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Media: Audio
Summary: This site presents and connects the English language to 23 European languages including: Bulgarian, Croatian, Czech, Danish, Dutch, Estonian, Finnish, French, German, Greek, Hungarian, Irish, Italian, Latvian, Lithuanian, Maltese, Polish, Portuguese, Romanian, Slovak, Slovenian, Spanish and Swedish. You are able to click on common phrases as well as numbers 1-10 and listen to how they are spoken in these languages.
Theme Connection: Language is a major component of a region. Communication is what allows us to function in society and have a role in humanity. Understanding the common language of a region is essential in all areas: cultural, political, economic and social. Many students are only fluent in their L1 (English, in our case) so exposure to other languages is a key component in comparing regions.
Complexity: This site is extremely user friendly and minimally complex. Once given explicit instruction of how to use and maneuver through this site, students should readily discover the differences in languages across Europe through simple and common languages, and compare them to America.
Instructional Uses: This will be used as a way for students to grow accustomed to language around the world and how diverse and complex it can be. Exposure to these written languages will give them a sense of how different written communication looks, but actually listening to common words being spoken will further deepen the students' familiarity with and connection to that region. They will also have the opportunity to connect the written letters to their sounds.

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Languages Take You Further | The European Commission

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Your browser is not capable of playing audio. The audio playback will not be available. Click/Touch to dismiss.

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Media: Nontraditional Text
Summary: This text contains 12 photographs of young children from around the world and their bedrooms. The images are paired with detailed descriptions of where they are living, along with their daily lives.
Theme Connection: This text connects to the theme because it further develops the idea of differences and similarities in regions, cultures, values, and resources. Many students have a general image of a "bedroom" based on American values and privileges. However, this text will give them the knowledge of the way other children around the world sleep based on the cultural value and economic status of their region.
Complexity: The readability of this text is 5.6, placing it just below grade level for sixth grade students. The idea is that the students will be able to read the passages independently, and collaborate as a group through thoughtful discussion and analysis, so this readability will be appropriate for this activity. Furthermore, the images may contain items or scenery unfamiliar to the students, which will be useful in encouraging them to discuss what they notice and what they are wondering prior to reading the written description paired with the image.
Instructional Uses: These photographs will first be presented to students in groups without any captions. They will be asked to make assumptions about the children, where they live and the quality of their life based on the photographs. Then, the captions will be revealed to the students and as a group they will read them, and discuss if their assumptions were accurate or inaccurate based on the new information they have learned. This will help students gain a deeper sense of the differences in cultures, value and resources around the world and see other children in an environment very familiar to them, their bedroom. They will be comparing these rooms to one another and also to their own bedrooms. Do they notice any similarities to the children just by looking at the photographs? What about after reading about the child and their interests/daily routine? What was surprising?

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James Mollison’s photographs of children’s bedrooms present a stark lesson in inequality.

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Media: Informational Tradebook
Summary: A book filled with images of humans from different areas around the world and how they collect, chill and drink water. Though we all different resources and means of collecting an consuming water, we share a commonality in our need for it to survive.
Theme Connection: This connects to the theme because the students will be comparing the physical resources as well as the customs and values of various regions around the world. They will then be able to connect these new understandings to their own experiences in America.
Complexity: This text has a Guided Reading Level of H. Level H is obviously well below grade level for the average sixth grader and therefore the written information within the text has a low complexity level for this audience. However, the intention is that students will be able to make deeper inferences and wonderings based on the powerful photographs and the readily comprehensible insight that it does provide.
Instructional Uses: This book would be used as a way to open students' minds up about basic differences around the world. Often, due to the immensity of resources we have in America, students lack awareness of the lack of resources in other regions. Water is one of the most important resources for humans beings and something that we tend to take for granted. Due to the level of the text, students will independently explore this book and then build on the information. They will create their own inferences about each human in the photograph and their human experience. They will then make connections among information and images within the text, as well as to their own experiences.

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Media: Nontraditional Text
Summary: This text contains a photograph collection of 25 different families from 21 countries around the world. Each photograph displays the foods in which they consume and the written information acts as an analysis of nutrition and the global marketplace.
Theme Connection: The foods that we eat are largely connected to the physical features of our region, the resources that are available to us, as well as our cultural values. This text allows students to compare and contrast the different types and quantities of food consumed around the world.
Complexity: The readability level of this text is 12.0, placing it at high complexity from 6th grade students. The main portion of the article will be read aloud in order to establish understanding with them. The photographs in this article will be very helpful in building understanding. Instead of just reading numerical figures and listing the food items each family purchases for the week, students will be able to visually see what that amount of food looks like and for how much money, and then compare it across regions.
Instructional Uses: This short article will be read aloud with the students. Then each photograph will be shown to the students, in which they will make assumptions or inferences about the families (where they're from, their economic status, etc.) Then, the actual description of each photograph will be revealed (the quantity of each type of food and how much money is spent on it). This will help students to further make connections across regions. Visual representation typically gives the students a greater sense of reality and seeing real people of the world with the food will solidify this understanding. Students would be instructed to make connections to food in America and infer reasons why food in other regions may differ.

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Peter Menzel and Faith D'Aluisio traveled the world documenting that most basic of human behaviors -- what we eat.

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Media: Nontraditional Text
Summary: National Geographic presents encyclopedic entries of various terms relevant to world geography, social studies, arts and music, religion, etc.
Theme Connection: Comparing Regions is a theme rather self explanatory on the surface, but it is intact quite complex. Students will be responsible for analyzing and understanding various components of a region. A solid foundational knowledge of key terms such as hemispheres, regions, customs, civilizations, geography, etc. Furthermore, students will be able to gain foundational knowledge of their specific region through this site.
Complexity: This resource would be moderately complex for students. They will first need to know how to utilize an encyclopedia on the web. Many of the terms used within the site can also be complicated and may need further reinforcement.
Instructional Uses: Students will use this site throughout the entirety of the unit, but mainly in the beginning. When analyzing and comparing hemispheres, regions, customs, civilizations, geography, etc., we must first have an understanding of what these terms mean. Students will be given a vocabulary graphic organizer and engage in an activity where they are researching and exploring what some of these key terms mean. Throughout the unit, this vocabulary will be referenced and built upon as necessary.

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Engage with National Geographic Explorers and transform learning experiences through live events, free maps, videos, interactives, and other resources.

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Media: Nontraditional Text--Article
Summary: This article gives insight about 11 sports popular in countries around the world, but not as known or popular in America.
Theme Connection: Sports are a major social and culture feature within a region. Sports have the ability to pull people together, and also to create divides within and among regions. Though sports are extremely popular in the America culture, there're only a handful that are very familiar and spoken about. This article begins to give insight on the variations of sports that exist in other parts of the world.
Complexity: The readability of this article is a 9.7, making it advanced for 6th grade students. However, the topic is one that several students can form immediate connections to, increasing engagement level, and the photographs help guide comprehension. With scaffolding and support, the students will be able to readily understand the material.
Instructional Use: This article will be presented in the whole class setting and then based on their region, students will further research sports that are valued there. How are they similar to U.S. sports? How are they different? How do other features within the region impact or reflect these similarities and differences?

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Americans love their sports, but there are many popular sports that aren't known in the United States.

They include variations on soccer and basketball, and unusual hybrid sports like sepak takraw.

Some of these sports are gaining popularity in America, but they have a ways to go.

America has a passion for sports. They entertain us, they teach us lessons, and they form a huge part of our national identity.

Between our five most popular sports - football, basketball, baseball, ice hockey, and soccer - we have one for every season and every taste.

But there are plenty of other fascinating sports that we're missing out on in the United States. In many cases, some of the most compelling sports are ones that many Americans haven't even heard of.

Take sepak takraw, for example. It's the volleyball/soccer hybrid that is extremely popular in Southeast Asia, but unlikely to come up on American airwaves.

Read on to learn about 11 popular international sports that most Americans don't know the first thing about.

More: Features Games Sports Soccer

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11 outlandish sports other countries love, but most Americans haven't even heard of

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Americans love their sports, but there are many popular sports that aren't known in the United States. They include variations on soccer and basketball, and unusual hybrid sports like sepak takraw. Some of these sports are gaining popularity in America, but they have a ways to go. America has a passion for sports.

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What We Wear: Dressing Up Around the World

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What We Wear: Dressing Up Around the World

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Media: Informational Tradebook
Summary: This text displays various beautiful clothing from countries around the world. It shows students that what we wear has the potential to identify us: what team we play for or root for, where we go to school, how we worship, or how we represent our heritage. What we wear makes us unique and helps us express who we are.
Theme Connection: Clothing is one of the first things we look at when "judging" other people. When comparing regions, clothing is a huge indicator that someone comes from a place different than you. Clothing can also be a reflection of culture, religion and values. When creating brochures and museum exhibits, clothing is a piece of the region that students may look to display and discuss as it could be similar or very different than America.
Complexity: The intended audience of this book is ages 4-7, placing it below grade level. However, the students will be exposed to several fashion statements from around the world that may be unfamiliar to them. For this reason, during the interactive read aloud, further research will take place to better understand specific wardrobe terminology. We will also connect it to the physical resources and cultural values within that region as a means of understanding why certain fabric and material is used.
Instructional Uses: This book would be used as an interactive read aloud in order to build foundational knowledge and gauge prior knowledge on the topic of clothing around the world. After the read aloud, students would research the different pieces of clothing warn by the citizens of their region. How are they similar? How are they different? Do the resources in the region impact this? What about the culture?

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Media: Informational Tradebook
Summary: This text provides visuals and written descriptions of some of the worlds grandest and most well-known man-made landmarks within each continent.
Theme Connection: Landmarks within various regions of the world tend to reflect the culture and resources of that area. Furthermore, we can see political, social and economic ties to these places as well. They could be areas where major events take place, many people gather together to admire and connect, and  a lot of revenue is brought in. In addition, these landmarks tend to hold a lot of history in their creation and events over the years.
Complexity: The readability of this text is 11.1, placing it far beyond Grade 6 reading level. However, the text would be used in a whole class and small group instruction setting where the teacher is guiding understanding. Therefore, frequent pauses to clarify vocabulary and reference the photographs would be incorporated in order to ensure understanding. That being said, the detailed historical piece related to each landmark is not something the students will be expected to memorize. The idea is to expose them to the most incredible and unique landmarks that exist in all different places around the world.
Instructional Use: This text would be a way to introduce students to some of the worlds most fascinating landmarks and compare the difference in structure, material and purpose based on the continent and/or region they exist in. After introducing the students to these landmarks and engaging in this discussion, students will research major landmarks in their region of choice in order to include on their brochure.

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Media: Informational Tradebook
Summary: After 10 years of direct study and consultation, UNICEF created a text profiling children from around the world in diverse and genuine ways. The book depicts the challenges in areas both developed and and developing and reflects common practices of children within those countries.
Theme Connection: Students will be able to connect directly with the diverse customs and practices of other children from around the world. Children are a direct result of how they are raised, and how they are raised is heavily tied to the cultural, social, economic and political environment around them. In addition, the region in which children are raised poses several physical features that impact the resources and values at the center of their lives.
Complexity: This text is recommended for middle school students between the ages of 10 and 14, making it age appropriate. Though their may be terms that are unfamiliar due to regional differences, the students may use the photographs and context clues to make meaning  of these terms. This text is at the perfect level that the students will be able to read it, but will also be challenged along the way so scaffolding will be needed in certain areas.
Instructional Use: Students would explore this book in small groups, while completing a Venn Diagram. They will take note of anything they see as similar to the experience in America, as well as anything they deem as different. They will also indicate which countries they are making these connections to on the Venn Diagram. Furthermore, based on this text and the other background knowledge they are building throughout the unit, they will decide what physical, political, cultural, economic and/or social facts may affect the ways in which they live and behave.

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Media: Audio--Podcast
Summary: This podcast takes a fascinating stance on language. The speaker discusses the flexibility and capability of the mind to be able to invent not one, but 7,000 forms of communication. She speaks of language in a sense that each one is neither right or wrong, rather just unique. We all have the same intention: language as a means of communication connection.
Theme Connection: Every region the students study will contain a major language or several major languages that lie at the heart of their society. Language is a major component in how a society not only sustains its existence, but prospers. Common language is needed in order to effectively build foundations in areas of politics, economics, business, trade, education, etc. Language is something that can give us a giant window of connection OR prevent us from communicating and relating to another human being.
Complexity: This Ted Talk is presented to a predominately adult audience and therefore due to language choices, it can be considered of high complexity for a sixth grade audience. However, as long as background knowledge is built prior to listening and the video is paused along the way for think aloud discussions and clarification, it will be a good tool to allow students to think about language in a new way.
Instructional Use: This podcast would be presented in a whole class setting. It sheds light on the idea that language exists in vast formation, and varies greatly across regions. The speaker notes the confusion that can rise when one language is translated literally into another language, as each language uses specific terminology not referenced the same way in other languages. Instead of viewing language in a binary sense of "what I understand" and "what I don't understand", students will gain a better sense of the complexity revolved around communication and hopefully better appreciate the diversity in it all.

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How language shapes the way we think | Lera Boroditsky

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There are about 7,000 languages spoken around the world -- and they all have different sounds, vocabularies and structures. But do they shape the way we think? Cognitive scientist Lera Boroditsky shares examples of language -- from an Aboriginal community in Australia that uses cardinal directions instead of left and right to the multiple words for blue in Russian -- that suggest the answer is a resounding yes.

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Media: Visual--Graphs, Tables, Charts, etc.
Summary: Gapminder is a site full of facts and statistics regarding various factors including but not limited to global population, income, life expectancy, economy, environment, health, employment, etc. Their goal is to present an image of the world that is not so divided, but rather one that has and is showing growth. They want viewers to notice that people across cultures and religions all make decisions based on universal human needs, which are easy to understand. Thus, it can be easier to understand one another than we tend to make it out to be.
Theme Connection: The creation of and ability to maintain a region is an extremely complex process. This source allows students to look at the relationship between various factors within a region. They are able to see how these regions have grown and compare their growth to that of other regions. Gapminder will provide students with actual statistics relating to social, political, economic, and cultural features of the countries in their region.
Complexity: This site is complex and will be a challenge for students in Grade 6. Though insightful and visually pleasing, there are several elements present and in order to receive the data you are looking for, you must be extremely intentional of your purpose while experimenting. Since there are so many variables to consider and play around with, the students would need explicit instruction and then several types of modeling prior to independently utilizing this site. The students will be told which tools are most useful and related prior to exploring the data charts and graphs within this site.
Instructional Use: After explicit instruction and modeling of its tools, students will explore this site independently. They will be looking for specific trends in America, as well as in their selected region in order to compare and contrast any findings they discover. They will be given a graphic organizer in order to record their findings along the way.

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Animated global statistics that everyone can understand

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Media: Audio--Podcast
Summary: The speakers of this podcast shed light on the idea that we can still feel pride in our own country, while seeking out growth for others as well. We can all take on and embrace multiple "selves" when it comes to culture, religion, country, values, beliefs, etc. This podcast allows us to enter a mindset where we don't view nationalism and globalism as two enemies that cannot coexist.
Theme Connection:  Often, our minds are convinced that nationalism and globalism are polar opposites and many debates revolving around them tend to create a binary divide. Many people who feel strongly towards one view over the other, feel that anyone opposing them is neglecting their values and not seeing the bigger picture. Truth is, it is possible to be proud of your country, and also work to have pride in the diversity around the world. Being aware of the existence and importance of both is essential in helping the entirety of humanity survive and thrive.
Complexity: I would consider this text complex for this audience of students. Some of the terms used are advanced (i.e.: globalism and nationalism), and students would need background knowledge of what they mean and how they relate to one another prior to listening to the podcast. Scaffolding and support will need to take place while students are engaging with this text.
Instructional Use: This podcast would be presented in a whole class setting. Prior to listening, students would be engaged in a conversation or debate revolved around globalism and nationalism. What do these terms mean? What do we know about them already? Do we have any views towards them based on what we know? How do these terms relate to regions and how do they impact the way a region functions and grows? While listening to the podcast, it will be pausing and students will be engaged in further discussion to see if their views have changed at all or if they have gained new knowledge.

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How nationalism and globalism can coexist | Wanis Kabbaj

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Why do we have to choose between nationalism and globalism, between loving our countries and caring for the world? In a talk with lessons for avowed nationalists and globalists alike, Wanis Kabbaj explains how we can challenge this polarizing, binary thinking -- and simultaneously be proud citizens of both our countries and the world.

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Media: Audio--Sounds
Summary: This audio clip provides a short segment of various sounds of different locations across India. These sounds range from natural and quiet environments such as beaches to crowded man-made placed filled with human interaction and movement. Can we recognize these sounds without seeing an image of the scene?
Theme Connection: Our environment surrounds us and impacts us daily, regardless of our awareness of it. Sounds are constantly vibrating around us and within us and shaping our human experience. So often though, the chaos of daily life, human interaction, and distraction of electric devices and social media overpower many of these sounds that continue on in the background. Students will listen to an example of how a simple sound in our environment can cause deeper emotion, thought, and connection.
Complexity: This text is minimally complex. Students will be listening to the sounds, without visual, and attempting to make inferences about what settings they are occurring in. Since there aren't any words being communicated, students do not need vocabulary knowledge to process this audio. They most likely will not know the exact location in India, but they can infer what the general setting is (i.e.: outdoors, restaurant, store, park, beach, etc.)
Instructional Use: Students will use their Chromebooks and headphones to listen to these sounds with no other distraction. As they listen, they will jot down notes of where they think the sound is taking place, how it makes them feel and/or what it reminds them of.  The students will then brainstorm and research sounds that they feel are present within their region of choice. How might these environments and their sounds impact the people within them?

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Sounds of Mumbai | City Sounds | Incredible India | Places to Visit in Mumbai

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Media: Literary Tradebook
Summary: Each story in this series represents a specific country and tells the experiences of a child in that country from dusk until dawn. The books represent the differences of human beings on the surface levels, but also intends to connect us all and encourage us to relate to one another based on common everyday experiences.
Theme Connection: I see the Sun books exemplify the true nature of comparing regions. On the surface, it can be very easy to pass judgement or make assumptions about one another based on surface level qualities and practices. However, when we recognize how similar our most basic purpose and human experiences are, we have the ability to relate to one another in a new way.
Complexity: I would say these texts are moderately complex. Students in Grade Six would most likely be able to decode them with ease, but some of the terminology might be unfamiliar which could hinder comprehension. While reading, mini explanations and discussions could take place revolving around these unknown terms.
Instructional Use: The students will be in groups reading and analyzing these books together. They will be instructed to create a common theme amongst the books and figure out what the author's purpose is. The goal is for students to recognize that there are various customs and cultures around the world, some known to us and perhaps some unknown as well. How are we all similar? How can we try to relate to each other when we discover our differences?

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A series of multi-cultural, bi-lingual children's picture books by Dedie King and Judith Inglese.

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Media: Visual
Summary: Candid photographs are taken with school classrooms around the world. The countries included in this text are India, Indonesia, Greece, Moscow, Laos, Jerusalem, Haiti, South Africa, Cambodia, Turkey, South Korea, Pakistan, England, Sudan, Poland and America. The images span from 1954-2007.
Theme Connection: This text connects to the theme because education is a huge part of our world. Several factor such as physical features, resources, culture, and economy all play a role in the school environment. The majority of students have had a relatively standard American educational experience. Thus, when thinking about school and what it looks like around the world, they may lack a deeper awareness of the differences that present themselves.
Complexity: The photographs presented in this text are all taken within schools, a place very familiar to students. Though extremely diverse experiences, the students should be able to recognize the different items within each scene in order to make connections and pinpoint difference to the school environment they have grown up in. Even if they aren't certain of a specific name of an item or practice, they can use prior knowledge to infer what they may be. For this reason, this text is appropriate for this age group.
Instructional Uses: These photographs will be presented to students in small groups. They will have to take note of the country and year in which the photograph was taken. Based on these pieces of information, they are to first document anything they notice within the photograph. Next they will write down anything they are wondering. Finally, they will make inferences about any part of the region they feel could have an impact on the school system of that country. Min

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The Unretouched Woman in honor of National Women's History Month. In this striking tribute to women, Arnold's collection of photographs captures and celebrates women in all walks of life-famous or not-around the world.

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Media: Literary Tradebook
Summary: This book dives into the lives, and gives the reader a taste of the different languages of fictional young humans around the world. It features over 100 languages and depicts children from around the world in their homeland doing ordinary things. It includes larger, more well-known areas as well as smaller and possibly unknown communities as well.
Theme Connection: As young students and sometimes even as adults, we become surrounded by this imaginary bubble, so wrapped up in our own personal narratives, that we neglect to recognize how many other individuals far different than ourselves exist. We fail to open our minds to their communities, their cultures, their values, their recreational activities, their languages, etc. This literary text allows us to acknowledge this and perhaps feels inspired to adopt some of these practices and values into our own lives.
Complexity: This text could be considered moderately complex. Several of the languages and terminology specific to regions around the world might be unknown to students or difficult to read, hindering comprehension. The students may also be thrown off by the presence of different languages. However, with guidance and the use of content clues/illustrations, the information will be comprehendible and helpful to build foundational knowledge.
Instructional Use: This text will be used as a read aloud. Students will be encouraged to think aloud and make connections throughout. They will acknowledge which countries and languages seem familiar, and which ones they are seeing for the first time. How are these areas and languages similar to America? How are they different? Which ones are a part of, or in close proximity to the region they have selected?

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Media: Literary Tradebook
Summary: A picture book that displays the concept of "home" in a way that invites the reader to think outside of the box. A home can be a house, an apartment, or even a shoe.
Complexity: This book has a exile level of AD270L, placing it well below grade level and making it of low complexity for grade six students. However, the intended outcome is for students to open their minds towards the possible of what a "home" can be. This book will preface the "Where Children Sleep" article/activity. Typically, we only visualize things in the ways we have seen them before (this is especially true for children). This read aloud will help begin to change that mindset.
Theme Connection: Based on physical features and resources as well as economic features of a region, the homes in which people build and live in vary greatly. Growing up in America, our image of a "home" is typically generic to houses, apartments or trailers. Truth is, the idea of "home" in different regions of the world is not the same as how we see it in America. Our home can also be closely related cultural values and customs.
Instructional Use: This book will be used as a read aloud in order to encourage students to have an open-mind about what a "home" can look like. Prior to the read aloud, the teacher will activate background knowledge and as a class the students will begin completing a KWL chart about what a home is.

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This Is How We Do It: One Day in the Lives of Seven Kids from around the World 

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This Is How We Do It: One Day in the Lives of Seven Kids from around the World 

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Media: Literary Tradebook
Summary: This picture book dives into the day-to-day lives of seven different children around the world (Italy, Japan, Iran, India, Peru, Uganda, and Russia). The author uses inspiration from his own travels around the world to bring the reader into the typical activities and experiences of each child.
Theme Connection: This text gives us a sense of how our environment impacts our daily lives and even though we may seem very different, we may be more united than we think. It gives us a look as to how our traditions are different from others, and also how some parts of our lives are also very connected.
Complexity: This book is recommended for ages 4-8, therefore it will not be of high complexity for sixth grade students. However, even though the readability is at or below grade level, there will be several vocabulary terms unfamiliar to students based on their absence from our society. With lack of background knowledge of certain cultural and social features, comprehension may be interrupted at times. Students will need guidance in understanding certain terms.
Instructional Uses: This story will be used as an interactive read aloud. Students will be completing graphic organizers designed to compare and contrast the different customs of each county.

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Media: Video
Summary: This video briefly discusses each of the continents within the Eastern Hemisphere and their population, landforms and physical features, as well as the animals present in these areas. It provides a general overview of this hemisphere.
Theme Connection: This video connects to the theme by presenting the continents of the Eastern Hemisphere and their general physical features. Students may have heard of or read about several or all of the continents within the Eastern Hemisphere, but this will give them a visual connection to the existing knowledge they may already have.
Complexity: The information presented in this article is clear and conscious, using terminology that should be familiar to students in grade six. However, the information is presented at a relatively quick rate so students may need to rewatch and/or pause the video in order to think aloud and monitor comprehension. For these reasons, I think the text is moderately complex but as long as it is presented with the correct support strategies  students will be successful in taking away a lot of useful information.
Instructional Uses: This video will be used as an introduction to the unit. After discussion what a hemisphere is, the video will display the Eastern hemisphere for the students to connect this new understanding with visual representations. For many students, a strong background knowledge of the Eastern Hemisphere is not present. Some students may have traveled to different countries over there, or have a cultural connection to one or two regions over there, but lack deeper knowledge necessary for this unit. This video presents the area through visual and audio description, which will help to build this foundational awareness of what these regions look like.

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Media: Visual--Satellite Globe
Summary: Google has created the world's most detailed 3D images of our globe through satellite imagery. Through this site, you are able to virtually travel around the world and explore the various terrain, landforms and buildings in detail. Google Earth also provides features that allow for measuring distance within and between regions.
Theme Connection: Physical boundaries have impacted regions around the world since they were created. Students will already have knowledge of physical features such as bodies of water, mountains, desert, plains, valleys, islands, etc. Taking control over their exploration of their region by manipulating 3D satellite images gives them a more authentic experience than maps or photographs can.
Complexity: Google Earth can be classified as moderately complex. Google aims to create products that can be used by everyone around the world, including younger groups of students. Due to their comfort level with technology, students should have no problem using this app. However, explicit instruction of its intended use and functions will be key in ensuring students are focused effective in their explanations.
Instructional Use: After a teacher modeled lesson, students will explore Google Earth independently as a virtual field trip of their selected region. They will dive deep into this area exploring natural landforms and major man-made attributes that impact the region's cultural, political, social and/or economic features. They may also take this time to compare regions surrounding theirs, as well as compare it to our world in America.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Media: Visual--Maps, diagrams, tables, graphs, photographs.
Summary: National Geographic has created a family-friendly atlas that displays the physical space of our whole world. They used advanced satellite to display 1,400 maps, diagrams, graphs, tables and photographs. The visuals within this map are intended to give the readers a sense of the global realities we face in the world that have a major impact on various other areas of our lives.
Theme Connection: The geographic location of a region plays a huge role in the resources more abundant to them, as well as the ones that are more scarce. It also shows us what other regions are located nearby that may have an influence on its social, cultural, political, and economic creation and growth over time. Seeing all of the regions together and having the ability to compare and contrast them visually, gives the students a sense of the connectedness in our world. It also provides insight on why an attribute of a region came to be.
Complexity: This text happens to be geared directly towards families. It could be considered moderately complex, therefore, students would need explicit instruction of how to use an atlas and how to pull the important and relevant information they need from the charts, maps and graphs.
Instructional Use: This book will be used throughout the unit in whole class instruction as a visual reference and students will also be able to reference it at any point during their individual/group research. Physical features a of countries, as well as their location relative to other countries (within and outside of their region) will be best understood through maps, charts and tables. Students will also create their own map of their region in order to display in their museum.

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Media: Video
Summary: This text contains 10 different videos and a brief description of beautiful musical instruments that originate in different areas around the world. Often times, instruments around the world are handmade and remain only in their country of origin so they are not as well-known in western civilization.
Theme Connection: Music is a major part of culture. Since its creation, it has been a way for human beings to individually express themselves and then connect with one another. Though music preference can differ greatly across regions, when we learn to appreciate each unique
art form, we are able to unite and see each other in a new light.
Complexity: The text paired with these videos displaying musical instrument around the world has a readability of 8.8, placing it above grade level. However, these will be read aloud by the teacher and discussed whole group in order to build background knowledge of each instrument. The main purpose of the videos is to watch how complex music making is around the world and to compare and contrast the instruments presented to those in America. For this reason, this text will not be too complex for the students.
Instructional Uses: Students will view these videos and make connections to music in America. Who class discussion will revolve around each instrument and how it can be compared and contrasted to popular instruments in our society. What parts of each region do you think influence the instruments they create?Which defining characters have influenced instruments or music popular in our culture today?

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World music used to seem so out of place and far-removed from Western culture. In reality, a lot of its defining characteristics have been seeping into our own music for a few decades now. How many of you were first introduced to the sitar thanks to "Norwegian Wood" by The Beatles or "Paint It Black" by The Rolling Stones? I certainly was. And if you happen to live in a large city, you've probably heard pannists or mariachi bands on your morning commute.

World music is - as the name implies - everywhere. There are so many beautiful instruments out there - often handmade and sometimes only available in their country of origin. I've decided to pick 10 of my favorites, a few of which remain fairly unknown to even most professional musicians. I hope you find them as fascinating as I do.

1. Qanun (or Kanun)

The qanun is a Middle Eastern string instrument. It contains 25 to 27 courses of strings, with three strings per course. The instrument, which is capable of microtonality, is typically plucked with two pieces of horn attached to a metal ring worn on the player's index fingers.

2. Tama

Often called the "talking drum", the tama has an hourglass shape, scalable pitch, and is held under the player's arm. The instrument is from West Africa and has become quite popular there. The tone and pitch of the drum can be changed by varying the tension placed on its head. The tama can be heard in songs by Erykah Badu, Tom Waits, King Crimson, and Fleetwood Mac, among others.

3. Sarod

Similar in some ways to a fretless guitar and sitar, the sarod is a common instrument found in Indian music. It usually has 17 to 25 strings consisting of 4 or 5 main strings, 2 chikari strings, and 9 to 11 sympathetic strings. According to the Encyclopædia Britannica, the sarod is an adaptation of the Afghan rebab, which arrived in India during the 16th century.

4. Shamisen

The shamisen is a Japanese instrument that somewhat resembles a banjo. It's actually originally derived from the sanxian in China. The shamisen can be made with plastic, but dog and cat skin is also commonly used. The strings were once made from silk but are now made with nylon. A bachi, which is constructed with wood, plastic, or ivory, is used to play the shamisen.

5. Bansuri

The bansuri is a flute mainly used in North Indian music. It is typically made of bamboo and has 6 or 7 finger holes. The instrument is said to have mythical qualities. It was allegedly used by Krishna and had a mesmerizing effect on both women and animals.

6. Irish Bouzouki

Originally developed in Greece, the pear-shaped bouzouki was adapted for Irish folk music in the 1960s. It was popularized by Johnny Moynihan and Irish folk act Planxty. The most common tuning is G2 D3 A3 D4.

7. Duduk

The duduk is a double-reed flute that has been around since at least the 5th century. The body of the instrument is made from aged apricot wood. The Armenian instrument can be heard in numerous popular films, including Avatar, Gladiator, The Kite Runner, The Crow, The Passion of The Christ, and Pirates of the Caribbean: At World's End.

8. Hang

Unlike many of the previous instruments, the hang is a fairly modern instrument. It was developed by Felix Rohner and Sabina Schärer in Bern, Switzerland in 2000. According to the creators, "Seven notes are harmonically tuned around a central deep tone (ding), which excites the Helmholtz (cavity) resonance of the body of the instrument."

9. Mbira

The mbira is sometimes referred to as the thumb piano, and it's easy to see why. Originating in Africa, the instrument consists of a wooden board and metal tines. According to Wikipedia, the mbira is often played at religious ceremonies, weddings, and other social gatherings.

10. Angklung

The angklung originated in Indonesia and has become quite popular throughout Southeast Asia. It consists of tubes attached to a bamboo frame. The tubes are built in a way to produce a specific pitch when struck.

Bonus: The Bubble Organ

Even though this instrument was invented by a young man named Aaron Wendell in Chicago, it's so intriguing that I had to include it. The bubble organ was built by Aaron for an instrument construction course at The School of the Art Institute of Chicago.

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World music used to seem so out of place and far-removed from Western culture. In reality, a lot of its defining characteristics have been seeping into our own music for a few decades now. How many of you were first introduced to the sitar thanks to "Norwegian Wood" by The Beatles or "Paint It Black" by The Rolling Stones?

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Media: Video
Summary: This video presents a song and visual slideshow that gives the view a tour of each continent and several major countries around the world. Furthermore, it touches on various key elements of these places such as geography, climate, animals, language, culture and history.
Theme Connection: The videos connects directly to the theme as it is displaying various elements of the physical, cultural, economic and social aspects of the continents around the world. Students will be able to start making connections to America. Once they choose their specific region, they would be able to go back and rewatch the video in order to focus on the countries specific to their region.
Complexity: Due to the nature of the music, this video movies very fast and the lyrics are very fast-paced. However, the images paired with the audio in this video allow the viewer to better follow along and make connections. The video may need to be stopped periodically to check for comprehension and then replayed to allow students to pick up on information they may have missed the first time around.
Instructional Uses: This video will be a fun way for students to gain an understanding of the geography and culture around the world at the beginning of the unit. The students would be encouraged to talk about things they notice or wonder about, as well as any connections they can make to things they already knew. They will then compare and contrast how various elements of these places are similar and different to life in America.

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Media: Video
Summary: This video is a kid-friendly, cartoon graphic displaying several gestures and their different meanings depending on where you are in the world. In one country, a gesture may symbolize something positive and in another, the same gesture may allude to an insult or sign of anger.
Theme Connection: Language is a huge piece of a region. In order for the people of the region to communicate effectively, they must share a common language or at least understand what the other is trying to say. That being said, body language is a key component of language typically overlooked. If a person is unaware of the hand gestures common within a region, they may accidentally offend or confuse the person/people they are trying to communicate with.
Complexity: The text is minimally complex. The gestures are very clear since it is done using cartoon images, and they are also ones that should be well-known to students. If the video moves too quickly, it may be paused and replayed in order to aid student comprehension.
Instructional Use: This video will be viewed in a whole class setting as a continuation of the other language texts in the set (the language audio site and the literary trade book about language). Students will begin to think about gestures and how they could impact communication between two regions. What are some common gestures used in America? Are they used in other countries as well and if so, how? Students will also be encouraged to take a closer look at and perhaps analyze the gestures or poses of individuals within their region whenever they come across a photograph or video throughout the rest of the unit.