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Software Vault: The Gold Collection
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Software Vault - The Gold Collection (American Databankers) (1993).ISO
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CNN6-24
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****** *** *** * Thursday, June 24, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Don't forget, June 25 at 3:00 A.M. (ET) to record the encore *
* of "The Bears' Tale" on !ES INCREIBLE! on the Cartoon Network. *
* For information about how to enroll in this program and receive *
* FREE curriculum guides call 1-800-344-6219. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :45
TOP STORY 2 The two major leaders of Black South 5:15
Africans meet to promote peace.
THOUGHT 3 Pearl Bailey's words on how to deal with :20
FOR TODAY the past...
WHO, WHAT, 4 What is the world's highest peak? :20
ETC.? --Mt. Everest in Nepal and Tibet.
SCIENCE 5 The world's tallest mountain just became 2:50
DESK a little shorter.
HEADLINES 6 NIGERIAN ELECTIONS ANNULLED...CANADA SAYS 1:00
`YES' TO NAFTA...L.A. BANS SMOKING...
NEWSDATE 7 On this date... June 24, 1946... :20
ENDEAVOUR SPACEWALK, CNN LIVE COVERAGE
9:30 A.M. ET, 11:00 A.M. ET, 12:30 P.M. ET
*TEACHERS: WE ADVISE YOU TO PREVIEW TODAY'S OUR WORLD SEGMENT, AS*
IT CONTAINS STRONG LANGUAGE.
OUR WORLD 8 Advertisers want to know how to communicate 3:00
with the hip-hop generation.
CLOSE 9 1:10
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
Gatsha Buthelezi IFP destabilization Hip-Hop realism
--------------------------------------------------------------------
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 24, 1993 (2)
TOP STORY - MANDELA / BUTHELEZI
1. Why are Nelson Mandela and Gatsha Buthelezi meeting? Why are
these meetings historic? What group does each of these men
represent? How have these two groups treated each other in the
past? What do Mandela and Buthelezi plan to do to alleviate
the tensions between the two factions?
2. What major issue concerning the future of South Africa remains
unresolved by the ANC and the IFP? In groups have students
research the positions of each of these organizations on South
Africa's proposed multi-racial elections. Have groups share
their findings with the class. Have each group attempt to
craft a compromise on the election issue that would appease
both the ANC and the IFP. Groups should present their
compromises and allow the class to assess their feasibility.
3. Why are President deKlerk and Nelson Mandela meeting with U.S.
President Bill Clinton next week? Do you think their mission
will be successful if all the political factions in South
Africa have not agreed to the election date? Explain.
4. Divide students into groups of three students each. Have each
group research the current political, social and economic
situations in South Africa and share their findings. Then have
each group use this information to role play next week's
scheduled meeting with South Africa's President deKlerk, ANC
Leader Mandela and U.S. President Clinton. Can the two South
African leaders provide Mr. Clinton with the rationale to lift
economic sanctions against their nation? Discuss.
OUR WORLD: HIP-HOP GENERATION
5. What is the "Hip-Hop Generation?" Do you consider yourself a
part of it? Why or why not?
6. In general, how are members of the Hip-Hop Generation respon-
ding to most advertisements and public service announcements
(PSAs)? Why are they reacting this way? What approaches seem
to be successful among Hip-Hop teens? Why?
7. Have groups of students search different media (television,
radio, newspapers, magazines, etc.) for ads and PSAs that
contain messages about social issues. Have groups "log" the
ads and PSAs (date and place where seen and brief descriptions)
or bring to class copies of ads and PSAs from print media.
Have each group present its ads/PSAs to the class. Ask the
class to determine the ads/PSAs that might appeal to members of
the Hip-Hop culture and say why. Then have groups redesign the
ads that they feel would not be well received by the Hip-Hop
Generation in order to get the message across. What elements
do all the "acceptable" ads/PSAs have in common? What advice
would you offer to organizations that are trying to communicate
with the Hip-Hop Generation? Discuss.
***** ***** ***** ***** * * ***** ***** June 24, 1993 (3)
** * * * * * * * *
*** * * *** * * * * ***
** * * * * * * * *
***** ***** ***** ***** * * ***** ***** DESK: MEASURING EVEREST
1. PREVIEWING: What is the highest mountain in the world? How
tall is it? How was its height measured?
2. AFTER VIEWING: Why is the height of Everest important to
scientists? How do you account for the discrepancy between
this and previous measurements of the mountain?
3. Distribute the STUDENT HANDOUT (pg 4), rulers, protractors
dividers and copies of topographical maps of the Himalayas from
the atlas. Have students complete the activity by reviewing
the video, then diagramming how the Everest Expedition measured
the mountain's height. Have students:
a. Decide what would be the optimum angle of elevation for
the crews measuring the triangulation from the ground.
b. Calculate the distance from the top of the mountain for
each crew, based on the angles that they have chosen.
Answers should be given in meters.
c. Use the maps and compasses to draw a circle to scale,
showing the possible locations for the ground crews.
Where would the crews best be situated? Have individual
students explain their calculations and site choices. Have
students brainstorm ways whereby even more accurate
measurements of tall objects might be made.
4. How are mountains formed? Divide the class into groups to find
the highest mountain on each continents, discover how it was
formed and analyze its rock composition. As a part of sharing
their work with the class, have groups prepare visual displays
of their mountain, including models, diagrams and, where
possible, samples of rocks similar in form to those of each
mountain. Use student models to illustrate some of the common
features typical of all mountain ranges. Use the students'
work as a launching point for a unit on the Earth's crust and
plate tectonics.
5. What is "sea level"? How is it determined? If Everest is
8846.10 meters above sea level, how much higher an elevation is
the mountain than where you are now? Have students use local
maps and information sources to calculate to the nearest cm.
the difference in elevation between the locations. Students
should include local elevations, such as school building
height, etc. Display student work in picture form on a
bulletin board.
----------------- EDITOR'S NOTE: TODAY'S NEWS TERMS ----------------
triangulation angle of elevation sherpa mountain range sea level
***** ** ** * June 24, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: MEASURING EVEREST
DIRECTIONS: Use the space below to diagram how the Everest Expedi-
tion measured the mountain's height. Remember, they used two dif-
ferent sets of triangulation to check one set of measurements
against the other. What would be the optimum angle of elevation
from points A & B on the map? Given the angle you have chosen, how
far away from Everest would the ground crews at these points need to
be? (Give your answers in meters.)
_!_ Satellites _!_
+ +
^
'! \
/ ! \
. ! \
[ ! '
[ ! ^
/ ! }
/ ! ]
' ! `
' ! `
/ 8,846.10 m ]
. ! '
/ ! .
' ! .
/ ! ]
/ ! ]
/ ! !
/ ! \
<A___^___________________________v______________________________\_B>
On a topographical map of the Himalayas, draw a circle, to scale,
showing the possible locations for the ground crews. Where would
they best be situated? Why? Explain.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.