Around the World: Civilizations, Geography, and Eighty Days
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as historians and geographers, use "Around the World in Eighty Days" to understand the lasting impact of ancient civilizations and diverse cultures on our modern world, while considering how people adapt to their environments and innovate over time?Essential Questions
Supporting questions that break down major concepts.- How do geographical settings affect cultural development?
- What can we learn about our modern world by studying ancient civilizations?
- How does literature reflect the culture and geography of its time?
- In what ways do ancient civilizations connect to our modern world?
- How do different cultures adapt to and modify their environments?
- How does the concept of progress and innovation change throughout history and across cultures?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to analyze the influence of ancient civilizations on modern societies.
- Students will be able to compare and contrast cultural patterns across different regions of the world.
- Students will be able to use geographical tools and technologies to locate and describe places around the world.
- Students will be able to evaluate the impact of human activities on the environment.
- Students will be able to effectively communicate research findings through oral and written presentations.
- Students will be able to improve expression in conventional language.
- Students will be able to interperet information presented in diverse media and formats.
- Students will be able to write informational texts that introduce the topic, develop the focus with relevant facts, definitions, concrete details, quotations, and examples from multiple sources using appropriate strategies, such as description, comparison, and/or cause-effect; and provide a concluding section that follows from the information presented.
- Students will be able to draw evidence from texts to support claims and inferences.
- Students will be able to engage in collaborative discussions about grade-level topics and texts with peers by following agreed-upon rules for collegial discussions, setting specific goals, and carrying out assigned roles; making comments and posing and responding to specific questions with elaboration and detail; and demonstrating understanding of various perspectives through reflection and paraphrasing.
- Students will be able to produce clear and coherent organizational structures of multiple paragraphs in which facts and ideas are logically grouped; headings, as applicable are included to support the purpose; and words, phrases, and clauses clarify the relationships between and among ideas and concepts.
- Students will be able to recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language.
- Students will be able to include digital components in presentations to clarify information.
- Students will be able to describe major aspects of the civilizations in regions throughout the world prior to European contact including government, religion/belief systems, arts/architecture, technology, physical geography, economics, and social order.
- Students will be able to apply latitude and longitude to locate places on Earth.
- Students will be able to locate, map, and describe the climate of regions throughout the world and analyze their impact on human activity and living conditions.
- Students will be able to describe the relative location of people, places, and objects by using positional words, including but not limited to cardinal directions and distance.
- Students will be able to identify the names and locations of countries and major cities in regions around the world.
- Students will be able to describe major physical characteristics of regions throughout the world.
- Students will be able to analyze the characteristics of early civilizations throughout the world including government, religion/belief systems, arts/architecture, technology, physical geography, economics, and social order.
- Students will be able to explain how humans adapted the environment to maintain population growth and develop the first civilizations.
- Students will be able to identify the technological advances developed by Ancient, Middle Age, EarlyModern, and Modern societies and civilizations throughout the world.
- Students will be able to identify examples of how writing, art, architecture, mathematics, and science have evolved over time, such as in Ancient, Middle Age, Early-Modern, or Modern societies and civilizations throughout the world.
- Students will be able to analyze different social classes and their impact on societies and civilizations throughout the world, including Ancient, Middle Age, Early-Modern, and Modern.
- Students will be able to explain the relationship between religion and belief systems and people’s understanding of the natural world.
- Students will be able to explain how religion and belief systems shaped the development of civilizations.
- Students will be able to discuss how religion, belief systems, economics, and politics influenced social behavior and were used to maintain social order.
- Students will be able to examine why the diversity of religion and belief systems across cultural, social, political, and economic institutions have been sources of conflict.
- Students will be able to write informational texts that introduce the topic, develop the focus with relevant facts, definitions, concrete details, quotations, and examples from multiple sources using appropriate strategies, such as description, comparison, and/or cause-effect; and provide a concluding section that follows from the information presented.
- Students will be able to conduct brief as well as multi-day research tasks to take some action or share findings orally or in writing by formulating research questions and refocusing the inquiry when appropriate; gathering and assessing the relevance and usefulness of information from multiple reliable sources; and paraphrasing or quoting the data and conclusions of others, providing basic bibliographic information for sources, and respecting copyright guidelines for use of images.
- Students will be able to trace the argument and specific claims in texts, distinguishing claims that are supported by evidence and reasons from claims that are not.
- Students will be able to use context as a clue to the meaning of a word or phrase.
- Students will be able to regularly engage in a volume of reading, independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.
- Students will be able to independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the lower end of the grades 6–8 band.
- Students will be able to describe abundance, scarcity, and distribution of resources; explain their impact on decision making such as trade, settlement, stewardship of the natural environment, and development of infrastructure.
- Students will be able to describe how different economic systems guide decisions about what to produce, how to produce, and for whom to produce.
- Students will be able to compare the standard of living of various regions today using quality of life indicators and discuss their impact on everyday life locally, nationally, and globally.
- Students will be able to identify the major forms of government in regions throughout the world and compare them with the government of the United States.
- Students will be able to discuss how social institutions, including the family, religion, and education, influence behavior in different societies in regions throughout the world.
- Students will be able to define ethnocentrism and give examples of how it can lead to miscommunication and cultural misunderstandings.
- Students will be able to explain and use the components of maps, compare different map projections, and explain the appropriate uses for each.
- Students will be able to analyze visual and statistical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event.
- Students will be able to examine the impact of Europeans and indigenous cultures on one another in regions throughout the world.
- Students will be able to investigate the historical origins, central beliefs, and spread of major religions and belief systems, including Judaism, Christianity, Islam, Sikhism, Hinduism, Buddhism, and Confucianism and Indigenous knowledge and belief systems.
- Students will be able to describe and compare various motivations of European colonization in regions throughout the world.
- Students will be able to describe the uses of technology, such as Global Positioning Systems (GPS) Geographic Information Systems (GIS), and satellite and aerial imaging.
- Students will be able to identify major biomes and explain ways in which the natural environment and climate of places in regions throughout the world are related to affect settlement patterns and everyday life.
- Students will be able to analyze and give examples of the consequences of human impact on the physical environment, including the role of technology.
- Students will be able to identify patterns of population distribution and growth in regions throughout the world and explain changes in these patterns that have occurred over time.
- Students will be able to compare and contrast cultural patterns in regions throughout the world, such as language, religion, and ethnicity.
Idaho ELA Standards
Idaho Social Studies Standards
Entry Events
Events that will be used to introduce the project to studentsThe Missing Explorer Telegram
Students receive a cryptic telegram detailing the disappearance of a modern-day explorer attempting to recreate Fogg's journey. They must use clues from the telegram and their initial understanding of the book's premise to hypothesize the explorer's location and the challenges they might face, sparking interest in both the novel and the geographical/historical contexts of the journey.The Time-Traveling Travel Blog
Students are presented with a series of 'travel blogs' supposedly written by characters inspired by Around the World in Eighty Days but set in different time periods and locations relevant to ancient civilizations. They must analyze the blogs for historical inaccuracies and geographical impossibilities, fostering critical thinking and sparking debate about the realities of travel and exploration in different eras.The Geo-Caching Global Adventure
Students participate in a 'geo-caching' activity (either physically around the school or virtually using online tools) where each location corresponds to a significant site from both the novel and ancient civilizations. At each location, they must solve a riddle or complete a challenge related to the site's history, geography, or cultural significance, promoting active learning and making connections between the fictional journey and real-world locations.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Fogg's Footsteps: Bridging Modern Travel and Ancient Worlds
Students create a detailed travelogue entry for one of the locations visited in 'Around the World in Eighty Days.' They will research the location's modern geography and identify a corresponding ancient civilization that existed in the same region.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA travelogue entry that includes a description of the modern location, its geographical coordinates (latitude and longitude), a brief overview of the ancient civilization that once existed there, and a map showing both the modern location and the ancient civilization's territory.Alignment
How this activity aligns with the learning objectives & standardsAddresses RC.6.1, RC.6.2, 6-9.WG.2.7, 6-9.WG.6.2, and 6-9.WH.1.4. Supports understanding of the novel's geographical context and introduces ancient civilizations.Ancient Innovations: Unearthing Technological Marvels
Students research a specific technological advancement from an ancient civilization encountered in or related to Phileas Fogg's journey. They will then write an informational report detailing the technology, its purpose, and its impact on the civilization.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn informational report that includes a research question, evidence from multiple sources (quoted and paraphrased), a description of the technology, an explanation of its purpose and impact, and bibliographic information for all sources.Alignment
How this activity aligns with the learning objectives & standardsAddresses RC.6.3, RC.6.6d, RS.6.1, W.6.3, and 6-9.WH.1.6. Focuses on research skills, evidence gathering, and writing informational texts about ancient technologies.Cultures in Contrast: A Multimedia Journey Through Time
Students prepare and deliver a multimedia presentation comparing and contrasting the cultural patterns (language, religion, ethnicity) of two regions visited in 'Around the World in Eighty Days,' one ancient and one modern.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA multimedia presentation (PowerPoint, Google Slides, Prezi) that includes an introduction, a comparison of cultural patterns in two regions, visual aids (images, maps, charts), and a concluding summary. The presentation will be delivered orally, demonstrating clear pronunciation and logical sequencing of ideas.Alignment
How this activity aligns with the learning objectives & standardsAddresses ODC.6.1, ODC.6.2, W.6.5, W.6.6, ODC.6.4, ODC.6.8, GC.6.1g, and 6-9.WG.2.10. Integrates collaborative discussion, multimedia presentation skills, and cultural comparison.Envoy's Environment: Adapting to the World, Then and Now
Students will write a blog post from the perspective of a traveler in 'Around the World in Eighty Days,' describing how the environment and climate of a specific location impact daily life and how people have adapted to these conditions, referencing both the time of the novel and the present day.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA well-written blog post, published online or in a class forum, that includes a vivid description of the environment and climate, an analysis of human adaptation strategies (past and present), images or videos illustrating the location, and interactive elements (comments section, polls). The blog post should demonstrate command of keyboarding skills and effective use of technology for writing and publishing.Alignment
How this activity aligns with the learning objectives & standardsAddresses W.6.7, 6-9.WG.2.4, 6-9.WG.2.5, 6-9.WG.2.6, and 6-9.WH.1.5. Focuses on the relationship between environment, human adaptation, and technology, while incorporating digital writing skills.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioAround the World in Eighty Days Project Rubric
Travelogue Content and Presentation
Focuses on the accuracy and depth of research, the clarity and effectiveness of the writing, and the cartographic skills demonstrated in the travelogue entry.Accuracy of Information
Accuracy and depth of geographical and historical information presented in the travelogue entry.
Exemplary
4 PointsPresents highly accurate and detailed geographical and historical information, demonstrating a sophisticated understanding of both the modern location and the corresponding ancient civilization. Information is seamlessly integrated and insightful.
Proficient
3 PointsPresents accurate and detailed geographical and historical information, demonstrating a thorough understanding of both the modern location and the corresponding ancient civilization. Information is well-integrated and clear.
Developing
2 PointsPresents mostly accurate geographical and historical information, demonstrating an emerging understanding of the modern location and/or the corresponding ancient civilization. Some information may be incomplete or lack detail.
Beginning
1 PointsPresents limited and/or inaccurate geographical and historical information, demonstrating a beginning understanding of the modern location and/or the corresponding ancient civilization. Information is superficial and lacks integration.
Writing Quality
Clarity and effectiveness of the travelogue writing style, including vivid descriptions, engaging tone, and logical organization.
Exemplary
4 PointsTravelogue is exceptionally well-written, with vivid descriptions, an engaging tone, and a logical organization that captivates the reader. Writing style demonstrates creativity and a strong voice.
Proficient
3 PointsTravelogue is well-written, with clear descriptions, an appropriate tone, and a logical organization that effectively conveys information. Writing style is engaging and coherent.
Developing
2 PointsTravelogue is adequately written, with some descriptions, a somewhat consistent tone, and a generally logical organization. Writing style may lack clarity or engagement in places.
Beginning
1 PointsTravelogue is poorly written, with limited descriptions, an inconsistent tone, and a disorganized structure. Writing style is unclear and difficult to follow.
Map Accuracy and Quality
Correct and effective use of latitude and longitude to pinpoint locations on the map, and the overall quality and clarity of the map's presentation.
Exemplary
4 PointsUses latitude and longitude flawlessly to pinpoint locations on the map with exceptional accuracy. Map is visually appealing, highly informative, and enhances the travelogue entry significantly. Demonstrates advanced cartographic skills.
Proficient
3 PointsUses latitude and longitude correctly to pinpoint locations on the map with good accuracy. Map is clear, informative, and complements the travelogue entry well. Demonstrates solid cartographic skills.
Developing
2 PointsUses latitude and longitude with some errors to pinpoint locations on the map. Map is somewhat clear but may lack detail or accuracy. Demonstrates basic cartographic skills.
Beginning
1 PointsStruggles to use latitude and longitude to pinpoint locations on the map accurately. Map is unclear, incomplete, and detracts from the travelogue entry. Demonstrates limited cartographic skills.
Research and Report Quality
Focuses on the depth of research, quality of evidence, and the clarity and structure of the informational report about ancient innovations.Research Depth and Quality
Depth of research into the chosen technology, including the quality and variety of sources consulted.
Exemplary
4 PointsDemonstrates exceptionally thorough research, utilizing a wide range of credible sources to provide comprehensive insights into the technology's development, function, and impact. Research goes beyond the required minimum and demonstrates intellectual curiosity.
Proficient
3 PointsDemonstrates thorough research, utilizing a variety of credible sources to provide detailed information about the technology's development, function, and impact.
Developing
2 PointsDemonstrates adequate research, utilizing some credible sources to provide basic information about the technology's development, function, and impact. Research may be limited in scope or depth.
Beginning
1 PointsDemonstrates limited research, utilizing few credible sources to provide superficial information about the technology's development, function, and impact. Research is incomplete and lacks depth.
Evidence and Citation
Quality of evidence presented, including the accuracy of paraphrasing and quoting, and the proper citation of sources.
Exemplary
4 PointsPresents evidence flawlessly, with accurate paraphrasing and quoting, and impeccable citation of all sources. Demonstrates a sophisticated understanding of academic integrity.
Proficient
3 PointsPresents evidence effectively, with accurate paraphrasing and quoting, and proper citation of all sources. Demonstrates a thorough understanding of academic integrity.
Developing
2 PointsPresents evidence adequately, with mostly accurate paraphrasing and quoting, and generally proper citation of sources. May contain minor errors or omissions.
Beginning
1 PointsPresents evidence poorly, with inaccurate paraphrasing and quoting, and/or improper citation of sources. Demonstrates a limited understanding of academic integrity.
Report Clarity and Structure
Clarity, organization, and coherence of the informational report, including the effectiveness of the introduction, development, and conclusion.
Exemplary
4 PointsInformational report is exceptionally clear, organized, and coherent, with a compelling introduction, well-developed body paragraphs, and a thought-provoking conclusion. Demonstrates advanced writing skills and a strong command of the English language.
Proficient
3 PointsInformational report is clear, organized, and coherent, with a strong introduction, well-developed body paragraphs, and a clear conclusion. Demonstrates solid writing skills.
Developing
2 PointsInformational report is adequately clear, organized, and coherent, with a functional introduction, adequately developed body paragraphs, and a basic conclusion. May contain some organizational weaknesses.
Beginning
1 PointsInformational report is unclear, disorganized, and incoherent, with a weak introduction, poorly developed body paragraphs, and a missing or ineffective conclusion. Demonstrates limited writing skills.
Cultural Comparison and Presentation
Focuses on cultural research, presentation effectiveness, and collaborative discussion skills in the multimedia presentation.Cultural Research
Accuracy and depth of research into the cultural patterns of the chosen regions, both ancient and modern.
Exemplary
4 PointsDemonstrates comprehensive and insightful research into the cultural patterns of both regions, showcasing a sophisticated understanding of cultural nuances and historical context. Goes above and beyond expectations.
Proficient
3 PointsDemonstrates thorough and accurate research into the cultural patterns of both regions, showcasing a clear understanding of cultural similarities and differences.
Developing
2 PointsDemonstrates adequate research into the cultural patterns of both regions, but may lack depth or contain minor inaccuracies. Understanding of cultural patterns is emerging.
Beginning
1 PointsDemonstrates limited and/or inaccurate research into the cultural patterns of both regions. Understanding of cultural patterns is superficial.
Presentation Effectiveness
Effectiveness of the multimedia presentation, including the quality of visual aids, organization of content, and clarity of delivery.
Exemplary
4 PointsMultimedia presentation is exceptionally well-designed and engaging, with high-quality visual aids, a clear and logical organization of content, and a captivating delivery that holds the audience's attention.
Proficient
3 PointsMultimedia presentation is well-designed and informative, with clear visual aids, a logical organization of content, and a confident delivery that effectively communicates key ideas.
Developing
2 PointsMultimedia presentation is adequately designed and informative, but may lack visual appeal or have some organizational weaknesses. Delivery is generally clear but may lack confidence.
Beginning
1 PointsMultimedia presentation is poorly designed and lacks clarity, with low-quality visual aids, a disorganized structure, and a hesitant delivery that struggles to communicate key ideas.
Collaborative Discussion
Engagement in collaborative discussion, including active listening, thoughtful responses, and respectful consideration of diverse perspectives.
Exemplary
4 PointsActively and enthusiastically engages in collaborative discussion, demonstrating exceptional listening skills, offering insightful responses, and respectfully considering diverse perspectives. Facilitates a positive and productive discussion environment.
Proficient
3 PointsEngages effectively in collaborative discussion, demonstrating good listening skills, offering thoughtful responses, and respectfully considering diverse perspectives.
Developing
2 PointsParticipates in collaborative discussion, but may lack active listening skills, offer superficial responses, or struggle to consider diverse perspectives.
Beginning
1 PointsRarely participates in collaborative discussion, demonstrating poor listening skills, offering irrelevant responses, and/or disregarding diverse perspectives.
Environment and Adaptation Blog
Focuses on the vividness of environmental description, the depth of adaptation analysis, and the effective use of multimedia elements in the blog post.Environmental Description
Vividness and accuracy of the blog post's description of the environment and climate of the chosen location.
Exemplary
4 PointsProvides an exceptionally vivid and accurate description of the environment and climate, using sensory details and precise language to create a compelling sense of place. Demonstrates a deep understanding of the location's geographical features.
Proficient
3 PointsProvides a vivid and accurate description of the environment and climate, using descriptive language to create a clear sense of place. Demonstrates a good understanding of the location's geographical features.
Developing
2 PointsProvides an adequate description of the environment and climate, but may lack detail or accuracy in some areas. Understanding of the location's geographical features is emerging.
Beginning
1 PointsProvides a limited and/or inaccurate description of the environment and climate. Understanding of the location's geographical features is superficial.
Adaptation Analysis
Depth and insightfulness of the analysis of human adaptation strategies, both past and present.
Exemplary
4 PointsProvides an exceptionally insightful and nuanced analysis of human adaptation strategies, demonstrating a sophisticated understanding of the interplay between environment, technology, and culture. Goes beyond the obvious to explore complex relationships.
Proficient
3 PointsProvides a thorough and insightful analysis of human adaptation strategies, demonstrating a clear understanding of the interplay between environment, technology, and culture.
Developing
2 PointsProvides an adequate analysis of human adaptation strategies, but may lack depth or insight in some areas. Understanding of the relationship between environment, technology, and culture is emerging.
Beginning
1 PointsProvides a limited and/or superficial analysis of human adaptation strategies. Understanding of the relationship between environment, technology, and culture is weak.
Multimedia Integration
Effectiveness of the blog post's use of multimedia elements (images, videos, interactive elements) to enhance the reader's experience.
Exemplary
4 PointsUses multimedia elements exceptionally effectively to create a highly engaging and interactive blog post. Images, videos, and interactive elements are seamlessly integrated and significantly enhance the reader's understanding and experience.
Proficient
3 PointsUses multimedia elements effectively to create an engaging and informative blog post. Images, videos, and interactive elements are well-integrated and enhance the reader's understanding and experience.
Developing
2 PointsUses multimedia elements adequately, but may lack integration or impact. Images, videos, and interactive elements may be somewhat superficial or distracting.
Beginning
1 PointsUses multimedia elements ineffectively or inappropriately. Images, videos, and interactive elements are poorly integrated and detract from the reader's experience.