pop-immigration-foreign-populationhttp://www.statistics.gov.uk/cci/nugget.asp?id=1311http://www.mapsofworld.com/usa/immigration/immigration-statistics-usa.htmlhttp://www.latinamericanstudies.org/immigration-statistics.htmhttp://www.migrationinformation.org/datahub/charts/6.1.shtml


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Percent Distribution of Hispanics by Type: 2006, data from U.S. Census Bureau

Evaluation and ExtensionThe instructor will have the following questions on the SMART Board. Learners will write the

answers and turn in to the instructor for review:

What is data?Why do we show data in a chart, table, or graph?Name some types of graphs.

Review Next Class

What is data?

Why do we show data in a chart, table, or graph?

Name some types of graphs.

Additional Resources

http://42explore.com/graphs.htmInformation on charts and graphs

http://worksheets.teach-nology.com/math/graph/

Free printable worksheets on graphs

http://math.pppst.com/graphs.htmlPower Point presentations on graphs
http://math.pppst.com/graphs.htmlhttp://worksheets.teach-nology.com/math/graph/http://42explore.com/graphs.htm


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STUDENT HANDOUT WH-SB-1

Vocabulary Matching

Directions: Choose the correct word from the box below that matches each

definition.

1. _______________ a circular chart divided into triangular areas proportional to

the percentages of the whole also called a circle graph

2. _______________ the name gives information about the diagram, chart, table,

or graph.

3. _______________ information organized into columns and rows

4. _______________ a visual display of information, usually presented in graphs

or tables

5. _______________ information

6. _______________ a diagram of lines made by connecting points of

quantitative data

7. _______________ a drawing that helps explain something

8. _______________ a diagram that shows the relationship between things

plotted along an x-axis and a y-axis

9. _______________ a circular chart divided into triangular areas proportional to

the percentages of the whole also called a pie chart

10. _______________ a chart using bars of different lengths to compare data

data graph pie chart bar graph circle graph

chart diagram table line graph title


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INSTRUCTOR COPY WH-SB-1

Vocabulary Matching: Instructor Copy

Directions: Choose the correct word from the box below that matches each

definition.

1. pie chart a circular chart divided into triangular areas proportional to the

percentages of the whole also called a circle graph

2. title the name gives information about the diagram, chart, table, or graph

3. table information organized into columns and rows

4. chart a visual display of information, usually presented in graphs or tables

5. data information

6. line graph a diagram of lines made by connecting points of quantitative data

7. diagram a drawing that helps explain something

8. graph a diagram that shows the relationship between things plotted along

an x-axis and a y-axis

9. circle graph a circular chart divided into triangular areas proportional to the

percentages of the whole also called a pie chart

10. bar graph a chart using bars of different lengths to compare data

data graph pie chart bar graph circle graph

chart diagram table line graph title


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SOAR Curriculum


World History

Social Studies


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World History Social Studies


Lesson TopicSocial Studies

Lesson ObjectiveLearners will become familiar with the concept of Ancient Civilizations. They will use charts,

tables, and graphs to compare Ancient Civilizations. Learners will research AncientCivilizations.

Virginia Adult Education ESOL Content StandardsSpeakingS5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in both

informal and simple formal situations.S6.1 d) Express opinions and elaborate on various topics.





Listening

L6.1 b) Demonstrate comprehension of information from various sources on complex topicsL6.2 a) Follow multi-step directions, instructions, and commands.


prompts.

ReadingR5.1 b) Comprehend texts (e.g. charts, graphs, dictionaries) for problem solving tasks.

R5.3 a) Use morphological linguistic context to identify new vocabulary in texts.R5.3 b) Use syntactical linguistic context to identify main ideas and supporting details in texts.

R5.3 c) Use linguistic context and real-world knowledge to identify new meaning forvocabulary, main ideas, and supporting details in texts

R6.1 a) Understand the content of an authentic text sufficiently to distinguish what isimportant.

Writing

W6.1 a) 3) Write for a variety of purposes: summarize and evaluateW6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.


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MaterialsDictionaries orwww.dictionary.com

Copies ofAncient Greece and Rome (STUDENT HANDOUT WH-SS-1)Copies ofContributions of Ancient Civilizations (STUDENT HANDOUT WH-SS-2a)

Copies ofAncient Egyptian Farming Seasons (STUDENT HANDOUT WH-SS-3 )

Chart paper/board space

Warm UpThe learners will become familiar with the concept of Ancient Civilizations. Write the followingon the board, Ancient Civilizations. Below this title make a list of the following: Aztecs,

Celtics, Chinese, Egyptians, Greeks, Incas, Japanese, Mayans, Mesopotamians, Romans,Vikings, Persians, Phoenicians, Indians, Africans, Slavs, Mali . The instructor will lead a

discussion of Ancient Civilizations. What is a civilization? Are you familiar with any of thesecivilizations? Can you name any contributions of Ancient Civilizations?

Introduction

We will be discussing and comparing Ancient Civilizations.

PracticeAs a class the learners will complete Ancient Greece and Rome (STUDENT HANDOUT WH-

SS-1). The instructor will read each section in the chart, defining any unknown vocabulary. Theinstructor will demonstrate how to use the information in the chart to complete the Venn

Diagram. The learners will use the Venn Diagram to write sentences that state how AncientGreece and Rome were similar. If necessary, the instructor will write the model on the board:

Ancient Greece and Ancient Rome were both ___________________________.Answers include: located near the Mediterranean Sea, polytheistic

The learners will write sentences that state how Ancient Greece and Rome were different.Learners share their sentences.

ApplicationIndependently or in pairs, the learners will complete Contributions of Ancient Civilizations(STUDENT HANDOUT WH-SS-2) and Ancient Egyptian Farming Seasons (STUDENT

HANDOUT WH-SS-3). The class will review the answers.

EvaluationInstructor will review Contributions of Ancient Civilizations (STUDENT HANDOUT WH-SS-2)

and Ancient Egyptian Farming Seasons (STUDENT HANDOUT WH-SS-3).

ExtensionIn pairs or groups of three learners research Ancient Civilizations using the following websites:

http://library.thinkquest.org/27981/ (Aztecs)

http://library.thinkquest.org/CR0210200/ancient_egypt/facts.htm (Egypt)http://www.wsu.edu:8080/~dee/CIVAMRCA/MAYAS.HTM (Mayas)

http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html (Incas)http://www.woodlands-junior.kent.sch.uk/Homework/Greece.html (Greece)
http://www.woodlands-junior.kent.sch.uk/Homework/Greece.htmlhttp://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.htmlhttp://www.wsu.edu:8080/~dee/CIVAMRCA/MAYAS.HTMhttp://library.thinkquest.org/CR0210200/ancient_egypt/facts.htmhttp://library.thinkquest.org/27981/http://www.dictionary.com/


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http://library.thinkquest.org/CR0210200/ancient_rome/facts.htm (Rome)

Learners write 3-5 facts on chart paper or board space and share with the class.

Review Next Class:

List as many Ancient Civilizations as you can. What contributions did they make?

Name some similarities and differences between Ancient Greece and Ancient Rome.

Additional Resourceswww.ancient-greece.orgExtensive information on Ancient Greece

http://library.thinkquest.org/CR0210200/

Ancient Empires website

http://library.thinkquest.org/CR0210200/ancient_egypt/timeline.htm

Ancient Egyptian timeline

http://www.digitalmeesh.com/maya/history.htm

Ancient Mayan timeline

http://www.si.umich.edu/CHICO/mummy/Mummies of Ancient Egypt

http://www.greatscott.com/hiero/

Information about hieroglyphics of Ancient Egypt

http://www.iwebquest.com/egypt/glossary.htmGlossary of terms relating to Ancient Egypt

http://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+Activities/Notebook+Activities/Browse+Notebook/United+States/Ele

mentary/4-6/Social+Studies/Investigating+Ancient+Egypt.htmYou must have Notebook 8.1.1 or higher to access this lesson. SMART Board lesson on Ancient

Egypt

http://www.crystalinks.com/rome.html

Extensive information on Ancient Rome
http://www.crystalinks.com/rome.htmlhttp://education.smarttech.com/ste/en-US/Ed+Resource/Lesson+Activities/Notebook+Activities/Browse+Notebook/United+States/Elementary/4-6/Social+Studies/Investigating+Ancient+Egypt.htmhttp://www.iwebquest.com/egypt/glossary.htmhttp://www.greatscott.com/hiero/http://www.si.umich.edu/CHICO/mummy/http://www.digitalmeesh.com/maya/history.htmhttp://library.thinkquest.org/CR0210200/ancient_egypt/timeline.htmhttp://library.thinkquest.org/CR0210200/http://library.thinkquest.org/CR0210200/ancient_rome/facts.htm


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STUDENT HANDOUT WH-SS-1

Ancient Greece and Rome

ANCIENT GREECE ANCIENT ROME

Geography Located on a peninsula thatextends into the Mediterranean

Sea very mountainous.

Located in western Italy, apeninsula that sticks out into the

Mediterranean Sea.

Government Divided into many small areascalled city-states.Each city-state had its own

government and laws.Developed a democracy in

Athens.

Emperors ruled Rome, but didnot have unlimited power.Roman government was divided

into 3 branches (executive,legislative, and judicial) to create

a balance of power.

Religion Polytheistic believed in many

different gods and goddesses

Polytheistic believed in many

different gods and goddesses

Use the chart to complete a Venn Diagram comparing the geography, government, and religionsof Ancient Greece and Ancient Rome.

Ancient Greece Ancient Rome


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Contributions of Ancient Civilizations

Use the following chart to answer questions 1 3.

Contributions of Ancient Civilizations

Egyptians

Invented a system of writing called hieroglyphics

Constructed the great pyramids

Developed a calendar

Greeks

Developed the first democracy in Athens

Wrote literature and poetry that is still read today

Well known architecture including Doric, Ionic, and Corinthian columns

Romans

Developed a system of laws

Invented a numbering system that is still used today

Constructed roads, bridges, and aqueducts (used to carry water)

1. What famous structures were built in Ancient Egypt?(a) aqueducts

(b) great pyramids(c) columns

(d) hieroglyphics

2. What were aqueducts used for?(a) praising the gods and goddesses

(b) constructing the great pyramids(c) carrying water

(d) making laws

3. Doric, Ionic, and Corinthian are types of ____________________.(a) pyramids

(b) columns

(c) architecture(d) literature


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Jan. Feb. April May June Aug. Sept. Oct. Dec.

Flood Season

Growing Season

Harvest

JulyMarch

Ancient Egyptian Farming Seasons

Nov.

Use the chart above to answer the following questions.

1. When was the flood season in Ancient Egypt? _________________________________

2. When was the growing season in Ancient Egypt? _______________________________

3. When did the Ancient Egyptians harvest their crops? ____________________________

What do you think the Egyptians did during each season? What work did they perform?______________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

Go to one of the following websites:http://www.woodlands-junior.kent.sch.uk/Homework/egypt/farming.htm

http://www.egyptologyonline.com/Work%20&%20Trade.htmhttp://www.carnegiemnh.org/exhibits/egypt/agriculture.htm

On the back of this paper, write 3-5 sentences about farming in Ancient Egypt.
http://www.carnegiemnh.org/exhibits/egypt/agriculture.htmhttp://www.egyptologyonline.com/Work%20&%20Trade.htmhttp://www.woodlands-junior.kent.sch.uk/Homework/egypt/farming.htm


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SOAR Curriculum


World HistoryWriting


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World History Writing


Lesson TopicWriting

Note: The World History Reading lesson should be taught before this lesson.

Lesson ObjectiveThe learners will review homonyms and write a fable.

Virginia Adult Education ESOL Content StandardsSpeaking

S5.1 a) Initiate, sustain, and conclude an oral exchange about a familiar topic in bothinformal and simple formal situations.

S6.1 d) Express opinions and elaborate on various topics.

S6.2 b) Apply appropriate nonverbal communication strategies.S6.3 a) Control an increasing variety of verbs, modals, and tenses.S6.3 b) Use complex grammatical structures.


S6.4 a) Interject and/or respond to a prompt and/or a conversation with appropriate andextensive elaboration.

S6.4 c) Demonstrate effective conversation-management techniques.

ListeningL6.1 a) Comprehend extensive vocabulary on a wide range of topics.

L6.1 d) Respond appropriately during extended conversations.L6.2 a) Follow multi-step directions, instructions, and commands.


prompts.

WritingW5.2 a) Write well-developed and sequenced paragraphs with introductory andconcluding sentences.

W6.1 a) 1) Write for a variety of purposes: inform, describe, and persuadeW6.3 a) Use systematic structures and verb tenses as appropriate to the text and task.

W6.4 a) Use process writing stepsplan, draft, review, revise, and edit.W6.4 c) Revise writing to enhance meaning, clarity, and consistency using peer and

teacher feedback.W6.4 e) Use a variety of tools to edit writing.

MaterialsBoard space or large white paperCopy of the fable The Tortoise and the Hare


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Dictionaries or www.dictionary.comCopies ofMy Fable (STUDENT HANDOUT WH-W-1)

Copies ofFable Checklist(STUDENT HANDOUT WH-W-2)

Warm Up

The instructor will remind the students of the fable they read in a previous lesson, TheRabbit and the Crab. The instructor will share the fable The Tortoise and the Harewith the class and discuss the similarities between the two fables. The instructor will

write the title The Tortoise and the Hare on the board. The instructor will ask, Is thisthe spelling of hair, like the hair on my head? The instructor writes the words to, two,

too. S/he asks for sentences using these words. What do we call these words?[homonyms]

The instructor will write the following on the board:homonyms: words that are pronounced the same, but have different meanings

they may also be spelled differently

Note: Many times we refer to these types of words as homophones. GED books used inour program refer to them as homonyms. To remain consistent with the vocabulary usedin the GED classes, we will refer to them as homonyms.

The following words will be listed on the board: sum, for, see, one, fair, deer, so, through,

do, weigh, tale, where, him, not, here, eye.

The learners copy the words into their notebooks. They are placed in small groups andinstructed to write as many homonyms as they can in a set amount of time.

The groups share their homonym pairs. The instructor defines any unknown vocabulary.

IntroductionWe will write an animal fable.

PracticeThe learners choose homonyms from the list to write 3-5 sentences. Learners share their

sentences with the class.

ApplicationThe learners write their own fables using My Fable (STUDENT HANDOUT WH-W-1).

When learners are finished writing their drafts they will use Fable Checklist(STUDENT

HANDOUT WH-W-2) to edit and revise their work.

Evaluation and ExtensionThe instructor will review the learners fables. They will share their fables with the class.

The learners will check to see if their essays contain any homonyms.

Review Next Class

What is a homonym? Write as many sets of homonyms as you can.


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Additional Resourceshttp://en.wikipedia.org/wiki/FableInformation on fables

http://www.aesopfables.com/Online collection of fables
http://www.aesopfables.com/http://en.wikipedia.org/wiki/Fable


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STUDENT HANDOUT WH-W-1

My Fable

Title of your fable: _______________________________________________________

Type of animals you will use in your fable: ____________________________________

_______________________________________________________________________

Describe the event or activity that the animals will be doing: _______________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

Conclusion with a moral: ___________________________________________________

________________________________________________________________________

Using the information above, write your fable. Be prepared to share your fable with theclass.

_____________________________________________________________

_____________________________________________________________

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_____________________________________________________________

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_____________________________________________________________

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_____________________________________________________________

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STUDENT HANDOUT WH-W-2

Fable Checklist

Does my fable have the following:

_____ a title

_____ animals with human qualities

_____ events or activities that animals are involved in

_____ a conclusion

_____ a lesson (moral) of the story

Did I check my story for:

_____ good sentences (sentences that make sense)

_____ proper spelling of words

_____ beginning each sentence with a capital letter

_____ ending each sentence with the correct punctuation

Did another student read my story to make sure it makes sense?


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World HistoryGlossary


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SOAR Curriculum Draft

WORLD HISTORY UNIT GLOSSARY

Ancient Civilization: a society (a group of people who share a common culture) thatlived in ancient times (WH-SS)

Angel Falls: The highest waterfall in the world, located in Venezuela (WH-PC)

aqueducts: resembles a bridge used to carry water over a valley into a city (WH-SS)

architecture: the character or style of building (WH-SS)

asteroid: a mini-planet (WH-Sci)

astronomy: the scientific study of outer space (WH-Sci)

bar graph: a chart using bars of different lengths to compare data (WH-SB)

chart: a visual display of information, usually presented in graphs or tables (WH-SB)

circle graph: a circular chart divided into triangular areas proportional to the

percentages of the whole also called a pie chart (WH-SB)

comet: balls of ice, dust, rocks, and gas (WH-Sci)

culture: behavior patterns, arts, beliefs, institutions, and all other products of a social

group (WH-SS)

data: information (WH-SB)

fable: a short tale to teach a moral lesson, often with animals as characters (WH-R)

galaxy: a large group of stars (WH-Sci)

Grand Canyon: one of the deepest canyons in the world, located in the U.S. state of

Arizona (WH-PC)

graph: a diagram that shows the relationship between things plotted along an x-axis and

a y-axis (WH-SB)

Great Barrier Reef: the largest group of coral reefs in the world, located in the PacificOcean off the coast of Australia (WH-PC)

great pyramids: pyramid shaped buildings from Ancient Egyptian times (WH-SS)

hieroglyphics: a system of writing with pictures that represent words or sounds

(WH-SS)


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line graph: a diagram of lines made by connecting points of quantitative data (WH-SB)

meteor: sometimes called a shooting star or a falling star (WH-Sci)

moon: a satellite that orbits a planet (WH-Sci)

Mount Fuji: the tallest mountain in Japan (WH-PC)

orbit: a path that an object takes as it goes around another object (WH-Sci)

pie chart: a circular chart divided into triangular areas proportional to the percentages ofthe whole also called a circle graph (WH-SB)

planet: a large body that orbits a star and does not shine on its own (WH-Sci)

proverb: (WH-R)

Roman Numerals: the numerals in the ancient Roman system of notation, still used forcertain limited purposes. The common basic symbols are I (=1), V (=5), X (=10), L

(=50), C (=100), D (=500), and M (=1000) (WH-M)

satellite: an object that orbits a planet or moon (WH-Sci)

solar system: the sun together with all the planets and other bodies that revolve around it

(WH-Sci)

sun: a star that is a hot gas that produces heat, light, and energy (WH-Sci)

table: information organized into columns and rows (WH-SB)

title: the name gives information about the diagram, chart, table, or graph (WH-SB)

Venn Diagram: (WH-SS)


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WORLD HISTORY UNIT VOCABULARY

READING

fable

proverb

SOCIAL STUDIES

Ancient Civilization

aqueducts

architecture

culture

great pyramids

hieroglyphics

Venn Diagram

MATH

Roman Numerals

SCIENCE

asteroid

astronomy

comet

galaxy

meteor

moon

orbit

planet


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satellite

solar system

sun

WRITING

PODCAST

Angel Falls

Grand Canyon

Great Barrier Reef

Mount Fuji

SMART BOARD

bar graph

chart

circle graph

data

diagram

graph

line graph

pie chart

table

title

soar-world history

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