World Cultures: Activity Book (BLM) by Teacher Superstore

ew i ev Pr

Teac he r

r o e t s Bo r e World Cultures p ok u S Activity Book

w ww

. te

m . u

o c . che e r o t r s super by Sandy Tasker

Teac he r

Author: Sandy Tasker Cover Design: Shay Howard Illustrations: Melinda Brezmen Cover images: i.

ii.

iii.

ew i ev Pr

r o e t s Bo r e p ok u S

Native Americans , Thai dancers, Maasai – Courtesy IMSI’s Masterclips/MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA. www.imsisoft.com Totem , Japanese cherry blossom, sphinx – Courtesy Microsoft Design Gallery Live used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. Aboriginal cave art – © Dr Ellen K. Rudoph, www.2docstock.com

w ww

1. The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

. te

2. Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted; 3. Copies are not sold or lent;

Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

m . u

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act, 1968 (the Act), provided that:

o c . che e r o t r s super

4. Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act.

Published by: Ready-Ed Publications Unit 11/17 Foley Street, Balcatta, Perth, WA, 6021 Tel: 61 8 9349 6111 Fax: 61 8 9349 7222 info@readyed.com.au www.readyed.com.au

Activities for Young Learners: World Cultures

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool St, Sydney, NSW, 2000 Tel: (02) 9394 7600 Fax: (02) 9394 7601 Email: info@copyright.com.au

ISBN: 978 1 86397 651 0

123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012

Contents

Curriculum Links: Outcome Statements ............................................................... 4 Teachers’ Notes ..................................................................................................... 5 Pr omoting Cr eative Thinking ................................................................................. 7 Creative Relevant W ebsites .................................................................................................. 9 Websites

Activities:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

What is Culture?: Activity ............................................................................ 10 Ancient Ruins: Cyber Challenge.............................................................. 11 Aboriginal Australians: Activity ............................................................................ 12 Aboriginal Stories: Cyber Challenge.............................................................. 13 Living off the Land: Activity ............................................................................ 14 Outback Adventure: Cyber Challenge.............................................................. 15 The New Zealand Mäori: Activity ............................................................................ 16 A Mäori Feast: Cyber Challenge.............................................................. 17 Mäori Traditions: Activity ............................................................................ 18 Native Americans: Activity ............................................................................ 19 Totems: Cyber Challenge.............................................................. 20 Native American Culture: Activity ............................................................................ 21 Hunting Buffalo: Cyber Challenge.............................................................. 22 Mayan Culture: Activity ............................................................................ 23 Mayan Traditions: Cyber Challenge.............................................................. 24 Mayan Maths: Activity ............................................................................ 25 Mayan People: Cyber Challenge.............................................................. 26 Mexico Today: Activity ............................................................................ 27 Mexican Food: Cyber Challenge.............................................................. 28 Ancient Greece: Activity ............................................................................ 29 Family Life: Cyber Challenge.............................................................. 30 Greek Culture: Activity ............................................................................ 31 Ancient Olympics: Cyber Challenge.............................................................. 32 The Vikings: Activity ............................................................................ 33 Vikings at Sea: Cyber Challenge.............................................................. 34 Modern Scandinavia: Activity ............................................................................ 35 Fairy Tales: Cyber Challenge.............................................................. 36 Japanese Culture: Activity ............................................................................ 37 The Kimono: Cyber Challenge.............................................................. 38 Japanese Food: Activity ............................................................................ 39 Thailand: Activity ............................................................................ 40 Thai Culture: Cyber Challenge.............................................................. 41 The Masaai: Activity ............................................................................ 42 Ancient Egypt: Activity ............................................................................ 43 The Pyramids: Cyber Challenge.............................................................. 44 King Tut: Activity ............................................................................ 45 Ancient Egyptian Life: Cyber Challenge.............................................................. 46 A Multicultural Society: Activity ............................................................................ 47 My Culture: Activity ............................................................................ 48 World Cultures Activity ............................................................................ 49 Assessment Sheets ................................................................................................ 5 0 Teacher Assessment 1: W ritten Infor mation ......................................................... 5 1 Written Information Teacher Assessment 2: Cr eativity ......................................................................... 5 2 Creativity Student Self-Assessment ....................................................................................... 5 3 Further Assessment T ools ...................................................................................... 5 4 Tools Answers .................................................................................................................. 5 5

w ww

. te

m . u

o c . che e r o t r s super

Curriculum References

Information from the World Cultures Resource Book and the World Cultures Activities (BLM) can be linked to the following National Curriculum outcomes at Levels 1 and 2:

Society and Environment / HSIE / SOSE STRAND

OUTCOME

Time, Continuity and Change

Interpretations and perspectives

Explores people’s origins and futures. Identifies aspects of environments and family ways of life that have endured or changed.

Place

People and places

Identifies places that are important to self and others. Describes choices people make in their use of places.

Culture

Aboriginal and Torres Strait Islander cultures

Recognises that Aboriginal and Torres Strait Islander children are Australian children. Describes some of the achievements of Aboriginal people and Torres Strait Islander people.

Cultural cohesion and diversity

Describes diverse ways in which common needs are met. Describes practises, customs and traditions of familiar groups and communities.

Resources

r o e t s Bo r e p ok u S

Use of resources

ew i ev Pr

Teac he r

ORGANISER

Identifies resources used and valued Identifies that goods and services are made by combining a variety of resources.

Investigation, Communication articipation and P Participation

Investigation

w ww

Communication

. te

Participation

Identifies how elements of systems meet own needs. Describes ways people obtain goods and services in the local community. Gathers and records information from direct and indirect experiences of people and places. Selects, compares and categorises relevant information.

m . u

Natural and Social Systems

Prepares information for an audience. Expresses a personal view of the meaning of data.

Differentiates between times when it is appropriate to act on personal choice or to follow established rules. Explores a variety of group work strategies.

o c . che e r o t r s super

Society and Environment understandings are expressed in activities through through: English

Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, other books and on the Internet); Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions to demonstrate understandings of concepts).

Technology

Designing, making and appraising (designing new ideas and “inventions” based on understandings); Information (acquiring information from a variety of resources including the Internet and using this knowledge to express ideas and understandings).

The Arts

Visual Arts (expressing understandings in the form of visual arts such as diagrams and paintings).

Teachers’ Notes

oung Lear ners series is designed to be used in a number of The Activities for Y Young Learners ways: 1. As a learning centre for the library or general classroom; 2. As a library resource package; 3. As a general activity resource package for a number of themes.

World Cultures – A Rationale For Study

r o e t s Bo r e p ok u S

We live in a multicultural society. The international headlines on the news, the exotic foods at the local food hall and the neighbours and friends that children talk to every day all provide a window to the world. Now, more than ever, there is a need to support the international relations of today and tomorrow.

Teac he r

ew i ev Pr

One of the best ways to build tolerance and friendship amongst cultures is to enable understanding. In addition to providing some useful background knowledge, the activities in this book encourage students to put themselves in the shoes of others. By learning about other cultures, students are also able to understand and appreciate their own culture through comparison of food, festivals, sports and school. The World Cultures resource book explores ancient and modern cultures from every corner of the globe. There is a strong emphasis on indigenous cultures, including Aboriginal Australians, New Zealand Mäori and Native Americans who lived in harmony with their environment and effectively used natural resources to survive. Ancient cultures are also covered, helping students to understand that many aspects of daily life stretch back thousands of years, including leisure, education and personal grooming. Students can learn why it is important to preserve traditions and artifacts so that future generations will understand the cultures of our time.

© ReadyEdPubl i cat i ons The world cultures topic lends itself to creative and analytical thinking in the classroom among • or r e vi e wupp ur p se sooutnl y• students of allf ages. The Internet opens a whole newo way of finding exactly what it could be like to participate in the traditions of another culture.

Updating of Internet References

. te

m . u

w ww

It is now common knowledge that Internet sites disappear from time to time or move to new locations. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move, modify their layout or disappear from the WWW completely. Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in this series are clearly linked on our website from the home page. oung Young Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y Learners series. The direct address for this series is:

o c . che e r o t r 4www.readyed.com.au/urls/AYL/index.htm s super

Once at the above webpage, students will need to click on the book they are using (e.g. World Cultures Cultures) and the page number and title. By using this online index page, students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please email fixlink@readyed.com.au with clear details of the topic and page number. Please note that ALL links that appear in each of the five resource books are included on the above site and are clearly labelled. 5

Teachers’ Notes

About the Activities The books in this series contain tasks that are divided into two types of activities: ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest resource book. The pages have been divided into three sections: 1. Just the Facts: This section allows for quick information retrieval. There is no further research required, and students should be able to gather the information that they need straight from the resource book. Completing this section will provide students with a basic understanding of the concept being explored. Questions are literal and relevant to the topic.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

2. Creative Corner: This section requires students to apply their imagination and draw on analytical skills to find responses to the questions posed, based on what they have read. The answers are not in the text and in many cases there will be no right or wrong answers. The objective of these activities is to get students thinking. Sometimes students might be asked to discuss something with a partner. Sometime the questions might involve using another sheet of paper for writing. Children should be encouraged to share their thoughts where possible. These tasks also lend themselves to small group work where students are often more confident in sharing information. 3. Think About It: This section extends on what the children have read in the resource book and thought about in the Creative Corner section. The tasks are usually an opportunity for students to be creative and to put themselves into another role, (e.g. person from another country). Many of these activities can be done as homework or can be completed in spare time.

© ReadyEdPubl i cat i ons CYBER CHALLENGE: activities require connection. Theo sites are easily •f oThese rr e vi e w anpInternet ur p oses n l y •accessible by first going through the Ready-Ed website ( ) and onto the index www.readyed.com.au/urls/AYL

page for the World Cultures link. Bookmark this page for ease of use.

. te

Curriculum Links

m . u

w ww

Students should be given ample opportunity to explore the website before starting the activity. Most tasks will require basic research skills and students should be proficient in navigating websites. The activities have a varied format and students will find they may have to complete tables using information at the site or they may have to write about something that the site focuses on (e.g. a species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the student.

o c . che e r o t r s super

The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science and English. The themes provide a backdrop for creative thinking strategies and different learning styles. A table containing relevant learning outcomes is included on page 4. This information allows teachers to measure students’ learning according to the subject area and particular strand. It is up to the teacher to see exactly how this fits into their local curriculum documents. All information in this book has been matched to the National Curriculum Framework.

Assessment Detailed notes and assessment proformas have been included at the end of the activities. (See page 50 - 54.)

Teachers’ Notes

Promoting Creative Thinking The following creative thinking strategies are used in this book:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Forced Analogies q The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result. q Thinking about the effects of a highly unlikely situation. Lateral Thinking q Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting her by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob. Applied Imagination q Use of prompting questions to elicit new ideas. q How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic. Problem Reversal q State the problem in reverse. Change a positive statement into a negative one. q Try to define what something is NOT. q Figure out what everybody else is not doing. q Change the direction or location of your perspective. q Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test, etc. q Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a wormhole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends, and so on. Brainstorms q Brainstorms, particularly when done with a partner or small group, are an excellent method for exploring creative thinking. They can also lead on to mind-mapping®. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. It can be done with students of all ages. Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings about the particular theme can be given as well.

w ww

. te

m . u

o c . che e r o t r s super

For more information on mind-mapping, check out this website: .mind-mapping.co.uk/mind-maps-examples.htm www www.mind-mapping.co.uk/mind-maps-examples.htm

Other Titles in this Series: •Cool Antarctica •Oceans Alive •Endangered Animals •Wonders of the Rainforest 7

Teachers’ Notes

Cognitive and Affective Skill Areas Fluency q

r o e t s Bo r e p ok u S

Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original.

Flexibility q

Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal).

Teac he r

Exploring a problem from a different perspective, e.g. through the eyes of someone else.

Originality q q

Thinking of new and innovative ideas to improve the functioning of objects.

Solving a range of problems by taking two old ideas and combining them to come up with something new.

Elaboration q

ew i ev Pr

Expanding on an already existing idea or fact, perhaps adding a different slant.

Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the “safe” boundaries that they most often operate in.

w ww

Risk Taking

m . u

Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.

It is important to note that individual brainstorming activities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

. te

o c . che e r o t r s super

Relevant Websites

Encouraging Creativity:

r o e t s Bo r e p ok u S

World Cultures Websites

ew i ev Pr

Teac he r

Thinking Skills - 4www.teachers.ash.org.au/researchskills/thinking.htm Creativity Tool Kit - 4www.directedcreativity.com/pages/ToolsImagine.html Mind-Mapping - 4http://www.buzan.com.au/training/teachers.html Teaching Thinking - 4www.teachingthinking.net/ Creative Thinking Techniques - 4www.virtualsalt.com/crebook2.htm Creative Quotations - 4www.creativequotations.com/ The Thinking Classroom - 4http://learnweb.harvard.edu/alps/thinking/intro.cfm

Culture Quest World Tour – 4www.ipl.org/div/kidspace/cquest/ Ocean Planet – 4seawifs.gsfc.nasa.gov/ocean_planet.html World Cultures Links Page – 4www.funsocialstudies.learninghaven.com/links/world_cultures.htm World Cultures at the Internet Public Library – 4www.ipl.org/div/kidspace/browse/owd0000/ World Trek – 4www.worldtrek.org/odyssey/ Cultures @ Yahooligans – 4yahooligans.yahoo.com/School_Bell/Social_Studies/Cultures/ Games from Around the World – 4www.topics-mag.com/edition11/games-section.htm

w ww

. te

m . u

o c . che e r o t r s super

What is Culture?

d a e R

Activity

Read What is Culture? in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. A culture is _________________________________________ __________________________________________________ 2. Name three ancient civilisations: • _________________________________________________ • _________________________________________________ • _________________________________________________ 3. In your own words, explain what subculture means. __________________________________________________ __________________________________________________ © ReadyEdPubl i cat i ons

w ww

What would the world be like if we all had exactly the same culture – if we all ate the same things, wore the same clothes and celebrated the same holidays? Write some advantages and disadvantages on the back of this sheet.

. te

m . u

4Creative Corner •f orr e vi ew pur posesonl y•

o c . Write a plan for your party: c e h r You decide to have a party er o t s s lp Who will help? r u e to help a visitor learn about 4Think About It

your country’s national holiday (e.g. Australia Day, Waitangi Day).

l Where will you celebrate? l What will you bring? l What will you eat? l What activities will you do?

Ancient Ruins

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 11.

r o e t s Bo r e p ok u S found an old room with a broken plate and An archaeologist

ew i ev Pr

Teac he r

Archaeologists explore ancient ruins to find out about life many years ago. Learn about some of the things an archaeologist might find by visiting the website above. the handle of a mug. This room might have been a ___________

2. Why do you think many objects found by archaeologists are broken or have pieces missing? __________________________________________________

__________________________________________________ __________________________________________________

4Archaeologist From the Future

m . u

w ww

. te

Pretend you are an archaeologist from the future and you have NO IDEA what this object is. It is up to you to figure out what it was used for. Was it a shoe cleaner? Was it used to brush eyebrows?

o c . che e r o t r sAS YOU CAN. supeUSES r LIST AS MANY POSSIBLE

• ___________________________ • ____________________________ • ___________________________ • ____________________________ • ___________________________ • ____________________________

Aboriginal Australians

d a e R

Activity

Read Aboriginal Australians, Special Stories and Picture This in the World Cultures resource book to help you complete the following.

r o e t s r ewhat do each ofB ocolours On the Aboriginalp flag, the stand for? o u k black: _____________________________________________ S 4Just The Facts

Teac he r

ew i ev Pr

red: _______________________________________________ yellow:_____________________________________________

2. What did Aboriginal people use for paint? _______________ __________________________________________________

3. Where could you find an Aboriginal painting?

__________________________________________________

4Creative Corner

. te

m . u

w ww

Australian Aborigines drew pictures to show their grandchildren how they lived. On another sheet of paper, draw a picture about your life for your future grandchildren.

o c . 4Think About chIte e r o t r s sbush r pe Imagine you are sitting around au campfire listening to some traditional stories. Write a diary entry explaining what you see, hear, smell, taste and feel. Remember to describe some of the stories that you are listening to.

Aboriginal Stories

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 13.

r o e t s Bo r e p o u Now it is your turn to write a story called Howk the Emu Got its S Long Neck. In each circle, write an idea on how the emu’s neck

ew i ev Pr

Teac he r

Go to the Dust Echoes page and your teacher will help you choose a story to read, watch or listen to. Some of these are Whirlpool, Brolga and Moon Man.

got stretched.

w ww

. te

How The Emu Got its Long Neck

m . u

o c . che e r o t r s super

Use your favourite idea to write a story on a new page. Read your story out aloud – just like a Dreamtime story should be told! 13

Living off the Land

d a e R

Activity

Read Living off the Land in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. List some animals and plants that Aboriginal Australians ... hunted: ____________________________________________ gathered: __________________________________________ 2. How did the Aboriginal people make sure that their environment was not being destroyed? _________________ __________________________________________________ 3. List three ways that fire was used by Aboriginal Australians: • _________________________________________________ • _________________________________________________ © ReadyEdPubl i cat i ons • _________________________________________________

•f orr evi ew pur posesonl y•

4Creative Corner

Imagine that you are living off the land and using Aboriginal tools.

m . u

w ww

Rank these things from Most Important (1) to Least Important (5)

Boomerang, digging stick, didgeridoo, fire, ochre paint

. te

1. _____________

2. ______________

3. _____________

4. ______________

o c . Explain your choicec for the most important thing. e her r o t _____________________________________________ s super

5. ____________

4Think About It On the back of this sheet, draw ten things that will help you live off the land for a weekend camping trip. Think about eating, drinking, keeping warm and staying safe. 14

Outback Adventure

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 15.

r o e t s Bo r e pof car you l Check outothe Draw the type “animal u k think you might need to tracks” section at the S handle dirt tracks, rocks website. Draw the tracks

Burarra Select the Burar ra Gathering and take the journey with Danaja and his grandfather.

and puddles in the outback.

ew i ev Pr

Teac he r

for each animal in the boxes below:

Goanna

w ww

Think of a good question that you can ask Danaja about making fire.

. te

_________________________

Dingo

m . u

Emu

o c . _________________________ che e r o t r s s per 4Bush Postcard u _________________________

Imagine you have been exploring the Northern Territory with an Aboriginal Australian who lives off the land. On a sheet of card, design a bush postcard with a colourful scene. On the back write a message to your family, telling them about what you have learned on your outback adventure. 15

Activity

The New Zealand Mäori

d a e R

Read Mäori-speak and Tattoos and Dancing Moves in the World Cultures resource book to help you complete the following.

r o e t s Bo r e p ok __________________________________________________ u S Describe a Mäori way of saying “Hello”. 4Just The Facts

ew i ev Pr

Teac he r

1. What does the Mäori name for New Zealand, Aotearoa, mean?

__________________________________________________

3. Name three things that the Mäori made the flax plant into.

• _________________________________________________ • _________________________________________________

. te

m . u

w ww

Read about the haka in the resource book. Imagine if a rugby team performed a chant that was the complete opposite to a haka: quiet, soft and totally “un-scary”. Draw a picture of this new “un-haka”. Make up some words for the chant and describe how the movements are done.

o c . che 4Think About It e r o t r s supe r What would happen if the New Zealand All Blacks rugby team really did perform the un-haka? Write a funny newspaper article about the day that the All Blacks performed the un-haka. What did the other team think? What did the crowd think? 16

A Mäori Feast

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 17.

r o e t s Bo r e REGULAR p ok OVEN HANGI u Found outside, S in the ground

ew i ev Pr

Teac he r

Read the resource book or click on “Hangi” at the website and then fill out this chart that compares a hangi to a regular oven.

Food is placed on an oven tray

Uses the power of fire

m . u

w ww

l What would you choose? Eat at a restaurant or have a traditional hangi meal. Give reasons for your choice? ___________________________________________________

. te

l Describe a clever way that you could get hot stones into the hangi pit without burning your hands.

o c . ___________________________________________________ che e r o ___________________________________________________ t r s super ___________________________________________________

4Extra Design an invitation to a Mäori hangi feast. Make sure it includes some information about what a hangi is. 17

Mäori Traditions

d a e R

Activity

Read Fantastic Feasts in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u __________________________________________________ S

2. How did the Mäori people use the moa bird bird?

ew i ev Pr

Teac he r

1. The Mäori people used paua shell as a lure when they were fishing. What is a lure? Use a dictionary if you are not sure.

__________________________________________________ __________________________________________________

4Creative Corner

The moa bird became extinct a few hundred years ago. Why do you think the moa became extinct? Write your theory here:

m . u

______________________________________________________

w ww

______________________________________________________

4Think About It

. te

o c . Make a poster or a sticker with a slogan that tells people to help stop c e heUse r the moa from being extinct. the space below to plan your poster and o t r s s r up then complete it using a large sheet ofe paper or card. Imagine the moa is still alive today, but it is disappearing fast.

Hint::

A slogan is a short, catchy sentence like:

Moas say: “We are here to stay!”

Activity

Native Americans

d a e R

Read the Native Americans section in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. Native Americans built homes from the materials in their natural environment. Complete the table using the resource book. Area Type of home Material Lodges or big houses Northwest Twigs and branches Intermountain Southwest Pueblos Teepee Plains Eastern Woodlands Wood and bark

2. Why did some of they homes, like the teepee, have to be made © R e a d E d P u b l i c a t i o n s so that they could be moved easily? __________________________________________________ •f orr evi ew pur posesonl y•

w ww

In this box, draw and label a shelter that you could make, using the plants around your school.

. te

m . u

4Creative Corner

o c . che e r o 4Think About It t r s super

Imagine that you have to camp out in your new plant shelter. l How would you keep the shelter cool in summer? ______________________________________________________ l How would you keep it warm in winter? ______________________________________________________ 19

Totems

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 20.

r o e t s Bo r e p ok u S were often carved included the bald e_______, Some animals that Click on Totem Pole at the website and find the missing words.

ew i ev Pr

Teac he r

Totem poles were carved out of w_________. Each pole showed the history of the f__________ by using faces of a___________. the grizzly b___________, the m________ and the o___________.

4My Totem A totem pole needs to include animals that are important to Make a plan for how your totem will you or your family. Write four look using this space. Draw the faces animals below and give a of the animals on top of each other. reason for your choice.

w ww

l animal: _________________ reason: _________________

m . u

reason: _________________

. te o c l animal: _________________ . c e her r reason: _________________ o t s super _______________________

_______________________

l animal: _________________ reason: _________________ _______________________

Activity Native American Culture Read Desert Dolls and Buffalo Business in the World d Rea Cultures resource book to help you complete the following. 4Just The Facts

r o e t s Bo r e p o u Kachina dolls could be found in (circle one): k S Northwestern Tribes Southwestern Tribes Plains Tribes

1. What were Kachina doll dolls used for? ____________________ __________________________________________________

ew i ev Pr

Teac he r

3. In your own words, explain what a coup stick was used for. __________________________________________________ __________________________________________________

4Creative Corner

w ww

. te

5 3

FRINGES

m . u

Make a brainstorm with some more ideas for using the fringes.

o c . c e heItr r 4Think About o t s s r u e p You have learned many new words by reading about Native Americans. 6

If you look closely, these words are written in bold between pages 20 and 25 in the World Cultures resource book. Show how well you know these words by making a word search puzzle on graph paper (ask your teacher how to do this). Swap your finished word search with a classmate. 21

Hunting Buffalo

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 22.

r o e t s Bo r e p ok u 4Your Opinion S What do you think about the way Native Americans used buffalo?

ew i ev Pr

Teac he r

Try the matching game “What from buffalo?” What can you make fr om a buffalo? to find out how each part of the buffalo was used.

Was it cruel or clever? Write your opinion in the space below. Give reasons for your answer: ____________________________________________________ ____________________________________________________

w ww

______________________

. te

m . u

______________________

See if you can be like a Native American and think of a use for everything in a carton of six eggs, without wasting any part.

o c . lI will use the eggsc for __________________________________ e hforr______________________________ r o t lI will use the eggshellse s super lI will use the carton for ________________________________

If you have an empty egg carton at home, you might like to show your parents or teacher how you can use it. Does it need to be decorated?

Activity

Mayan Culture

d a e R

Read Mayan Culture and Mayan Meals in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s B r e oo Why were the Mayan pyramids built? ___________________ p u k __________________________________________________ S

1. How long ago did the Mayans live? ____________________

ew i ev Pr

Teac he r

3. What was the main food crop that the Mayans grew?

__________________________________________________

4Creative Corner

Invent your own recipe for a chocolate drink, using cocoa powder or melted chocolate. Create a flow chart showing each step.

w ww

Next…

. te l

m . u

o c . c e he r Name your yummy chocolate o t r s drink: super

4Think About It The Mayans ate a lot of corn. On the back of this sheet, create a brainstorm showing all the ways that corn can be eaten. Think about where you see it in the shops. 23

Mayan Traditions

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 24.

r o e t s Bo r e p ok u Hint: News articles Stell readers information about who, what, where, when and HEADLINE

why. Use another page if you need to.

ew i ev Pr

Teac he r

The Mayas Maya Ball Courts & Ball Games Mayas” then “Maya Games”. Click on “The Imagine, you are a Mayan sports reporter. Create a newspaper article about a big Pok-A-Tok game between two village teams.

PICTURE

•f orr evi ew pur posesonl y• ______________________________ ______________________________

w ww

______________________________

. te

m . u

______________________________

____________________________________________________

o c ____________________________________________________ . che e r o ____________________________________________________ t r s super

STORY

____________________________________________________

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Activity

Mayan Maths

d a e R

Read Mayan Brains in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e Write your agep in Mayan ok u symbols inS this box.

1. Mayans counted in groups of _________________________

4Creative Corner

ew i ev Pr

Teac he r

Mayans used some interesting objects to write with. Look around the room that you are sitting in. List as many objects as you can that you can write or paint with. • _________________________ •__________________________ © ReadyEdP ubl i cat i ons • _________________________ •__________________________ •f orr evi ew pu r posesonl y•

m . u

w ww

• _________________________ •__________________________ Music was important to the Mayan people. Imagine one day you wake up and there is no more music. On another sheet, write a diary entry about how you would feel.

. te o Mayan children learned things by watching and helping adults at home c . e instead of going toc school. Fill in your ideas for these two lists. her r o t s s r u e p Things that you can learn at school Things that you can learn at home 4Think About It

CYBER

Challenge

Mayan People

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 26.

r o e t s Bo r e p othings that you Write three k u S think make a person look

ew i ev Pr

Teac he r

Draw a picture of the winner of a Mayan Beauty Contest.

beautiful. l _________________ _________________ _________________

l _________________ © ReadyEdPu bl i cat i ons _________________ •f orr evi ew pur pos esonl y• _________________

w ww

_________________ _________________

m . u

_________________

. te o c A person can look beautiful on the outside , but it is more important . c e r to be beautiful on theh inside , by being a kindt and er o s happy person. super 4Your Inside Beauty

Describe what makes YOU a beautiful person on the inside:

____________________________________________________ ____________________________________________________ ____________________________________________________ 26

Activity

Mexico Today

d a e R

Read Mexico Today and Posadas and Pinatas in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1. Name three cultures that have helped to make Mexico such an interesting place to visit: • _________________________________________________ • _________________________________________________ • _________________________________________________ 2. Mexican celebrations are also called f______________. Dead? 3. Why do Mexican people celebrate the Day of the Dead __________________________________________________

4Creative Corner © Rea dyEdPubl i cat i ons

•f orr evi ew pur posesonl y•

On the back of this page, draw a piñata in the shape of your favourite animal and write out the rules to the piñata game in your own words.

m . u

w ww

4Think About It

Work with a friend and choose a special day that you both celebrate, for example, Christmas Day. Draw a Venn diagram like the one below on a new sheet of paper. In one circle, write the things that you do on this day. Your friend writes the things that they do in the other circle. Write the things you both do where the circles overlap.

. te

o c . che e r o t r sAndrew super Ryan

•Eat a roast dinner •Open crackers •Play cricket

Both

•Give presents •Decorate a tree

•Have a picnic on the beach •Fill stockings

Mexican Food

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 28.

r o e t s Bo r e okalternatives. For each ingredientp in the table below, list some u There are a few Sideas to get you started. Read about “A Mexico” and in particular, the food. A Kid’s Life in Mexico

Proper ingredient

TORTILLA

Alternatives

Potato chips, bread slices

ew i ev Pr

Teac he r

Imagine if you replaced all the ingredients in a taco recipe.

Your favourite

Tinned spaghetti, tinned TINNED BEANS pineapple © Read yEdPubl i cat i ons

Chopped carrots, chopped • f o r r e v i e w p u r p osesonl y• TOMATO SALSA

w ww

GRATED CHEESE

. te

SOUR CREAM

Grated onion, grated apple Ice cream, chocolate sauce

m . u

broccoli

o c . c e her r 4Creative Cooking o t s super

Choose your favourite ingredient from each list, then use these five ingredients to make a new recipe. The stranger the better! Write your new recipe on a sheet of paper and think of a name for the new dish.

Ancient Greece

d a e R

Activity

Read Ancient Greece in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e __________________________________________________ p ok u Two city-states in Ancient Greece were: ____________ and S _________.

1. Which famous world event began in Ancient Greece?

ew i ev Pr

Teac he r

3. The Parthenon was built ______ years ago and it was made of ___________.

4Creative Corner

w ww

Think about a famous building where you live. Using another sheet of paper, draw what it might look like in 2000 years time, and show some future people visiting this “ancient” building.

m . u

The Parthenon is a famous building from © ReadyEdPubl i cat i ons Ancient Greek times that people still visit today. •f orr evi ew pur posesonl y•

. te o c Imagine that you want to protect your house so that it lasts for thousands . c e r of years. Write a planh for how you will keep your house safe and secure. e o t r s s r upe Hint: Think about all the things that might damage a building – bad 4Think About It

weather, vandals, too many renovations. ______________________________________________________ ______________________________________________________ ______________________________________________________ 29

Family Life

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 30.

r o e t s Bo r e Think about the dailyp lives of this Greek family. o u k l Who would S you most like to be, and why?

ew i ev Pr

Teac he r

elcome Welcome Read about Amarandi’s family in the section called “1. 1. W to My Greece Guide Guide”.

__________________________________________________ __________________________________________________

Choose one family member and fill out this daily plan for them. Include all the activities you think they would do in a day.

4Daily© Plan for: Re adyEdPubl i cat i ons

8:00 am•f _________________________________________ o rr evi ew pur posesonl y•

11:00 am

_________________________________________

m . u

_________________________________________

w ww

10:00 am

4:00 pm

_________________________________________ . te o c _________________________________________ . che e r o t r s super _________________________________________

6:00 pm

_________________________________________

8:00 pm

_________________________________________

Noon

2:00 pm

Draw your chosen person doing one of their daily activities. 30

Activity

Greek Culture

d a e R

Read At Home With the Greeks and Party With the Greeks in the World Cultures resource book to help you complete the following.

r o e t s Bo r e p ok u S

4Just The Facts

Teac he r

ew i ev Pr

1. What was an Ancient Greek courtyard used for? __________________________________________________ 2. Write three uses for an Ancient Greek couch: • _________________________________________________ • _________________________________________________ • _________________________________________________ 3. Why was fish such a popular food in Greece? __________________________________________________

w ww

4Think About It

. te

m . u

about what food and drink will be served, what entertainment will be there and what guests should bring along.

Compare an Ancient Greek dinner party to your class party.

o c . che e r o t r GREEK PARTY s sCLASS PARTY uper

In the Venn diagram below, write the things that are the same where the two circles overlap.

Ancient Olympics

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 32.

r o e t s Bo r e Modern Olympics Anciento Olympics p u k Countries from allS over the world can enter Held every four years Males and females can enter Winners get a gold medal

ew i ev Pr

Teac he r

Complete this chart comparing the Ancient Greek Olympics to the Modern Olympics. Add some more notes of your own.

. te

Phew! Its hot in here!

m . u

w ww

A funny event in the Ancient Olympics was a race in full battle armour. On a separate sheet, draw yourself inside a suit of armour, with a big metal helmet and a heavy shield. You are just about to begin the race. Make a large thought cloud and write your thoughts down. l What can you see through the eye- holes? l What can you hear? l What can you smell? l How do you feel? l Do you think you will win?

o c . che e r o t r s super

The Vikings

d a e R

Activity

Read Fun Facts About Vikings in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s B r e oo_____________ . Thursday is named after the Viking god called p u k What wasS the problem that Vikings had with using a horn as a drinking mug? ____________________________________

1. The Viking alphabet, called runes unes, was carved into _________ . 2.

4Creative Corner

ew i ev Pr

Teac he r

Imagine if the Vikings really had big, heavy horns on their helmets. On a new page, make a list of all the things that might go wrong.

• _____________________________________________________ © ReadyEdPubl i cat i ons • _____________________________________________________ •f orr evi ew pur posesonl y•

w ww

4Think About It

m . u

• _____________________________________________________

Vikings were great explorers and discovered many new places. Imagine that you discover an exciting new place. It might be a new planet or an ancient city buried deep under the ocean or somewhere else.

. te

o c . c e r On another sheet of h paper, write a letter e o t r s su pe home to your family describing how it r feels to make your amazing discovery. How will it change your life? Will you be rich and famous? How will your new discovery change the world?

Vikings at Sea

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 34.

r o e t s Bo r e p ok u lLooking at theS position of the sun lUsing a sun stone lLooking at landmarks lLooking for certain sea animals and seaweed lReleasing birds from the ship

ew i ev Pr

Teac he r

The Vikings were very clever at navigating their ships. Read the book or the website and decide which method of navigation you think is the best.

I think the best navigation method is:_______________________

because: _____________________________________________

m . u

If a Viking ship became lost at sea, what do you think would be the biggest problem for the people on board? Explain your answer here:

w ww

____________________________________________________ ____________________________________________________

. te

o c . c e he r Your favourite uncle has come to stay with your family and he would o t r s s upe like to take a walk around your suburb orr town. How will he know his ____________________________________________________

way around? On the back of this page, draw and label a navigation kit that you will give to your uncle. It can contain anything you think might be able to help him find his way way,, and contact you if he gets lost. 34

Modern Scandinavia

d a e R

Activity

Read Modern Scandinavia in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p o u k What is the capital city of Norway? _____________________ S

1. Three countries that make up Scandinavia are N_________, D________ and S_________.

4Creative Corner

ew i ev Pr

Teac he r

Most people in Norway know how to ski because there is lots of snow around. Draw a picture of how people would get around if the streets were made of …

Jelly

Mud

w ww

. te

m . u

o c . che e r o t r s super

4Think About It

A smorgasbord is a Swedish way of eating as much as you wish from a range of dishes. Draw a big, long table and then draw and label foods from all over the world. 35

Fairy Tales

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 36.

r o e t s Bo r e p ok u S

4Story that you read:

ew i ev Pr

Teac he r

Choose one of the Hans Christian Andersen stories listed on page 46 of the resource book and find it in your school library, or read the Featur ed Stor eatured Storyy on the website.

Describe your favourite character/s. What do they look like? Are they good or evil? __________________________________________________

© ReadyEdPubl i cat i ons •to f o rar evi e w happens pur pinothe se sowhat nl ywould • If you had tell friend what story, __________________________________________________ __________________________________________________

you say?

w ww

m . u

__________________________________________________ __________________________________________________ __________________________________________________

. te o c __________________________________________________ . che e r __________________________________________________ o t r s super __________________________________________________

__________________________________________________ __________________________________________________ __________________________________________________ Draw your favourite character in a scene from the story. 36

Activity

Japanese Culture

d a e R

Read Squeezed In in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p o u k A space-saving mattress in Japan is called a _____________ . S Why are many apartments in Japan so small?

1. Why do Japanese people take their shoes off before entering a house? ____________________________________________ 3.

_________________________________ _________________________________ _________________________________

ew i ev Pr

Teac he r

4Creative © ReaCorner dyEdPubl i cat i ons

•f orr evi ew pur poSummer sesonl y•

. te

Hot sun on my face

(5 syllables) Smell of sunscreen

m . u

w ww

Haiku poems are made up of three lines, like the one here. Write a Haiku poem about your favourite season. Make sure you get the syllables right.

fills the air

(7 syllables)

i HEAR THE WAVES CRASH

o c . 4Think c About It e her r o t s supe r Look at the pictures of the capsule hotel in the resource book. There (5 syllables)

is not much room in the sleeping area except for a TV and a small shelf. Design your own capsule hotel. Draw a bed with walls and a ceiling, like the picture. Next, add things that you think might be useful for someone staying there for the night.

The Kimono

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 38.

Teac he r

Choose a country that you are interested in and design a traditional outfit for this child.

l Use library books or the Internet to find out about the clothes.

ew i ev Pr

r o e t s Bo r e p ok u S

Learn about the history of the kimono as well as types and designs and the occasions for wearing a kimono. Then play the Virtual Kimono game.

w ww

l Colour in the clothes. Add a face and some hair.

. te

4Country

m . u

o c . che e r o t r s super

Activity

Japanese Food

d a e R

Read Sushi, Rice and all Things Nice in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s B r e oo in ________. Sushi rolls are p raw fish and vegetables wrapped u k Name twoS other Japanese foods that you know of

1. Japanese people eat raw fish called ____________________. 2.

ew i ev Pr

Teac he r

• _________________________________________________ • _________________________________________________

4Creative Corner

© ReadyEdPubl i cat i ons Write a page of instructions for a visitor on how to use f o rr e i ew r pos esonl y• a knife• and fork. Itv may helpp tou include pictures. Chopsticks are tricky, but what about knives and forks?

w ww

4Think About It

. te

m . u

Use another sheet for your instructions.

o c . che e r o t r s super

Imagine that you and your family have moved to Japan and you have to get used to eating Japanese food. Would this be easy or hard? Do you try to find food from your home country? What do you do at school? Write a postcard to your friend back home telling him or her about how you are trying to get used to eating Japanese food.

EXTRA: On another sheet of paper, design the front of the postcard and draw some of the foods you have tried. 39

Thailand

d a e R

Activity

Read Thailand in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e f _______________ m ________________ p ok u What do Buddhist S monks wear? _______________________

1. In Thailand, fruit and vegetables are sold from boats called

4Creative Corner

ew i ev Pr

Teac he r

l How many words can you make from the letters of the word THAILAND? Here’s a few to start you off: land, hail, hat, had. __________________________________________________

© ReadyEdPubl i cat i ons •f orthere r evwere i ewfloating pur poseselling son l y• Imagine that markets food in our __________________________________________________ __________________________________________________

w ww

m . u

country. Fill this with our traditional foods.

. te About It o 4Think c . c e What else would you like to know about Thailand?r Imagine you have a he o t r s about their country or sup Thai pen-pal.. Write three questions asking them er their daily life.

• _____________________________________________________ • _____________________________________________________ • _____________________________________________________ 40

Thai Culture

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 41.

r o e t s Bo r e What would you a Thai school, and plike best about going to o u k why? ______________________________________________ S

Imagine that your family moves to Thailand and you go to a Thai school for a whole year.

Teac he r

ew i ev Pr

l What would you find hard to get used to, and why?

__________________________________________________

4Daily Life in Your Country

Make a small book about your daily life at school for your Thai classmates.

You might like to include pages about:

w ww

Eating lunch

Sports you play

Recess activities

l l l l

. te

m . u

school in our country.

o c . Subjects learned che e r o t What students wear r s super Special rules

School assembly

Design a cover for your book.

Activity

The Maasai

d a e R

Read Maasai and Holy Cow in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e __________________________________________________ p ok u The imaginary Sline running through Kenya is called the

1. What country do the Maasai people come from?

ew i ev Pr

Teac he r

__________________________________________________

4Creative Corner

Cows are very important to the Maasai people. Which animals are important to us? Fill in the table below, explaining how animals are used in our country:

Sheep

•f orr ev i ewmeat,pu posesonl y• Wool, petsr

Pig

w ww

Dog

. te

o c . che e 4Think About It r o t r s super The Maasai people dance to celebrate. Invent your own dance to celebrate a special national event. You can draw the steps on a piece of paper or practise the moves with some friends.

m . u

Horse

Activity

Ancient Egypt

d a e R

Read Ancient Egypt and Pyramids in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u Egypt is inS which continent? ___________________________

1. Ancient Egypt was one of the first c________________ in the world.

Teac he r

ew i ev Pr

3. How do we know so much about Ancient Egypt?

__________________________________________________ __________________________________________________

4Creative Corner

w ww

Write down a diary entry describing this massive stone structure. What was it was for? How did it get there?

. te

m . u

©you Re ad yEthe dfirst Publ i cat i ons Imagine that were one of explorers to see an Ancient Egyptian •f orr evi ew pur posesonl y• pyramid.

o c . Lots of objects were placed inside the pyramids. When these objects c e he r were found thousands ofr years later, theyt helped us to learn a lot o s s r u e p about life in Ancient Egypt. 4Think About It

Make a list of ten things that you use in your everyday life, which could help people of the future know how we live today.

Hint: Think about things that you use for eating, wearing, entertainment, transport, music, knowledge and communication. 43

The Pyramids

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 44.

r o e t s Bo r e p ok u 2. Moving the blocks 1. Getting theS ground ready to the areas

Read the story about how pyramids were made.

ew i ev Pr

Teac he r

In the squares below, draw pictures that show how the pyramids were made.

w ww

3. Moving the blocks up the ramps

. te

m . u

4. Making the sides smooth

o c . che e r o t r s super

King Tut

d a e R

Activity

Read Inside a Pyramid and King Tut in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s Bo r e p ok u The nameS of the pharaoh whose tomb remained safe from

1. What happened to many of the artefacts that were buried in the pharaoh’s tombs?________________________________ thieves was _____________________.

ew i ev Pr

Teac he r

3. In which year did Howard Carter make his famous discovery of King Tutankhamen’s tomb? ___________________________

4Creative Corner

On another sheet of paper, draw Howard Carter as he sees the inside of King Tut’s tomb for the very first time.

4Think About It

. ttreasure? Is it worth lots of money or is it important o What is thee for history? c . che e Who hid the treasure? How long ago was it hidden? r o t r s s r u e p Who do you tell? Do you keep it a secret? Do you tell your parents, or do you

l How do you find the treasure? l l l

m . u

w ww

Imagine that you discover some buried treasure in your back yard. It has been there for many, many years. Using these questions, make a plan for a story.

ring a museum?

l What happens next? Do you become rich or famous? Write your story on a fresh sheet of paper. Include a picture of the treasure. 45

Ancient Egyptian Life

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.au/urls/AYL/cultures.htm and click on the website for Page 46.

r o e t s Bo r e p ok __________________________________________________ u S What did the Egyptians like to do for fun?

l List some of the objects that Ancient Egyptians used in daily life:

ew i ev Pr

Teac he r

__________________________________________________

__________________________________________________ __________________________________________________

l How did the Egyptians make themselves look beautiful?

__________________________________________________ __________________________________________________ © ReadyEdPubl i cat i ons

w ww

Visit the website listed above so that you can learn how to Paint Like an Egyptian.

. te

e>Art & Music Click on Cultur Culture>Art in the menu on the left.

m . u

•f o rr ev i ew pur posesonl y• 4Paint Like an Egyptian

o c . Draw or paint a picture cheof Ancient e r o Egypt showing scenes from daily t r s s r u e p life. Try and copy the style you see on the website and use some of the colours that are mentioned.

A Multicultural Society

d a e R

Activity

Read A Multicultural Society in the World Cultures resource book to help you complete the following.

4Just The Facts

r o e t s B r e oo __________________________________________________ p u k S Corner 4Creative

ew i ev Pr

Teac he r

1. What does multicultural mean? _______________________

“Celebrating diversity” means thinking about how great it is that there are so many different cultures in our country.

Read the website ideas on how you can celebrate diversity.

Using a large sheet of paper, make a poster with three of your own ideas on how to celebrate diversity.

Australia

. te

New Zealand

m . u

w ww

Do you know what countries your classmates come from? What about their families? Each student needs to find out what country their parents and grandparents were born in. Next, your teacher will make a table like this one on the blackboard. Student Parents Grandparents

o c . che e Ireland, Scotland and r o t New Zealand and India r s India super Australia and Italy

Australia, Ireland, Italy

If your class has a world map, you can use coloured pins to show where each family is from – red for students, blue for parents and yellow for grandparents. 47

Activity

My Culture

What is your culture like? Fill in the squares to tell others about the things in your life that make you special.

What are some meals or foods that you eat at home?

Do you or your relatives speak another language at home? What language is this?

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

l What special days do Draw or describe the clothes that you wear you celebrate with your family? on weekends. © ReadyEdPub l i cat i ons

w ww

. te

o c . che e r o t r s super

l Does your family go to a church or another type of club together? Describe it here:

m . u

•f orr evi ew pur posesonl y•

l Choose one of the special days from the box on the left. Describe some traditions from this day.

World Cultures

Activity

1. Name three different cultures that you have learned about in this book: Circle your favourite. • _________________________________________________ • _________________________________________________

r o e t s Bo r e Why is this onep your favourite? ok u __________________________________________________ S

ew i ev Pr

Teac he r

• _________________________________________________

__________________________________________________ __________________________________________________

2. Imagine that you have made a friend with someone from another culture. They can even time-travel from an ancient civilisation! You bring your new friend to school and they teach your class about their culture. ©R ead yEdPubl i cat i ons

w ww

. te

m . u

Draw a• picture toi show something funny happens f orhere r ev e wp ur pos esthat on l y• in the classroom or the playground. You can even write a whole story on a new sheet of paper, if you like.

o c . che e r o t r s super

Assessment and Evaluation

Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

r o e t s Bo r e p ok u Scommunicate effectively in written form? Did the student Did the student apply his/her imagination?

ew i ev Pr

• •

Teac he r

These are only a sample of the questions that need to be addressed at the evaluation stage:

Did the student demonstrate critical and creative thinking skills?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. All of these skills can be developed at junior/ middle primary level. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets so it is very important that teachers understand how students have performed in the Creative Corner sections of activity pages.

m . u

Assessment Sheets

w ww

Pages 51-53 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

. te

o c . che e r o t The students should be encouraged to complete a self-assessment form as r s s r u e p they complete activities where the teacher feels that there are opportunities • • •

Written Information Creative Thinking Evaluation Student Self-Assessment

for reflection. Ideally, these sheets can be set up in a box as part of a learning centre. Teachers can then use these forms to help them assess the students’ understanding of the learning process.

Teacher Assessment 1 4Written Information

This assessment proforma is designed to evaluate activities that require creative written accounts and tasks.

•

r o e t s Bo r e p ok Did the u student understand the task? WhatS creative thinking strategies did he/she employ to complete

Student Name: ____________ Task Card: _______________ YES NO

ew i ev Pr

Teac he r

q q

the task? _____________________________________________ _____________________________________________________

Displaying Information:

q q Did the student demonstrate confidence in sharing his/her learning experience with the class?

Research Skills:

. te

m . u

w ww

Presentation: q q Was the layout eye-catching? q q Were appropriate materials used to enhance presentation? (e.g. images/drawings) q q Did the student proof read his/her work? q q Has the student shown flair and imagination in his/her work?

o c . che e r o t r s super

q q Did the student grasp the main concept of the task? q q Has the student shown evidence of library or multimedia research? q q Has the student demonstrated proficiency in using the Internet as a research tool? Extra comments:

___________________________________________________ ___________________________________________________ ___________________________________________________

Teacher Assessment 2 4Creativity

•

This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name: ____________ Task Card: _______________

r o e t s Bo r e q q Did the student understand the task? p o u k What creative thinking strategies did he/she employ to complete the task? S ___________________________________________________________

ew i ev Pr

Teac he r

YES N O

___________________________________________________________ Creative Thinking Evaluation: q q Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: q q Fluency - Did the student generate a number of ideas? q q Flexibility - Did the student look at the problem from another perspective? q q Originality - Were new and innovative ideas drawn upon? q q Elaboration - Did the student expand on already existing ideas? q q Curiosity - Did the student seek out answers and facts? q q Imagination - Did the student venture beyond the “safe” boundaries? q q Risk Taking - Did the student explore a number of solutions to the problem? Reflection: q q Did the student reflect on his/her work and suggest changes? q q Did the student show competency in using the creative thinking strategies (e.g. brainstorming, applied imagination, problem reversal)? Extra comments:

w ww

. te

m . u

o c . che e r o t r s super

___________________________________________________ ___________________________________________________

Student Self-Assessment

q Complete this sheet after completing each of the task cards.

Name:___________________ Task Card: _______________

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

1.Explain in your own words what the task was asking:__________________ ______________________________________________________ ______________________________________________________ 2.What strategies did you use to complete the task? ___________________ ______________________________________________________ ______________________________________________________ 3.How did you share your learning experience with the class? _____________ ______________________________________________________ 4.The aspect you enjoyed most about this activity was: (Give reasons.) ______ ______________________________________________________ ______________________________________________________ 5.The part you liked least about this task was: _______________________ ______________________________________________________ ______________________________________________________ 6.How could you have improved your learning experience? _______________ ______________________________________________________

Disagree

Agree

Strongly agree

. t e o that describes how you feel. c . che e r o I enjoyed this r task. t s sup er I learnt new things during this task. Read the statements below and then colour the circle

Strongly Disagree

w ww

4Think About ...

m . u

I enjoy sharing my work with the class. I feel my work could be improved. This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result. 53

Further Assessment Tools

Online Creativity Tests and Resources Fostering Academic Creativity in Gifted Students

r o e t s Bo r e p o u k Six Thinking Hats S 4www.edwarddebonofoundation.com/ Creativity in Young Children - Parents’ perspective

ew i ev Pr

Teac he r

4www.kidsource.com/kidsource/content/academic_creativity.html

4http://tlc.howstuffworks.com/family/how-to-stimulate-a-childsmind4.htm

w ww

. te

m . u

orr evi e w puinr p o seson l y• Torrance,• E.f Page (1977). Creativity the Classroom. Washington, DC: National Education Association.

o c . che e r o t r s super

World Cultures Answers

What is Culture?: Activity (P. 10)

Mäori Traditions: Activity (P. 18)

1. A culture is the way that people from different places live, eat, dress and have fun. Includes celebrations, beliefs, stories, music and dance (answers may vary); 2. Answers may include: Ancient Egypt; Ancient Greece; Ancient Mayan Culture; Ancient Rome; 3. A subculture is a group of people that lives in the same place as other groups but might have different beliefs and habits.

1. A lure (in fishing) is a type of bait used to attract fish; 2. The moa bird was used for its feathers to make clothing and for its eggs and meat, which were eaten.

1. See table: Area

Material

Type of home

Ancient Ruins: Cyber Challenge (P. 11)

Northwest

Wood from large trees

Lodges or big houses

Intermountain

Twigs and branches

Wickiups

1. This room might have been a kitchen.

Southwest

Cliffs and clay

Pueblos

Plains

Wooden poles

Teepee & buffalo hide

1. Black: the Aboriginal people; Red: the land; Yellow: the sun; 2. Aborigines used many natural resources for paint including ochre, charcoal and clay; 3. An Aboriginal painting could be found on a cave wall or a rock face, on tree bark or even in an art gallery or museum.

Living off the Land: Activity (P. 14) 1.Aboriginals hunted animals such as kangaroos, goannas, fish, ducks and snakes. They gathered plants such as berries, native fruits and vegetables, nuts and grains; 2. The Aboriginals were nomadic – they moved from place to place so that their resources did not run out; 3. Aboriginals used fire to cook, to stay warm, to keep insects and snakes away, to re-grow fresh plant shoots and to see at night (light).

Eastern Woodlands Wood and bark

ew i ev Pr

r o e t s Bo r e p ok u S

Aboriginal Australians: Activity (P. 12)

Teac he r

Native Americans: Activity (P. 19)

Wigwams & longhouses

2. The Native American homes had to be moved quickly so that the people could move to follow the animals that they were hunting or escape enemies.

Totems: Cyber Challenge (P. 20)

1. Totem poles were carved out of wood. Each pole showed the history of the family by using faces of animals. Some animals that were often carved included the bald eagle, the grizzly bear, the moose and the otter.

w ww

1. Aotearoa means “Land of the long white cloud”; 2. To say hello, Mäori touch their noses together, known as a hongi; 3. The flax plant was made into baskets, mats and fishing nets.

. te

A Mäori Feast: Cyber Challenge (P. 17) HANGI

m . u

The New Zealand Mäori: Activity (P. 16)

1. Kachina dolls were used for teaching children about the gods; 2. Southwest tribes; 3. A coup stick was used by the Plains tribes who believed it was brave to approach their enemy and touch them with the stick.

Mayan Culture: Activity (P. 23)

1. The Mayans lived about 3000 years ago; 2. The Mayan pyramids were built to worship the gods; 3. The main food crop that Mayans grew was corn or maize.

o c . che e r o t r s super

REGULAR OVEN

Found outside, in the ground Found inside a house, on the ground or mounted on the wall Food is placed in a wire basket and covered in wet sheets Food is placed on an oven tray

Mayan Maths: Activity (P. 25)

1.The Mayans counted in groups of 20; 2. Answers will vary. See resource book for the number symbols.

Mexico Today: Activity (P. 27)

Uses the power of fire

Uses electricity or gas

Takes about 7 hours

Takes less than an hour to bake a meal

1. Three cultures are the Mayans, the Spanish and the North Americans; 2. Fiestas; 3. To honour friends and relatives who have passed away.

Ancient Greece: Activity (P. 29) 1. Athens, Sparta (also Olympia); 3. 2430, marble.

World Cultures Answers

Greek Culture: Activity (P. 31)

The Maasai: Activity (P. 42)

1.An Ancient Greek courtyard was used for relaxing, eating meals, telling stories, spending time with the family; 2. An Ancient Greek couch was used for sitting, sleeping and eating; 3. Fish was a popular food because it was readily available as Greece is mostly near the ocean.

1. Kenya; 2. Equator.

Animal

Uses

Sheep

Wool, meat, pets

Horse

Riding, pet, police horse, racing

Dog

Pet, guide dog, police dog, airport security dog

Pig

Pigskin leather, eating, pet

r o e t s Bo r e p ok u S

Ancient Olympics: Cyber Challenge (P. 32) Modern Olympics

Creative Corner:

Ancient Olympics

Only Greek people entered

Held every four years

Males and females can enter

Held every four years

Only males could enter (except the female owner of a horse)

Winners get a gold medal Winners get a olive wreath, statues built in their honour, free meals and good theatre seats

The Vikings: Activity (P. 33) 1. Slabs of stone or small pebbles; 2. Thor; 3. The mug had a pointy end so it could not stand up on its own and the contents had to be drunk all at once.

Ancient Egypt: Activity (P. 43)

ew i ev Pr

Teac he r

Countries from all over the world can enter

1. Cultures; 2. Africa; 3. We know much about Ancient Egypt from the artefacts left behind, especially in the pyramids, and from translation of hieroglyphics.

King Tut: Activity (P. 45)

1. Many Egyptian artefacts were stolen by thieves; 2. King Tutankhamen; 3. 1922.

Ancient Egyptian Life: Cyber Challenge (P. 46)

w ww

1. Japanese people take their shoes off to keep the floor clean; 2. Futon; 3. There are many people living in Japan so apartments are small to accommodate the population.

Japanese Food: Activity (P. 39)

. te

1. Sashimi; 2. Seaweed; 3. Answers will vary but can include rice, tempura, miso soup, teriyaki, etc.

A Multicultural Society: Activity (P. 47) 1. Multicultural means that there is more than one culture living in an area. There is usually a sharing of ideas and celebrations between cultures.

o c . che e r o t r s super

Thailand: Activity (P. 40)

1. Floating markets; 2. Bright yellow / orange robes.

1. In daily life, Ancient Egyptians used weapons, plates, cups, clothing, jewellery; For fun, Ancient Egyptians liked to swim, fish, hunt, wrestle, play senet (a board game). Children played with dolls, tops and stuffed leather birds; Ancient Egyptians made themselves look beautiful with red lip powder, fingernail paint, eye colour, perfumed oil, jewellery and wigs.

m . u

Modern Scandinavia: Activity (P. 35)