The Nile, A Journey From Source To Mouth

1. The Nile, A Journey From Source To Mouth Let’s start with the Important Geo-Terms you will need to understand in your essay Hydro-Electric Potential – The electrical power that can be generated by flowing water Perennial irrigation – A system that allows for year round watering of crops River Basin – The area drained by a river and its tributaries. Rain falling anywhere in a river basin will eventually flow into the main river Water cycle - The movement of water from the surface of earth to the atmosphere and back again. This is also known as the hydrologic cycle

2. In this unit students will have to build on the learning from The Amazon to address issues of Water Cycles, Water Rights Conflict and 21st Century Energy Needs • SWBAT –Demonstrate understanding of hydro-electric opportunities in the 21st century power grid needs • SWBAT – Demonstrate the ability to compare and contrast The Great Aswan Dam project’s cost, benefit and implications to those of other great dam projects • SWBAT – Analyze the power of food and water management in the growth and development of civilizations • SWBAT – Address the human loss (Nubians as an example) in Water Rights Conflicts • SWBAT – apply geographic and analytical skills to answer 21st century problems of food and energy • SWBAT – compare and contrast Water rights conflict and Land Use conflicts Your essay responses must include, or at least address, all SWBATs

3. Essay Questions Will Be Answered In (at least)5 Paragraph Format with Specific RDF, EEE and Conclusions • As you prepare to graduate college and start a job that did not exist in 2012, write a letter to “Dear 6th grade me, thank you for learning about……” Be sure to address ALL the geo-terms and predict how the 150-200 million people living on the banks of The Nile will benefit from your new job • Write a letter to Presidents of the African countries with potential solutions to water rights conflict in the 21st Century • Compare and Contrast the effects of The Great Aswan Dam to the Hoover Dam or at least one other great dam. This will require a lot of dam research. • Create an over-laid detailed topographical, political, vegetation and population map of the entire length of The Nile which includes all current and future hydro-electric potential and irrigation needs of residents • Design and write FIVE invitations to a dinner party at The United Nations. Why would you invited these specific (REAL) people and on the invitation for each of them what should they be prepared for from the other invitees. Each person has their OWN invitation different from everyone else. In all your research you must cite all sources of information including specific web sites and address ALL geo-terms and SWBATs. I’ve mentioned this TWICE so be sure ALL SWBATS are in your responses

4. As you prepare to graduate college and start a job that did not exist in 2012, write a letter to “Dear 6th grade me, thank you for learning about……” Be sure to address ALL the geo-terms and predict how the 150-200 million people living on the banks of The Nile will benefit from your new job

5. Write a letter to Presidents (plural) of the African countries with potential solutions to water rights conflict in the 21st Century. One letter can be addressed to multiple Presidents

6. Compare and Contrast the effects of The Great Aswan Dam to the Hoover Dam or at least one other great dam. This will require a lot of dam research. Be sure to understand how the people around The Great Aswan Dam can learn from what has happened in other places

7. Create an over-laid detailed topographical, political, vegetation and population map of the entire length of The Nile which includes all current and future hydro-electric potential and irrigation needs of residents. Use the map making skills learned earlier in the year but explode it to demonstrate your understanding of the Geo-Terms of The Nile Unit

8. Design and write FIVE invitations to a dinner party at The United Nations. Why would you invited these specific (REAL) people and on the invitation for each of them what should they be prepared for from the other invitees. Each person has their OWN invitation different from everyone else. Each recipient will have their own invitation with an explanation of why they are invited and what is expected of them. Students will be expected to research who they want to invite which can be a combination of scientists, politicians, business people with an interest in the area, etc. This will be a combination art and text. Of course the rubric remains in effect. Address all the geo-terms

9. Rubric For These Projects • 4 – Student demonstrated understanding of all elements of the project and included analysis and application of all geo-terms in response paragraph. Paragraph showed detailed research. • 3 – Student answered the prompt with details but did not write in full paragraph structure and demonstrated limited understanding of the geo-terms. Student googled some items but did not demonstrate understanding. • 2 – Student did not address the importance of geo-terms or paragraphs were not in proper well written format. Research appeared limited. • 1 – Student did not attempt to answer specific prompts or paragraphs appeared to have been written at the last minute. Work would require significant re-writing.