1. Me in Hartford vs. Me in Australia: Geographic and Cultural Comparison through Australia’s Aboriginal Tribe

2. Ultimate Goal Students step out of their familiar lives in Hartford Students step out of their familiar lives in Hartford Establish a more global concept of the geographical world Establish a more global concept of the geographical world Achieve greater understand of a truly historic culture Achieve greater understand of a truly historic culture

3. Objectives Analyze physical geography of Australia Analyze physical geography of Australia Immerse students in climate and other environmental differences between Aus. and North America Immerse students in climate and other environmental differences between Aus. and North America Draw connections between their culture and the Aboriginal culture (food, home, games, etc…) Draw connections between their culture and the Aboriginal culture (food, home, games, etc…)

4. Justification The Connecticut State Dept. of Edu. Division of Teaching and Learning The Connecticut State Dept. of Edu. Division of Teaching and Learning –The History and Culture section: “Students should identify and compare various cultural settings.” – The Social Studies Program Goals section: “Students will demonstrate an understanding of the concept of culture and how different perspectives emerge from different cultures.

5. Justification cont… Howard Gardner’s “Theory of Multiple Intelligences”: Howard Gardner’s “Theory of Multiple Intelligences”: –Spatial Intelligence –Naturalistic Intelligence –Intrapersonal Intelligence

6. Weekly Planner Day I: Mon Day II: Tues. Day III: Wed Day IV: Thurs Day V: Fri - Introduce continents - Australia, specifically - Assign folder and first assignment - Video - Critical Thinking ? - General video discussion - Aus. Geography - Q: where would you rather live? (water/land) - Divide into groups (water/land) - Read books - Collective class discussion at board - Difference between water/land Aborigines -ACTIVITY DAY! -divide class by water/land again -Ball creation out of grass/fur - Introduce final project for Friday - Final Evaluation Creation

7. Day IV: Balls! Students break into predetermined groups from Day III (water/land) Students break into predetermined groups from Day III (water/land) Explain importance of games in Aboriginal society… Explain importance of games in Aboriginal society… –Not just for fun…taught survival skills –Balls taught agility and cooperation

8. Balls cont… Within group, find a partner Within group, find a partner Water: grass, twine and glue (in place of mud) Water: grass, twine and glue (in place of mud) Land: Fur, twine and glue Land: Fur, twine and glue Mold your ball Mold your ball Class discussion: Who had the harder assignment? Which would make a better ball? Why did you make it the size you did? How did you cooperate? Class discussion: Who had the harder assignment? Which would make a better ball? Why did you make it the size you did? How did you cooperate?

9. Evaluation Folders… not to be graded but used to track progress and help the students remember details from earlier lessons Folders… not to be graded but used to track progress and help the students remember details from earlier lessons Final Book: Final Book: –Compare a day in your regular life to a day in your hypothetical life in Aboriginal Australia. –The more creative, imaginative and artistic…the better! –Graded.

10. The End Thank you for your interest and attention!