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The World before the opening of the Atlantic Learning Menu Name:________________________

Students will use a learning menu to explore the World before the Opening of the Atlantic. You will have the option of choosing different tasks within the menu to guide your learning. This assignment will require that students have a total of 100 points. It is due on October 13, 2011. Along the way, there will be mini quizzes assessing your knowledge. You will need to successfully pass the quiz before you move on to the next section. Each student will be responsible for keeping a neat, organized folder.

|Appetizers: Must choose one for each section! (40pts) You can only use each task once! For example, if you make |Possible Points|Points Earned |Section (1,2,3 |

|flash cards for section 1, you can’t make flash cards for section 2. | | |or 4) |

|Reading Check Questions: Students can answer the reading check questions within a section in complete sentences.|10 | | |

|Be sure to copy the questions. 7.RIT.1, 7.L.1/2 | | | |

|Flash Cards: Flash cards can be created using the highlighted key terms within the chapter. One side should only|10 | | |

|have the key term and on the other the text book definition, a paraphrased definition and a visual | | | |

|representation of the key term. 7.RIT.4, 7.L.1/2 | | | |

|Assessment: At the end of each section, students will find an assessment box reviewing ideas, terms and people. |10 | | |

|Copy and answer all of the questions in this section. 7.RIT.3, 7.L.1/2 | | | |

|Outline: An outline can be created (in bullet form) summarizing the main themes within the section. 7.RIT.2, |10 | | |

|7.L.1/2 | | | |

|Summary: Students can also choose to write a summary of the section. Your summaries should be well constructed,|10 | | |

|free of grammatical errors and include detail. 7.RIT.1/2/3 | | | |

|Entrée (Main Dish) You have to choose one task from each section - except in sec 3, where you will have to |Possible Points|Points Earned |Section (1,2,3 |

|choose 2 tasks to complete. Each task corresponds to a section which is listed at the end of the description. | | |or 4) |

|(50pts) | | | |

|Graphic Organizer – The Earliest Americans: Fold a piece of paper lengthways in the middle. Label the first |10 | | |

|column The First Migration to the Americas and the second column Early Mesoamerican and South American People. | | | |

|List the main ideas of the section under each heading. Under the second heading students should list each group | | | |

|of people discussed in the text. (Section 1) 7.RIT.3, 7.RIT.1 | | | |

|Drawing Conclusions Graphic Organizer: Using the information in the text book create a graphic organizer that |10 | | |

|illustrates the Olmec’s influence on the Maya and Aztecs. (Section 1) 7.RIT.3, 7.RIT.1 | | | |

|Native American Cultures Postcards: Create 10 postcards, each one having one of the following headings: Arctic, |10 | | |

|Subarctic, Northwest Coast, Plataeu, Great Plains, North East, Great Basin, California, Southwest and Southeast.| | | |

|On the opposite side of the postcard (with the lines) list the Native American Groups that lived in each region | | | |

|and explain how each group adapted to its environment. (Section 2) 7.W.1/2. 7.RIT.3, 7.RIT.1 | | | |

|Joining the Iroquois League Speech: Imagine that you are a leader in a Native American group that is considering|10 | | |

|joining the Iroquois league. Write a speech (at least 3 paragraphs) explaining why the group should join the | | | |

|league. This speech should contain specific reasons and should be persuasive. (Section 2) 7.W.3, 7.L.1/2, | | | |

|7.RIT.3 | | | |

|Travel Brochures: Students are responsible for creating a travel brochure for the West African Kingdoms of |10 | | |

|Ghana, Mali and Songhai. Listed within the travel brochure should be historical information such as their | | | |

|accomplishments, resources, wealth and culture. Be sure to explain the factors that influence the rise and power| | | |

|of these kingdoms and describe how the rulers became wealthy. In addition, students should include images and | | | |

|maps illustrating the kingdom’s wealth. (Section 3) 7.RIT.1/2/3, 7L.1/2, 7.W.2 | | | |

|West African Kingdoms Website: Imagine that you are creating a Web page to share what you have learned on the |10 | | |

|West African Kingdoms. The pages should contain historical information such as their accomplishments, resources,| | | |

|wealth and culture. Be sure to explain the factors that influence the rise and power of these kingdoms and | | | |

|describe how the rulers became wealthy. In addition, students should include images and maps illustrating the | | | |

|kingdom’s wealth. (Section 3) 7.RIT.1/2/3, 7L.1/2, 7.W.2 7.RIT.4, 7.RIT.4 | | | |

| | | | |

|Time Line: Create a time line of the West African Kingdoms. The time line should include at least six key dates|10 | | |

|and entries for events from 300 AD to 1500 AD. Be sure to include annotations and illustrations to enhance your | | | |

|time line. (Section 3) 7.W.2, 7.RIT.1/2 | | | |

|Eulogy: Write a eulogy (a speech or writing in praise of a person) that could have been read at Mansa Musa’s |10 | | |

|funeral. Include details found in this section of the textbook. Include one or two short accounts of interesting| | | |

|events from the life of Mansa Musa. Consider the purpose of the eulogy and the audience when writing this. | | | |

|(Section 3) 7.W.1/3, 7.L.1/2, 7.RIT.1 | | | |

|Magazine Article: You have been asked to write an article about Socrates, Plato and Aristotle introducing them |10 | | |

|to the world. Your article should consist of short paragraphs expressing the main ideas of each man’s | | | |

|philosophy. In the conclusion paragraph you will compare and contrast the main ideas of the three philosophers. | | | |

|(Section 4) 7.W.2, 7.RIT.2/3, 7.L.1/2, | | | |

|Marco Polo’s Diary Entry: Pretend you are Marco Polo about to embark on a big journey through Asia. Write a |10 | | |

|diary entry describing what Europe was like at the time before Marco Polo left Italy. Your diary entry should be| | | |

|extremely descriptive and include information on politics, feudalism, the crusades, etc – by the end of this | | | |

|diary entry, the reader should have a very clear picture of what life was like during Marco Polo’s time. | | | |

|(Section 4) 7.W.3, 7.L.1/2, 7.RIT.3 | | | |

|Dessert: You must choose one! (10pts) | | | |

|Heads: Using the information from the tasks you have completed, design your own head on The World before the |10 | | |

|Opening of the Atlantic. To create heads, you must design and decorate a large head on an 8x10 sheet of paper. | | | |

|The next step is to scatter as much information (dates, key terms, names, events) from chapter 1 as you can on | | | |

|the inside of the head. Lastly, choose the 3 most relevant facts from the inside of the head to scatter on the | | | |

|outside of the head. Include one paragraph on the bottom right hand side of your sheet of paper explaining why | | | |

|your three choices are the most relevant. 7.RIT.4, 7.W.1 | | | |

|Mini Comic Book: Create a comic book, summarizing at least 6 themes found within chapter 1. Make sure your comic|10 | | |

|book is in chronological order. 7.RIT.1, , 7.RIT.3, 7.W.3.. 7.L1/2 | | | |

| |Possible Points |Points Earned |

| |100 | |

|Total | | |

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