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This Way with Hemingway

Grades: 6-8

Subject: Language Arts/Social Studies/Technology/Math

Estimated Time of Completion: two-three weeks

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Relevant Standards

I. Summary

Although an American, Hemingway spent much of his life outside of the United States. He visited Italy, France, Cuba, Africa, and Spain. Students will be told that they work for a travel agency. Students will be paired with one student acting as the travel agent and the other student will be the client seeking to travel. The task is to plan an around-the-world trip to all of Hemingway's favorite world locations. Students will try to plan the most reasonably priced fare that will include visits to Pamplona and Valencia, Spain, Kenya, Africa, including a tour of Mt. Kilamajaro, Venice, Italy, and Uganda, Africa, and a tour of the Nile River. The tour will end with a visit to Cuba and conclude with a return trip to the United States. The students acting as travel agents must plan an itinerary which will include: the total cost of the trip, highlighted facts about each place, transportation mileage and cost, a brief explanation of the country's government, the country's currency and information on the time differences between the place and our United States city. Students, acting as clients, will record highlights and details of their trips as journal entries.

II. Objectives

* Students will practice informative writing skills.
* Students will demonstrate research skills by using the Internet and reference books and magazines to gather information.
* Students will apply their math, logic, and reasoning skills as they find the best and most reasonably price fare, record their total expenses, and make decisions about the exchange rate of currency.
* Students will utilize their map and direction skills.
* Students will express themselves creatively as they record their journal entries.
* Students will use technology as they decide the best way to organize their information (some may choose brochures, some may choose word processors, and others may use a spread sheet).

III. Materials Needed

* A copy of the Michael Palin's Hemingway Adventures, a television, and a VCR
* Computers with Internet access
* Optional - Computers with word processors, spreadsheets, and brochure/booklet software
* United States political maps
* World Maps and/or maps of Africa, Italy, France, Spain, and Cuba
* Pencil and paper

IV. Procedure

1. This project will begin with a visit from a representative of the local travel agency visiting with the class to discuss this career opportunity. The person visiting will bring travel brochures and travel information for Spain, Italy, France, Africa, and Cuba.

2. The teacher will ask the students what these five locations have in common. The teacher will explain that these were countries that Hemingway visited. Students will be questioned about those who have possibly visited, were born, or have lived in these areas.

3. Students will be told that they are going to work in pairs. One person in this pair will be working for the travel agency, and the other person will be his/her client. The client is a Hemingway fan. The client wants to see the world as Hemingway saw it. The task is to create the most reasonably priced around-the-world itinerary to all of the places that Hemingway visited. Visits will begin in Pamplona and Valencia in Spain. The trip will include Kenya, Africa with a tour of Mt. Kilamajaro and Uganda with the Nile River. The trip will then take the person to Venice, Italy, and then to Cuba. The trip will conclude with a return trip to the United States putting that person in Ketchum, Idaho. The itinerary should include: the total cost of the trip, highlighted facts about each place, how things have changed since Hemingway was at that location, methods of transportation, mileage and cost, weather (so you can explain how the client might pack for such a vacation), a brief explanation of the country's government, the country's currency and information on the time differences between the places visited and a certain designated United States time zone (this could be his birthplace, his place of death, or the student's own hometown). The project will culminate as this information is put into a travel brochure or booklet form for the client. The teacher may want to use the suggested web sites as resources for travel and Cuba.

4. Students will decide transportation from Hemingway's hometown, Oak Park, Illinois, to Venice, Spain. From here, students will visit various places that include: Pamplona, Spain and Venice, Italy. They will travel to Kenya, Africa and visit Uganda and the Nile River. Their travels will then take them to Cuba and will return them to Ketchum, Idaho, where Hemingway died. The teacher will give the destinations to the students and allow the students to determine the most logical order for their trip. Students will document this order in their itinerary.

5. Clients will keep a journal, in which they should keep a record of all costs, sights, and activities. They will record what they have packed for the trip and why, their favorite foods that they have eaten at each location, and the tourist attractions that they have visited. They will write about any sporting events that they've attended and animals that they may have seen. Clients will make notes about the type of the Hemingway reading material they will be carrying that is appropriate for each place visited. Students may also mention any souvenirs that they bring home.

6. Each team of students should first make and document travel means and expenses. Hotel reservations should be "booked" (student should document this information in the itinerary). Expenses should be recorded, also. Students will now record the activities, festivals, sports events, and tourist attractions that interest them. Remind the students that the client is a great fan of Hemingway's and wants to experience many of the things that Hemingway enjoyed.

7. Students will use printed atlases and maps, library reference materials, travel brochures, plus Michael Palin's Hemingway Adventures and its companion Web site, and other helpful Web sites
(See below).

8. If time does not permit viewing all of the episodes, then it highly suggested that students be allowed to watch some or all of these episodes of Michael Palin's Hemingway Adventures that correspond to the countries.

Tape 1, 10:00 - Running of the Bulls in Pamplona, Spain
Tape 1, 10:06 - Spain Bullfighting in Venice
Tape 1, 10:26 - Hemingway visits Africa, Tape 3, 10:20 Traveling back to Africa
Tape 2, 10:00 - His Birthplace, Oak Park, Illinois
Tape 2, 10:25 - Hemingway goes to Italy
Tape 2, 10:37 - Hemingway in Paris
Tape 3, 10:36 - Hemingway in Venice
Tape 4, 10:00 - Hemingway arrives in Cuba
Tape 4, 10:44 - Hemingway's last home

Suggested websites to research countries:

Researching Spain:

Researching Cuba:

Researching Africa

Researching Italy:

Researching France:

Researching Ketchum, Idaho and Oak Park, Illinois

Traveling Tools: (world clock)

Converting Currency links:

V. Classroom Assessment

A Rubric for Grading the This Way with Hemingway Projects

* Layout/ Design
* Booklet or Brochure is organized well.
* Project is unattractive or inappropriate. Text is difficult to read.
* Students did not put information into an attractive folder or brochure. It does not appear that students have taken the time to solve tasks in an organized manner.
* Project appears busy or boring. Text may be difficult to read. Has almost everything, but it may be poorly completed, disorganized, and or is not accurate.
* The project may be attractive. Text is fairly easy to read. However, the project may lack something or has something that could be improved.
* It is in booklet form or has been put into brochure form.
* The project is attractive. Text is easy to read and accurate. The project is excellent.
* It is in booklet form or has been put into brochure form. Graphics and background has been chosen wisely.
* Accuracy of Information
* Information is poorly written, inaccurate, or incomplete.
* Some information is provided, but is limited or inaccurate.
* Information could be improved upon.
* Information is well written and interesting to read. The length or quality of information could be improved.
* Excellent information is presented. It is accurate and complete. It is creatively written, and is cleverly presented.
* Organization/ Grammar
* Information is not assembled appropriately in neat booklet form.
* Paragraphing, spelling, usage, mechanics is all poorly done. Errors are abundant.
* Information is not assembled appropriately in neat booklet form. If it is, the booklet still have many and/or major paragraphing, spelling, usage, mechanics problems.
* Information is assembled appropriately in neat booklet form.
* Paragraphing, spelling, usage, mechanics is all appropriate or somewhat appropriate to a middle school paper. Errors are limited.
* Information is assembled appropriately. Paragraphing, spelling, usage, mechanics is all-appropriate to above a middle school paper. A very minimum of errors.
* Title/Headlines/Graphics
* No graphics or pictures. Title may be missing. No headlines or inappropriate ones.
* Some graphics or pictures. These are inappropriate. Title may be missing or poor. No headlines or inappropriate ones.
* Title and headlines are correct, but could be improved with some thought of placement or font.
* Title is correct. Titles and headlines are attractive and well written. Both titles and headlines add something to the project.
* Graphics chosen wisely.
* Followed Classroom Guidelinesand followed directions to complete task.
* Students are often out of their area without permission and are disruptive to the class. Students cannot work together. Students used only 1 source to complete project. Project is generally incomplete.
* Students occasionally leave area without permission. Students usually work together and cooperate. Students used at least two sources, followed directions somewhat, but project still incomplete.
* Students stay in their area and talk quietly to their own partner only. They work very cooperatively. They have very little trouble following classroom directions for this task. Students used a variety of sources. Project complete, but could be improved.
* Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions. Students used many sources of information. Project completed. Students have done an outstanding job.

1 (poor)
2 (fair, but improving)
3 (good)
4 (excellent)

Both the journals (or diary entries) and the itinerary may be graded by the same rubric.

VI. Extensions and Adaptations

* Students might choose only one place (or one area of interest) on which to focus. When finished the itinerary would spotlight only one area, but would contain more detailed information about each area that could be shared with others.
* Students could make travel posters that would spotlight their favorite spot of the vacation.
* Students could write letters home about their trip.
* The room could be set up in centers where each center is a stop in one of these places. Complete with travel brochures, maps, computers, and printed atlases and maps, students would spend time at each center researching and organizing the trip completing one location at a time.
* Students from a particular area could speak to the rest of the class about the place.
* To utilize technology to potential, students could be given the task to print out maps and/or to create tickets that the clients could place in their journals. The tickets could be printed as business cards or label.
* Students that have visited and have first hand knowledge could tell the class about their visit.
* Resource people from or that have visited these locations could come and speak to the class.
* All of the brochures and journals will be put on display in the school library so that other people can enjoy these.
* The local travel agency may be willing to display the students' final projects.

VII. Relevant National Standards

From McREL

Language Arts
* Demonstrates competence in the general skills and strategies of the writing process
* Gathers and uses information for research purposes
* Demonstrates competence in the general skills and strategies of the reading process
* Demonstrates competence in the general skills and strategies for reading a variety of literary texts
* Demonstrates competence in the general skills and strategies for reading a variety of informational texts
* Demonstrates competence in speaking and listening as tools for learning

* Knows the characteristics and uses of computer software programs
* Understands the relationships among science, technology, society, and the individual
* Understands the nature of technological design
* Understands the nature and operation of systems

* Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
* Knows the location of places, geographic features, and patterns of the environment
* Understands the physical and human characteristics of place
* Understands the concept of regions
* Understands that culture and experience influence people's perceptions of places and regions

* Uses a variety of strategies in the problem-solving process
* Understands and applies basic and advanced concepts of statistics and data analysis
* Understands the general nature and uses of mathematics