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Hemingway Hangouts

Grades: 6-8

Subject: Language Arts/Social Studies/Technology

Estimated Time of Completion: One class period providing everyonehas access to a computer with Internet capability.

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

I. Summary

Hemingway was born in Illinois, spent his summers in northern Michigan, and at one point of his life spent time in Key West, Florida. He spent his last days in Montana and Idaho. Students will use the Internet to practice their map and direction skills using these United States locals. They will strengthen their skill in writing directions, improve their knowledge of these places, and utilize their technology skills by using "Map Quest" to find their information. Students will be challenged to investigate how to find their way from a particular place to one of Hemingway's spots of interest. This will strengthen their technology skills, exercise creativity, practice research skills, and examine directions while, at the same time, reinforce or expand new knowledge about Ernest Hemingway.

II. Objectives

* Students will practice writing directions.
* Students will demonstrate map and directional skills.
* Students will apply their technology skills by using the Internet to solve a problem.
* Students will be able to outline and follow their outline to write a paragraph or story.
* Students will use their math skills for computational purposes of expenses, determining shorter routes, determining time differences between areas, and comparing and contrasting different alternatives in travel methods.

III. Materials Needed

* A copy of the Michael Palin's Hemingway Adventures, a television, and a VCR
* Computers with Internet access and word processor
* PBS companion website to Michael Palin's Hemingway Adventures
* United States political maps and/or state maps of Idaho, Michigan, Florida, Montana, and Illinois
* Pencil and paper
* Copies of local maps that groups can share

IV. Procedure

1. The teacher will show a local map to students. The teacher will ask about how and why the map is used. The teacher will explain to the students that they are going on a field trip to an unfamiliar place. What happens then when there is no map? Students will respond that one would be lost without a map and plan. The teacher will then hold up an outline and/or web (or draw one on the board). The teacher will point out that when writing is done, the same thing is true. One begins with a plan (a writing map). Explain that the same type thing happens when one doesn't make a plan when writing. Explain that a map is to travel as an outline is to
writing. Explain that students are about to work with both.

2. Students should already be familiar with map skills and directions. An excellent website to review map skills can be found at this site: http://www.usgs.gov/education/teacher/what-do-maps-show/index.html

3. If time is not available to show all of the Michael Palin's Hemingway Adventures, then students will be shown a segment of the Hemingway Adventures (tape 4, 10:00 to 10:34) highlighting Hemingway's connection to Cuba. Discuss the government of Cuba today. Cuban refugees on rafts and unsafe boats seek our shore for asylum. Discuss why people are willing to die to leave Cuba and come here. Those leaving sometimes face the sea, the Coast Guard, death, regulations, or paperwork to determine who may stay and who may go. This creates much controversy. Should people be protected when entering this country? Should all people be forced to return to Cuba? What if circumstances created a situation where Mom's life was lose trying to get her small son to the United States? Should Dad who chooses to remain in Cuba get his son returned to him. When students have viewed this segment about Cuba, students can create a web or outline to write a paragraph of response to this situation or other scenarios. The paragraph might be to compare and contrast the Cuba of today to the Cuba in Hemingway's day or a reaction to the current headlines of those seeking to come to America. When writing, students should make the connection between having an outline and having a map to follow. Both are plans to help to get you to where you are going. Maps improve travel and outlines improve stories.

4. Students will then be shown a world map and they will locate Cuba. Students will discuss how they might get to Cuba. Can they drive, fly, or take a boat? Students will discuss the length of the trip and how they would travel.

5. The teacher may find these travel links to Cuba to be beneficial to this discussion.

http://travel.lycos.com/Destinations/Caribbean/Cuba/
http://infoplease.lycos.com/ipa/A0107443.html
http://www.pbs.org/adventuredivas/cuba

6. A brief review and discussion of Hemingway and his relationship to certain US cities and places will follow; students will be asked to calculate distances, locate directions, and determine mileage of certain United States cities or places of interest.

7. Tell students that they are going on a field trip to visit Hemingway's home in Key West, Florida. They will need directions. Students will use political maps to find their hometown and then to locate Key West, Florida. This could be an individual task or a group one.

8. Students will first use the printed maps and atlases to estimate driving distances and plan routes. Students may work individually or in groups. The students will plot their course and decide on the distance that they would have to drive to get to the destination. Have students estimate how long that they think it would take them to drive. They will record these estimations. Students will record, these estimations after arriving at each destination. Students are to begin at their own home city and state. They will be "driving" to Key West, Florida. From there, they will travel to Oak Park, Illinois. They will then "drive" to Walloon Lake, Michigan. They will then drive to Montana, and from there they will conclude their trip in Ketchum, Idaho.

9. Students will now go online to http://www.mapquest.com/. When students have arrived at this Web site, they will see Express Lane Driving Directions to your left. They will enter their home city and state for the starting address. Enter the destination as Key West, Florida.

10. The directions will load. Students need to write down the time it takes to drive to this destination. Also, record the distance. They will use the online information to compare to their information obtained from the printed maps.

11. Students can begin online research by beginning with the PBS website. Descriptions of the places that Hemingway lived and visited along with varied pictures will be helpful to students.

12. Now students will visit Key West by going to this Web site: http://www.keywestparadise.com/paradise.html
Students should record at least two facts about Key West now and list at least one fact about Key West that may have changed since Hemingway was there.

13. Students return to http://www.mapquest.com/. Use Key West, Florida, as the beginning place and Oak Park, Illinois, as the destination. Enter this. When the map loads, students should write down the total estimated driving time and distance.

14. Visit and learn about Oak Park, Illinois, here. http://www.oprf.com/downtown/tour.html or http://www.hemingway.org/ Students should record at least two facts about Oak Park, Illinois, now and list at least one fact about Oak Park that may have changed since Hemingway was there.

15. Return to http://www.mapquest.com/. When here, use Oak Park, Illinois, as the beginning place and Walloon Lake, Michigan, as the destination. Enter this information. When the map loads, write down the total estimated driving time and distance.

16. Now visit and learn about Walloon Lake, Michigan. http://www.detnews.com/1997/metlife/9709/18/09180096.htm
Students should record at least two facts about Walloon Lake, Michigan, now and list at least one fact about Walloon Lake that may have changed since Hemingway was there.

17. Return to http://www.mapquest.com/. When here, use Walloon, Lake Michigan, as the beginning place and Montana as the destination. Enter this. When the map loads, write down the total estimated driving time and distance.

18. Now visit and learn about Montana. http://www.state.mt.us/ Students should record at least two facts about Montana now and list at least one fact about Montana that may have changed since Hemingway was there.

19. Return to http://www.mapquest.com/. When arrived here, use Montana, as the beginning place and Ketchum, Idaho, as your destination. Enter this. When the map loads, write down the total estimated driving time and distance.

20. Now visit and learn about Ketchum, Idaho. Students should record at least two facts about Ketchum, Idaho and list at least one fact about Ketchum, Idaho that may have changed since Hemingway was there. http://www.visitsunvalley.com/

21. What is the total mileage for our field trip? What is the estimated driving time for our trip? Write a brief article for the newspaper about your vacation to the U.S. Hemingway Hangouts. Be sure and use a web or outline before you begin to write your paragraph. You can include what new foods you tried, what events you attended, or what sports you played.

V. Classroom Assessment

* Students should have accurately completed all the tasks.
* Students should be able to list at least a fact about each of theareas visited.
* Students should now be able to use Map Quest as a tool for finding locations.
* Students should have used the tool Map Quest to check and comparetheir findings from the printed maps.
* Students will be able to utilize trip tools from the Internet.

VI. Extensions and Adaptations

* Carry the theme of vacationing with Hemingway even further. Havestudents design travel brochures or travel posters for one of theseplaces.
* Students can work with this trip to find the shortest and mosteconomical route to drive and visit all of these places.
* Students can write home letters from each area as they visit.
* Students can write letters to these states to receive a map andinformation from the state.
* Discuss transportation modes and how one traveled in each of these areas.
* Illustrate animals, birds, and/or insects that were native to the area.
* Creative writing can be stressed. Students will be told thefollowing scenario. Students are near the water and find a messagein a floating bottle. Hemingway has written the message about his time in this area. Students write that message and then will read those aloud in class.
* As students map each area they could watch the segment of the Hemingway episodes that correspond to the particular location.

Tape 2, 10:00-10:25 Oak Park, Illinois
Tape 3, 10:00-10:20 Key West, Florida
Tape 4 10:34 -10:40 Montana
Tape 4 10:34- 10:44 Idaho

VII. Relevant National Standards
From McREL

http://www.mcrel.org/standards-benchmarks/docs/contents.html

Language Arts
* Demonstrates competence in the general skills and strategies of thewriting process
* Gathers and uses information for research purposes
* Demonstrates competence in the general skills and strategies of thereading process
* Demonstrates competence in the general skills and strategies forreading a variety of literary texts
* Demonstrates competence in the general skills and strategies forreading a variety of informational texts

Technology
* Knows the characteristics and uses of computer software programs
* Understands the relationships among science, technology, society,and the individual

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


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