Software Vault: The Gold Collection

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Text File | 1993-06-14 | 13KB | 232 lines

****** *** *** * Tuesday, June 8, 1993 * * * * * * * * * * * * * * * * * * ********** *** *** ANCHOR DESK _____________________________ ******************************************************************** * Students of history! Behold mid-20th century history in ED * * CLARK: DECADES, a new photographic retrospective from Turner * * Multimedia. Witness the ravages of the Depression through the * * unbridled optimism of the Kennedy years. Call 1-800-742-1096! * ******************************************************************** DAILY NEWS BRIEFING -------------------------------------------------------------------- Title # Program Rundown Time -------------------------------------------------------------------- OPENING 1 :45 TOP STORY 2 Some of the world's best medical minds are 4:30 meeting in Germany to discuss AIDS. WHERE IN 3 This country's official language is French. 1:00 THE WORLD? Its population consists of over 200 tribes. This nation measures 905,563 sq. miles. (1,448,900 square kilometers) Answer: Zaire INT'L 4 On the road again with the Africatrek 4:55 DESK pioneers...this time to Zaire. HEADLINES 5 ELECTION DAY IN L.A... :30 U.S. SUPREME COURT RULES ON STUDENT PRAYER... OUR WORLD 6 Young people are paying tribute to the old 2:20 American Negro Leagues in a fashionable way. CLOSE 7 :50 ------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS --------------- HIV pandemic immigration ban segregation Negro Leagues -------------------------------------------------------------------- COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED. COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC. ALL RIGHTS RESERVED. May be reproduced for class- Curriculum materials by room use with CNN NEWSROOM Teachable Tech, Inc. ANCHOR DESK June 8, 1993 (2) TOP STORY - AIDS CONFERENCE 1. According to the World Health Organization, how many people are HIV-positive worldwide? Is it possible for anyone to provide an accurate estimate of the number of infected individuals? Why or why not? 2. What are the elements that are helping HIV-infected people to live longer, healthier lives? Why do you think that many world leaders are looking to the U.S. to take the lead in AIDS research? Why are some delegates to the Conference, as well as AIDS activists, angry with the U.S.? 3. Have groups of students research recent statistics on the amount of money spent on AIDS research in the U.S. Then have groups find statistics that indicate how much money was spent researching different kinds of cancer, Alzheimer''s, heart disease and any other diseases they can find. Have groups present their information in bar graph form, comparing the amount of money spent on research for each disease in the U.S. How do students feel about their findings? Generate a class discussion about what factors make AIDS especially difficult to overcome compared to other diseases. 4. Have groups research current U.S. immigration policy involving HIV-infected individuals. Have groups discuss their findings. Then have each group choose one side of the issue and debate whether persons infected with the HIV virus should be allowed into the U.S. Allow students to choose their own debate structure, time limits, etc. When the debate is over, have groups "change sides" and defend the opposing position. OUR WORLD: NEGRO LEAGUES 5. What is segregation? How was professional baseball segregated in the 1930s and 40s? Why do you think the Negro Leagues are enjoying increased demand for their memorabilia today? 6. Have each group of students choose one player from the Negro Leagues and profile his career and accomplishments. Students may choose to present skits, mini-documentaries on videotape, or brief biographical reports to the class. When the presenta- tions are complete, have the class use posterboard to create giant "baseball cards" of each of the legends they profiled. Have students include important personal information as well as career statistics on backs of their cards. Post the cards in the classroom as a tribute to these individuals. 7. For many students, a study of the Negro Leagues is one way to learn about their heritage. Challenge students to write song or rap lyrics that combine the images, emotions and people of the Negro Leagues with the political and social climate in the U.S. in the 1930s and 40s. Have students perform their lyrics and have the class choose the best one to produce as a music video. Have students combine their talents and put their efforts on videotape. ***** * * ***** ** * June 8, 1993 (3) * * * * * * * * * * * * * * * * * * * ***** * ** * ***** DESK: AFRICA TREK 1. PREVIEWING: If you could carry only 5 items on an expedition into the Central African rain forest what would you take? 2. AFTER VIEWING: Where have the Africa Trekkers gone in this segment of their journey? What different cultures have they encountered? How is this environment different to that met with earlier in the trek, north of their current location? 3. Have students briefly describe the climate of the 4 seasons where they live. What would it be like if all seasons were the same throughout the year? Discuss. Have students devise comical weather scenarios based on a juxtaposition of weather and activities and present them in class (e.g., skiing in summer conditions). How might a non-changing climate affect how they live, available foods, activities etc? If their environment was the rain forest, how would students mark the seasons? 4. What difficulties have the Trekkers encountered in the rain forest? How might the team have planned to tackle the terrain? Have groups of students use large scale maps of the region to plot prospective routes for the cyclists and study the terrain that they may have traveled. Groups should propose drop-off points for supplies on their routes. Given the conditions, have groups list and share the content of such supplies. Have each student in the group suggest one personal item (a letter, remembrance, etc.) that, if included, would help boost the morale of one of the bikers. Have groups share their ideas and compile the "Ultimate Africa Trek Rain Forest Care Package." 5. What is a Hunter-Gatherer culture? Do you think that you would be able to exist in your environment using Hunter-Gatherer techniques? Distribute the STUDENT HANDOUT (pg 4). Have students "forage" either the close neighborhood around the school or the school building to determine available food and shelter supplies. Students should estimate the longevity and value (in barter) of each supply. Gather students and discuss the skills they needed to "survive" in this environment. What skills must children of Hunter-Gatherer cultures master? With whom must they co-operate? How are their skills different from those that you, as students, must master? How are these skills similar? Different? Have Hunter-Gatherers "mastered" their environment? How? Discuss. ------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS --------------- pygmy wipeout tsetse fly sparse perogues ***** ** ** * June 8, 1993 (4) * * * * * * * * * * * * ******** ** ** STUDENT HANDOUT: AFRICA TREK - CENTRAL AFRICA DIRECTIONS: Imagine that you are a Hunter-Gatherer and that where you are right now is your sole home environment. What would be your first priorities for survival? Food? Shelter? Company? How would you provide these for yourself without the support of the society that currently provides support for you? List some of your needs, the potential sources, their availability and their worth (in your estimation) on the chart below. DO NOT USE MONETARY VALUES - CONSIDER THE VALUE IN BARTER TERMS. SURVIVAL NEEDS ! SOURCE ! AVAILABILITY ! BARTER (WHAT) ! (WHERE) ! (WHEN) ! (HOW MUCH) ------------------!-------------!------------------!---------------- ! ! ! ! ! ! ! ! ! ! ! ! ------------------!-------------!------------------!---------------- ! ! ! ! ! ! ! ! ! ! ! ! ------------------!-------------!------------------!---------------- ! ! ! ! ! ! ! ! ! ! ! ! ------------------!-------------!------------------!---------------- ! ! ! ! ! ! ! ! ! ! ! ! ------------------!-------------!------------------!---------------- ! ! ! ! ! ! ! ! ! ! ! ! ------------------!-------------!------------------!---------------- Discuss your ideas in class. Do you think you would be a successful Hunter-Gatherer? Why? What techniques would you use to survive? How will barter figure in to your ability to survive without direct external help? How might the techniques you have chosen be paralleled by the Hunter-Gatherers of the African Rain Forest? How might they differ? Explain. *** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.