presenting information key world affairs: group...

Now you’re ready to present! Make sure you know which group members are going to share which information with the class. Will you have one spokesperson or take turns with each group member presenting a different item of information?

KEY STANDARD

SL.6-8.14

The 2017 World Affairs issue of Junior Scholastic is a useful reference tool to help you learn about the world’s 196 independent countries. For this assignment, you will work in groups to examine one of the continents or regions, then present your findings to the class. Of course, you can’t just read all of your continent’s or region’s statistics to the class—you should pick some key points to share instead. Use the graphic organizer below to prepare some highlights for your presentation.

PRESENTING INFORMATION

World Affairs: Group Planning

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

SKILLS SHEET Name: Date:

Junior Scholastic®

JUNIOR SCHOLASTIC • DECEMBER 12, 2016

Name: _______________________________________________________________________________________________

Group members: ______________________________________________________________________________________

______________________________________________________________________________________________________

Assigned continent or region: __________________________________________________________________________

What did you find surprising or most interesting about your continent or region? Why? ______________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Choose three things about your continent or region you want to share with the class. Why are these things worth knowing?

1. ____________________________________________________________________________________________________

______________________________________________________________________________________________________

2. ____________________________________________________________________________________________________

______________________________________________________________________________________________________

3. ____________________________________________________________________________________________________

______________________________________________________________________________________________________

Prepare a summary of your continent’s or region’s “News Watch 2017” feature to share with the class. (Tip: Focus on the central ideas and try to explain each news item in one sentence.)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Read each story on pp. 2-3, then complete this graphic organizer. In the second column, write an inference you made while reading. (An inference is a conclusion based on evidence or reasoning.) In the next column, cite a detail from the text that supports your inference. In the last column, explain your answer.

MAKING INFERENCES

Reading Between the Lines

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.


Junior Scholastic®


KEY STANDARD

RI.6-8.1

ARTICLE INFERENCE DETAIL FROM TEXT EXPLANATION

Maya Mystery Solved!

Definitely Got Milk

The World’s Most Generous Countries

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.


Junior Scholastic®


Read the article on pp. 4-7, then answer these questions.

TEST PREP

Know the News: Haiti in Crisis

1. Which of these is a central idea of the article? A Haiti is located in the Caribbean Sea on the

island of Hispaniola. B Haiti has trouble recovering from natural

disasters—including Hurricane Matthew—in part because it is a poor country with an unstable government.

C Haiti received massive amounts of aid after a powerful earthquake in 2010.

D Most Haitians are descendants of African slaves.

2. Which sentence best supports that central idea? A “Between 60 and 100 percent of crops were

destroyed.” B “Haiti’s leaders have not been able to help their

people prepare for disasters, get to shelter, and rebuild afterward.”

C “The U.S. has pledged $14 million in aid so far.” D “Poor Haitians have cut down many of the

country’s trees for fuel.”

3. What does marred mean in this statement? “The 2015 presidential elections were marred by corruption and violence—and the results had to be thrown out.”

A improved C repaired B nominated D spoiled

4. Which of these statements is an opinion? A Haiti is regularly hit by tropical storms. B Hurricane Matthew was Haiti’s strongest storm

in a decade. C The U.S. should provide Haiti with more than

$14 million in aid. D Some experts worry that foreign aid has

prevented Haiti from achieving long-term stability.

5. Which disease did United Nations peacekeepers introduce to Haiti about six years ago?

A cholera C smallpox B Ebola D Zika

6. Which of these statements should be included in a summary of the article?

A Hurricane Matthew struck Haiti last October, killing more than 1,000 people and leaving nearly 175,000 homeless.

B The U.S. became independent just 28 years before Haiti did.

C Haiti’s presidential election was originally scheduled for October 9, only to be postponed because of Hurricane Matthew.

D More than 10,000 Haitians have died of cholera since 2010.

7. How does the section “A Troubled Past” contribute to the article?

A It describes the environmental effects of Hurricane Matthew.

B It discusses how foreign aid has prevented Haiti from achieving long-term stability.

C It provides background information on Haiti’s history of natural disasters.

D It explains how Haiti’s history and government have contributed to its current problems.

8. What was Haiti’s “independence debt”? A money borrowed to fund the country’s schools

and hospitals B money borrowed for military expenses C money paid to France, Haiti’s former colonial

power D money repaid to countries that offered aid

after the 2010 earthquake

9. What does vulnerable mean in this statement? “Haiti is particularly vulnerable because it is the poorest country in the Western Hemisphere.”

A resilient C dependent B at risk D corrupt

10. What is the tone of the article’s last two paragraphs?

A fearful C hopeful B energetic D pessimistic

Haiti is the only nation in history to have been formed after a successful slave revolt. Its existence since then has been anything but stable. (See “Haiti in Crisis,” pp. 4-7.) Study this chronology, then answer the questions that follow.

READING A CHRONOLOGY

A History of UpheavalKEY

STANDARD

RH.6-8.7

1. How was the population of Haiti changed by two European powers? ________________________________

____________________________________________________

2. When and why did U.S. Marines occupy Haiti? ____________________________________________________

____________________________________________________

3. Which person mentioned in this chronology might be said to have contributed the most to Haitian independence, and why? __________________________

____________________________________________________

____________________________________________________

4. Which Haitian leader in this chronology came to power through the military? Which one was overthrown by it? _________________________________

____________________________________________________

5. What effect might a long tradition of dictators have on a country?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

Questions

1492: Explorer Christopher Columbus claims an island in the Caribbean Sea for Spain, naming it Hispaniola. The Spanish enslave the island’s native people. Within a century, most of the indigenous people have died from brutal working conditions or European diseases they had no resistance to.

1957: François “Papa Doc” Duvalier wins the presidential election a year after he seized power in a military coup. Duvalier turns into a dictator who declares himself “president for life” in 1964. His feared militia will be responsible for tens of thousands of murders.

1697: France formally takes control of the western third of Hispaniola, calling it Saint-Domingue. This develops into France’s most profitable colony, growing sugarcane and other crops. Most of its inhabitants are slaves brought over from Africa.

1986: Jean-Claude Duvalier (called “Baby Doc”), who succeeded his father in 1971, is forced from power amid great social unrest. A military council that takes over promises democratic reforms. But elections continue to be marked by turmoil and charges of corruption.

1804: After a series of bloody slave uprisings led by ex-slave Toussaint Louverture and others, Saint-Domingue wins its freedom. The new nation calls itself Haiti. But over time, an “independence debt” to France and a series of dictators will restrict the country’s growth.

1990: Jean-Bertrand Aristide, a popular Roman Catholic priest, wins the presidency in Haiti’s first free and fair election. A year later, he’s overthrown by the military. In 1994, U.S. troops arrive to restore democracy and return Aristide to power. When he’s again forced from power in 2004, the United Nations sends peacekeepers to stabilize the country.

1915: When rioting between blacks and mixed-race Haitians erupts, U.S. President Woodrow Wilson sends Marines to occupy the country, fearing that the unrest will endanger U.S. business interests there. The Marines stay until 1934.

2016: Hurricane Matthew hits southwestern Haiti, killing more than 1,000 people and displacing nearly 175,000. Haitians hope that long-delayed elections will provide stability for the government.

➤

➤ ➤ ➤

➤ ➤

➤

➤➤➤➤

➤SKILLS SHEET Name: Date:

Junior Scholastic®


Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.


Junior Scholastic®


Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

Use research and your own ideas to answer these questions based on “Yes, There Is Good News!” (pp. 8-9).

VISUAL LITERACY

Interpreting Infographics

Questions 1. Why might the fact that more countries have

democratically elected governments be considered “good news”? _______________________

_____________________________________________________

_____________________________________________________

2. The ozone layer protects Earth from the sun’s powerful rays. Why is that important? What might be a negative effect of those rays?

_____________________________________________________

_____________________________________________________

_____________________________________________________

3. What can you infer about access to vaccines and medical care, given that the number of polio cases has plummeted since 1988? _______

_____________________________________________________

_____________________________________________________

4. Between which years shown did the greatest drop in the percentage of people living in extreme poverty occur? _________________________

5. How might a country’s educational system and job market be affected by increased internet access? ____________________________________________

_____________________________________________________

_____________________________________________________

6. What might be some of the benefits of more people having access to improved drinking water? _____________________________________________

_____________________________________________________

_____________________________________________________

7. How else might the editors have visually represented the number of under nourished people in developing countries to compare 2014-16 and 1990-92?

_____________________________________________________

_____________________________________________________

_____________________________________________________

8. Why is it better to show the global literacy statistics as circle graphs instead of as a bar graph? ____________________________________________

_____________________________________________________

_____________________________________________________

9. The pictograph “Fewer Kids Are Missing School” uses figures of people to represent numbers. Could this information have been presented in a bar graph, a line graph, or a circle graph instead? Explain. __________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

10. Who do you think should be responsible for the kinds of improvements shown in these infographics: aid organizations, governments, regular citizens, or some combination of these? Explain. ___________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Putting It All Together Write a one-paragraph summary of why the world is a better place these days for many people, based on details from the infographics.

KEY STANDARD

RI.6-8.7


Junior Scholastic®


In “News Watch 2017: The Middle East” (p. 25), you read about the brutal civil war in Syria. Last August, an airstrike carried out by either the Syrian or the Russian government hit a neighbor-hood in Aleppo, Syria. Five-year-old Omran Daqneesh was rescued from a damaged building, his face bloody and his expression bewildered. A photo of the boy sitting alone in the back of an ambulance (below) went viral on social media and was widely broadcast around the world. The image sparked outrage and became a symbol of the human cost of war. It also inspired the cartoon on the bottom of this page. Study both images, then use them to answer the questions.

ANALYZING A CARTOON

The Face of WarKEY

STANDARD

RH.6-8.7

1. Who do you think the boy on the TV screen in the cartoon represents? _____________________

___________________________________

2. Who do you think the figure watching the TV represents? What clues help you figure that out? ________________________

___________________________________

___________________________________

___________________________________

3. Who in the cartoon is “the helpless, traumatized face of war”—the boy on TV, the figure watching TV, or both? Explain. _________________________

___________________________________

___________________________________

___________________________________

4. What point do you think the cartoonist is trying to make?

___________________________________

___________________________________

___________________________________

5. Do you agree or disagree with the cartoonist’s point of view? Explain. _________________________

___________________________________

___________________________________

___________________________________

___________________________________

Questions

MAHMUD RSLAN/ANADOLU AGENCY/GETTY IMAGES

JOE HELLER/POLITICALCARTOONS.COM

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

Read the following definitions and example sentences of vocabulary words from this issue. Then find two other words from the issue to define and give an example for each.

BUILDING VOCABULARY

Words to Know

1. cartel (n): a group that controls a product’s price and distribution and limits competition • example: The Organization of the Petroleum

Exporting Countries, or OPEC, is a cartel of 14 oil-producing nations that has strongly influenced the price of oil for decades.

2. coup (n): the violent overthrow of a government by an armed group • example: In July, a group of military officers tried to

seize Turkey’s government in an unsuccessful coup attempt.

3. diplomatic (adj): related to managing the affairs between nations • example: New talks with Russia are Secretary of

State John Kerry’s latest diplomatic effort to reach a truce in the Syrian civil war.

4. embargo (n): an official ban on trade or other commercial activity with a particular country • example: In 1991, the United Nations tried to

stop the fighting in what was then the country of Yugoslavia with an embargo on the sale of weapons to the warring parties.

5. famine (n): an extreme lack of food in a region, leading to suffering and starvation • example: The Irish Potato Famine of the 1840s,

caused largely by a disease that destroyed much of the potato crop, was responsible for up to 1 million deaths.

6. federation (n): a group of states that have a central government but are independent in internal affairs • example: The International Federation of Red Cross

and Red Crescent Societies was formed to enable independent Red Cross groups from many countries to work together.

7. referendum (n): a vote on one issue by an entire population • example: People all over the state voted in the

referendum to raise the minimum wage.

8. sanction (n): an official action taken against a government as punishment • example: After Russia seized Ukraine’s Crimean

Peninsula, U.S. sanctions banned American companies from doing business with certain Russian firms.

9. treasury (n): the funds or revenue of a country, an institution, or a society • example: Higher taxes would contribute more

money to the country’s treasury.

10. tyrant (n): an absolute ruler who exercises power in a cruel and oppressive way • example: People in the Soviet Union were terrified

of the rages of Joseph Stalin, a tyrant who sent millions of people to their deaths.

11. word: _______________________________________ ( ):

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

• example:___________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

12. word: _______________________________________ ( ):

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

• example:___________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

KEY STANDARD

RI.6-8.4



Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.



Junior Scholastic®

Here are a few clues for you to puzzle over. Answers to starred clues are in the “News Watch 2017” summaries on pp. 13-29 of JS. For the rest, you’re on your own!

BUILDING VOCABULARY

Crossword PuzzleKEY

STANDARD

RI.6-8.4

Across *1 A vote for the United

Kingdom to leave the 2 Down was called this.

*4 Rebel group in Colombia: the ______

7 In the U.S., the Hawkeye State (abbr.)

*9 The world’s largest rainforest

*10 This terrorist group controls a large area in Iraq and Syria. (abbr.)

*12 Syrian city under attack from its government

*14 The Mexican government is battling drug ______.

*17 U.S. troops are fighting this militant group in Afghanistan.

*18 Ivory from elephant tusks is sold on the ______ market.

*19 The U.S. made a deal with Iran to limit its ______ program.

20 Emergency! signal in Morse code (abbr.)

Down *2 Federation of European states (abbr.)

*3 Will Congress lift a ______ embargo on Cuba?

5 City of 2016 Olympics: ______ de Janeiro

*6 The expanded Panama ______ opened this year.

*8 Europe is experiencing a flood of ______ coming from the Middle East and Africa.

*11 International ______ have not stopped North Korea from building 19 Across weapons.

*13 Russia’s president (last name)

*15 North African country in chaos

*16 Russians are accused of ______ emails of the U.S. Democratic Party.

KEY STANDARD RI.6-8.8 RI.6-8.2 RI.6-8.5 RI.6-8.4

How much do you know about what’s in this issue? Take this quiz to find out.

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.



Junior Scholastic®

TEST PREP

Quiz Wizard FACT OR OPINION? In the News (pp. 2-3)

Label each statement F for fact or O for opinion.____ 1. Spraying milk to celebrate

an actor’s movie releases is a waste of milk.

____ 2. A higher percentage of people in Myanmar than in the U.S. said they had donated to charity.

____ 3. The Grolier Codex is the oldest book ever found in the Americas.

____ 4. It is important to discover and analyze artifacts belonging to the Maya.

____ 5. Americans should be giving more to charity.

CAUSE AND EFFECT Haiti in Crisis (pp. 4-7)

Fill in the letter of the best answer to each question. 6. According to the article,

how has environmental damage made conditions worse in Haiti?

A The hills have eroded, causing mudslides.

B Strong winds blow trees down onto homes.

C There are fewer trees to prevent flooding.

7. What was an effect of Haiti having to pay off a big debt to France?

A Haiti had less money to invest in infrastructure.

B Haiti lost its plantations. C Haiti lost all foreign aid.

8. According to the article, how does poverty in Haiti make it harder for people to weather storms?

A Many people can’t afford to build stronger houses.

B Many people can’t afford to leave the country.

C People can’t get to work.

9. What negative effect has global aid had on Haiti?

A Aid workers accidentally introduced cholera to Haiti.

B It encouraged a long string of tyrants.

C It has caused schools to close.

10. Haitians hope a new govern-ment will have what effect?

A allow people to vote democratically

B build hospitals and schools C remove the tyrants who

have seized power

CENTRAL IDEA OR DETAIL? Yes, There Is Good News! (pp. 8-9)

Label each item CI for central idea or D for detail.____ 11. Efforts to improve

people’s lives have been paying off worldwide.

____ 12. Almost half of the world’s population was able to access the internet at home in 2016.

____ 13. The hole in the ozone layer is shrinking.

____ 14. Global rates of poverty, illiteracy, and disease have declined.

____ 15. There were fewer than 100 cases of polio worldwide in 2015.

DOMAIN-SPECIFIC VOCABULARY 2017 World Affairs (pp. 10-31)

Fill in the letter of the term or phrase that best completes each statement. 16. A nation’s wealth is commonly

measured by its ____________.

A HDI B per capita GDP C urban population

17. Population density is the average number of people ____________.

A in a country B in an urban area C per square mile

18. The Human Development Index does not include ____________.

A life expectancy B literacy rate C population

19. In a parliamentary system, the leader ____________.

A heads the majority party B inherits power C is elected by the people

20. Population increase is measured by ____________.

A birth rate minus death rate B number of babies born

each year C number of immigrants

arriving yearly

Junior Scholastic ®

The reproducible skills sheets on the following pages are based on the maps and data tables in the December 12, 2016, issue of Junior Scholastic. Students will need that issue to complete the skills sheets.

ALL

MA

PS:

JIM

MC

MA

HO

N/M

AP

MA

N®,

SCH

OLA

STIC

INC

.; C

OV

ER

: FR

Y D

ESI

GN

LT

D/P

HO

TOG

RA

PH

ER

’S C

HO

ICE

/GE

TT

Y IM

AG

ES

Dear Teacher,Welcome to Junior Scholastic’s 2017 World Affairs Skills

Manual. Like our World Affairs issue, this is a valuable resource

that you and your students can use throughout the year. In this manual, you’ll find:

• a skills sheet and a blank map for each continent or region in the December 12, 2016,student edition

• a skills sheet and discussion questions basedon the almanac section of the student edition

We hope that exploring the world with your students in these pages will yield informative and lively classroom discussions.

—The Editors

Contact us at Junior Scholastic, 557 Broadway, New York, NY 10012-3999 or at [email protected] inquiries: 1-800-SCHOLASTIC

2017 WORLD AFFAIRS SKILLS MANUAL

SUPPLEMENT TO JUNIOR SCHOLASTIC, DECEMBER 12, 2016

JS ATLAS & ALMANAC

Europe 2Africa 4Asia 6Oceania 8Middle East 9North America 10South America 12Almanac 14

The answers appear in the Online Answer Key for the December 12, 2016, issue. Click here to go to the Resources & Printables section of junior.scholastic.com.

CONTENTS

http://junior.scholastic.com/issues/12_12_16/Teaching-Resources

Name: ____________________________________________________________

MAP OF EUROPE

Area: About 4 million square miles. Europe is the sixth- largest continent.Population: Densely populated, with about 740 million people. (This figure includes Russia, which lies partly in Europe and partly in Asia.)Location: Shares a landmass,

known as Eurasia, with Asia. The dividing line between the two continents, according to most geographers, is formed by the Ural Mountains, the Ural River, and the Caucasus Mountains. North to south, Europe runs from the cold Arctic region to the warm, sunny beaches along the

Mediterranean Sea.Physical features: Has excellent farmland and is rich in mineral resources. Russia’s Volga River, at 2,300 miles long, is the continent’s longest river.Elevation: Mount Elbrus (18,510 feet) in Russia is the highest peak.

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.

2 JUNIOR SCHOLASTIC | 2017 WORLD AFFAIRS SKILLS MANUAL

1. Name the national capitals and countries at these approximate coordinates.

(a) 54°N, 27°E: ____________________________________ (b) 51°N, 4°E: __________________________________

(c) 45°N, 26°E: ____________________________________ (d) 64°N, 21°W: _________________________________

2. Which countries border Austria? * __________________________________________________________________

___________________________________________________________________________________________________

3. About how many straight-line miles separate Lisbon, Portugal, and Barcelona, Spain? __________________

4. The prime meridian (0°) passes through which European countries? __________________________________

___________________________________________________________________________________________________

5. In addition to the tiny island nation of Malta, what other three countries are not part of mainland Europe? *

___________________________________________________________________________________________________

YOUR TURN Do some research. Then write your response on the back of this page.

In June 2016, citizens of the United Kingdom voted to leave the European Union (E.U.) in a process

nicknamed Brexit (for British exit). What is the E.U., and what were some of the reasons for British

voters' decision to leave it?

Use the map on pp. 12-13 of the issue to answer these questions. Where you see an asterisk (*), label those

geographic features or places on the map provided.

FAST FACTS

EQUATOR

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.

JUNIOR SCHOLASTIC | 2017 WORLD AFFAIRS SKILLS MANUAL 3

020

040

0 K

M

020

040

0 M

I

ARC

TIC

CIRC

LE

PRIME MERIDIAN

70°N

60°N

50°N

40°N20°W30°W

10°W

0°10

°E20

°E30

°E40

°E

50°E

60°E

70°E80°E

40°N

50°N

60°N

N

S

WE

EUROPE

EURO

PE

ASI

A

ASIA

Volg

a R.

Ural R.

Volg

a R.

Don

R.

Po R

.

Dnepr

R.

Kam

a R.

Vistul

a R.

Elbe

R.

Dan

ube

R.

Rhine R.

Seine R.

Rhône R.

Tagu

s R.

Loire

R.

Tham

es

Name: ____________________________________________________________

MAP OF AFRICA

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


1. Through which countries would you travel if you crossed Africa from west to east along the equator? *

___________________________________________________________________________________________________

___________________________________________________________________________________________________

2. Which mountain range forms most of the border between Morocco and Algeria? *

___________________________________________________________________________________________________

3. Name the countries located at these coordinates.

(a) 20°N, 10°E: ___________________________________ (b) 20°S, 45°E: __________________________________

(c) 10°N, 40°E: ___________________________________ (d) 30°S, 20°E: ___________________________________

4. In which direction would you travel to get from Djibouti to Angola? __________________________________

5. About how many straight-line miles separate the capitals of Burkina Faso and Eritrea?

___________________________________________________________________________________________________


Why do you think Libya has recently become a key transit hub for migrants and refugees trying to cross

the Mediterranean Sea to get to Europe?

Area: 11.7 million square miles, making it the second-largest continent. Only Asia is larger.Population: More than 1.2 billion people. Africa ranks second among the continents in terms of population.Location: It stretches from the Mediterranean Sea in the

north to the Southern Ocean in the south.Physical features: The world’s largest desert extends across northern Africa from the Atlantic Ocean to the Red Sea. The area south of this desert has tropical rainforests, savannas (grasslands), deserts, and many major rivers.

At 4,160 miles long, the Nile is the world’s longest river. It begins as two rivers whose waters converge in Sudan then flow north to the sea.Elevation: Highest: Mount Kili man jaro, Tanzania (19,340 feet); lowest: Lake Assal, Djibouti (509 feet below sea level)

Use the map on p. 16 of the issue to answer these questions. Where you see an asterisk (*), label those


FAST FACTS

EQUATOR

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


0 200 400 600 KM

0 200 400 600 MI

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

0°

10°N

20°N

30°N

40°N

50°N

10°N

20°N

30°N

40°N

50°N

10°S

20°S

0°

10°S

20°S

30°S 30°S

40°S

20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E 60°E

40°S

N

S

W E

Strait ofGibraltar

Niger R.

Nile

Congo R.

SuezCanal

Zambezi R.

Limpopo R.

Name: ____________________________________________________________

MAP OF ASIA

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


1. Which mountain range in southwest China forms part of the country’s border with Nepal and India? *

___________________________________________________________________________________________________

2. Name the national capitals and countries at these approximate coordinates.

(a) 15°N, 121°E: _________________________________ (b) 35°N, 52°E: ____________________________________

(c) 24°N, 90°E: _________________________________ (d) 51°N, 71°E: _____________________________________

3. Which large body of water borders Oman, Pakistan, and India? ________________________________________

4. Through which countries would you travel if you crossed Asia from west to east along the Tropic of

Cancer? * _________________________________________________________________________________________

___________________________________________________________________________________________________

5. About how many straight-line miles would you travel if you were to fly from Manama, Bahrain, to

Bangkok, Thailand, and then to Kuala Lumpur, Malaysia?

___________________________________________________________________________________________________


Hundreds of millions of people in China have escaped poverty in recent decades. What factors

contributed to that change?

Area: 17 million square miles. Asia is the largest continent. It makes up one-third of the world’s total land area.Population: More than 4.4 billion people—about 60 percent of the world’s population. This includes Turkey, which is partly in Europe.

Physical features: Includes the cold expanse of Siberia in the Arctic region; the rich farmland of China and India; and the warm, humid rainforests of Southeast Asia. Also included are the populous island nations of Indonesia, the Philippines, Japan, and Malaysia.

Elevation: Highest (in the world as well as in Asia): Mount Everest (29,029 feet), on the border of Nepal and China, part of the Himalayas; lowest: the Dead Sea (about 1,390 feet below sea level), a saltwater lake on the border of Jordan and Israel

Use the map on pp. 20-21 of the issue to answer these questions. Where you see an asterisk (*), label

those geographic features or places on the map provided.

FAST FACTS

EQUATOR

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


40°E

30°E

20°E10°E

0°

10°W

20°W

10°S 20

°S

0°

10°N20°N

30°N

40°N

50°N

60°N

70°N

80°N

50°E

60°E

70°E

80°E

90°E

100°

E11

0°E

120°

E13

0°E

140°

E15

0°E

160°E170°E

180°

170°

W

160°

W

20°S

10°S

10°N

20°N

30°N

40°N

50°N

60°N

70°N

80°N

0°

EQUATO

R

PRIME

MERID

IAN

ARCTIC CIRCLE

INTE

RNAT

IONAL D

ATE

LINE

TROPIC

OF C

ANCER

N S

WE

050

01,0

00

KM

050

01,0

00

MI

EUROPE ASIA

OB

URAL

INDUS

GANGES

HUANG HECHANG JI

ANG

(YELLOW) (YANGTZ

E)BR

AH

MA

PUTR

A

YENISEY

LENAXI

JIA

NG

MEK

ON

GIR

RAW

AD

DY

EUPHRATES

TIG

RIS

Name: ____________________________________________________________

MAP OF OCEANIA

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


1. In which direction would you travel to get from Palau to Fiji? ________________________________________

2. The island of Tahiti is part of which country? ________________________________________________________

3. What country is located at approximately 19°S, 179°E? * ______________________________________________

4. What body of water separates the city of Sydney, Australia, from New Zealand? * _____________________

5. About how many straight-line miles separate the capitals of the Marshall Islands and the Solomon

Islands? __________________________________________________________________________________________

Use the inset map on p. 20 of the issue to answer these questions. Where you see an asterisk (*), label those geographic features or places on the outline map provided.

Location: Oceania is a region, not a continent. It includes Australia (the only nation that is also a continent), New Zealand, and many other island countries and territories spread across a vast area

of the Pacific Ocean.Elevation: Highest: Puncak Jaya, West Papua, Indonesia (16,503 feet); lowest: Lake Eyre, Australia (50 feet below sea level)

Great Barrier Reef

Darli

ng R.

Murray R.

20°N

0°EQUATOR

20°S

TROPIC OF CAPRICORN

40°S

140°W160°W160°E140°E120°E 180°

20°N

20°S

40°S

INTE

RNAT

ION

AL

DAT

E LI

NE

0 500 1,000 KM

0 500 1,000 MI

0°

N

S

W E

FAST FACTS

EQUATOR

FAST FACTS

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


30°E 40°E 50°E 60°E 70°E

20°N

20°N

30°N

40°N

30°N

40°N

20°E

TROPIC OF CANCER

SuezCanal

Euphrates R.

Tigris R.

Nile

0

0 300 KM

200 MI

N

S

W E

20°N

10°N10°N

Location: The Middle East is a region, not a continent. Mostly in Asia, it extends into Africa (Egypt) and Europe (a small section of

Turkey). Islam is the dominant religion in the region, except in Israel (Judaism) and in Cyprus (Christianity).

Physical features: Mostly desert. Several countries in the region, including Saudi Arabia, Iran, Iraq, and Kuwait, are major oil producers.

1. Name the cities and countries at approximately (a) 32°N, 30°E: ______________________________________

(b) 38°N, 46°E: _______________________________ (c) 24°N, 58°E: _____________________________________

2. Which major body of water lies between Saudi Arabia and Iran? * ____________________________________

3. Which countries border Syria? * ____________________________________________________________________

___________________________________________________________________________________________________

4. What is the approximate latitude and longitude of Doha, Qatar? _____________________________________

5. In which direction would you travel to get from Aleppo, Syria, to Istanbul, Turkey? ____________________

Use the map on p. 25 of the issue to answer these questions. Where you see an asterisk (*), label those geographic features or places on the outline map provided.

MAP OF THE MIDDLE EAST

Name: ____________________________________________________________

EQUATOR

Name: ____________________________________________________________

MAP OF NORTH AMERICA

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


1. What major bodies of water border the United States to the west, east, and south? * __________________

___________________________________________________________________________________________________

2. Name the seven countries of Central America (the nations located between Mexico and South America). *

___________________________________________________________________________________________________

___________________________________________________________________________________________________

3. Which Mexican cities shown on the map are southeast of Ciudad Juárez? _____________________________

___________________________________________________________________________________________________

4. Name the cities and countries at these approximate coordinates.

(a) 51°N, 113°W: _________________________________ (b) 26°N, 100°W: _________________________________

(c) 10°N, 84°W: _________________________________ (d) 17°N, 88°W: __________________________________

5. About how many straight-line miles would you travel if you were to fly from New York City to

San Francisco and then to San Diego? ______________________________________________________________


The Panama Canal recently underwent a $5 billion upgrade to accommodate bigger, more modern ships.

What makes the canal an important waterway?



Name:____________________________________________________________

Area: 9.4 million square miles—the third-largest continent, after Asia and AfricaPopulation: About 578 million people. It ranks fourth among the continents, after Asia, Africa, and Europe.Location: Includes Greenland (a self-governing territory of

Denmark), Canada, the United States, Mexico, the seven countries of Central America, and the islands of the Caribbean SeaPhysical features: Has three major mountain systems—the Rocky Mountains, the Appalachian Mountains, and the Sierra Madre. Major bodies of water and water-

ways include Hudson Bay, the five Great Lakes (Erie, Huron, Michigan, Ontario, and Superior), and the Mississippi and St. Lawrence rivers.Elevation: Highest: Denali (formerly Mount McKinley) in Alaska, 20,310 feet above sea level; lowest: Death Valley, California, 282 feet below sea level

FAST FACTS

EQUATOR

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


0 300 600 KM

0 300 600 MI

130°W 120°W 110°W 100°W 90°W 80°W 70°W 60°W

10°N

20°N

30°N

40°N

50°N

50°W

40°W

30°W

20°W

10°W

0°

60°N

70°N

80°N80°N

70°N60°N

50°N

180°

170°W

160°W

150°W

140°

W

40°N

30°N

20°N

10°N

TROPIC OF CANCER

160°W

20°N

N

S

W E

Yukon R.

Mackenzie R.

Fraser R.

Columbia R.

Missouri R.

Colorado R.

HAWAIIRio Conchos

Mississippi R.

St. Lawrence R.

Rio Grande

ARCTIC CIRCLE

Not at same scale orin proper geographic position

Name: ____________________________________________________________

MAP OF SOUTH AMERICA

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


1. What is the approximate latitude and longitude of these South American cities?

(a) Belém, Brazil: _____________________________ (b) Montevideo, Uruguay: ___________________________

(c) Santiago, Chile: ___________________________ (d) Lima, Peru: ______________________________________

2. Which major rivers run through Brazil? _____________________________________________________________

___________________________________________________________________________________________________

3. (a) Which nation has coastlines along both the Caribbean Sea and the Pacific Ocean? ___________________

(b) What is the capital of that country? _____________________________________________________________

4. In which directions would you travel to get from Buenos Aires, Argentina, to Quito, Ecuador, and then to

Recife, Brazil? _____________________________________________________________________________________

5. (a) Which countries borders Guyana to the west? * __________________________________________________

(b) Which country borders Guyana to the east? * ____________________________________________________


In the past 40 years, nearly 20 percent of the Amazon rainforest has been lost to logging, development,

and drought. Why is deforestation of the Amazon a major international problem?



FAST FACTSArea: 6.9 million square miles. It is the fourth- largest continent.Population: About 419 million people. It ranks fifth among the continents in terms of population.Location: It stretches from the Caribbean Sea in the north to Cape Horn at the continent’s southern tip.

Physical features: Earth’s longest mountain chain, the Andes, hugs the western edge of South America. The continent’s longest river, the Amazon, begins in Peru and flows eastward for about 4,000 miles to the Atlantic Ocean. The huge area drained by this river and its tributaries covers more

than one-third of South America and receives enough rainfall to sustain the world’s largest tropical rainforest.Elevation: Argentina’s Mount Aconcagua, at 22,835 feet, is the tallest mountain in the Western Hemisphere.

EQUATOR

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.

0 300 600 KM

0 300 600 MI

EQUATOR

20°N20°N

10°N

10°S

20°S

30°S

40°S

50°S

0°

10°N

10°S

20°S

30°S

40°S

50°S

TROPIC OF CAPRICORN

0°

110°W 100°W 90°W 80°W 70°W 60°W 50°W 40°W 30°W 20°W 10°W

N

S

W E

Strait ofMagellan

Rio de laPlata

Paraná R.

Paraguay R.

Amazon R.

Negro R.

Magdalena R.

Orinoco R.


Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


The statistical tables that accompany the maps in the 2017 World Affairs issue are a valuable and easy-to-use data bank of interesting and important information about the world’s 196 independent countries. Use them to answer the following questions.

1. Answer the following questions using the data for Europe.

(a) In which countries is Russian a major language? _________________________________________________

_______________________________________________________________________________________________

(b) Which three countries have the highest per capita GDP? _________________________________________

_______________________________________________________________________________________________

(c) Which country was the last to gain independence, and in what year did it do so? __________________

_______________________________________________________________________________________________

2. A country’s date of origin and the languages spoken there give clues about a nation’s history. What are

the date of origin and major languages for each of these countries of the Americas?

(a) El Salvador: ___________________________________________________________________________________

(b) Nicaragua: ____________________________________________________________________________________

(c) Peru: __________________________________________________________________________________________

(d) Using that information and your own research, what can you conclude about their shared history?

_______________________________________________________________________________________________

3. Fill in and compare the data for China and India. Then answer the questions that follow.

% of pop. Literacy rate Life expectancy Per capita

Population under 15 (%, M/F) (M/F)

HDI GDP

(a) China ____________ _________ ____/____ ____/____ ______ ________

(b) India ____________ _________ ____/____ ____/____ ______ ________

(c) What do you notice about both countries' populations? What challenges might such a large

population present? ____________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Name: ____________________________________________________________

ALMANAC

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

unio

r S

cho

last

ic p

erm

issi

on

to

rep

rod

uce

th

is S

kills

Man

ual

20

17 p

age

for

use

in t

hei

r cl

assr

oo

ms.

©20

16 b

y S

cho

last

ic In

c. A

ll ri

gh

ts r

eser

ved

.


4. Give the literacy rate (male/female) for each of the following countries in Africa, Asia, and the

Middle East. Then answer the questions that follow.

(a) South Sudan: _______ /_______ (b) Liberia: _______ /_______ (c) Chad: _______ /_______

(d) Afghanistan: _______ /_______ (e) Pakistan: _______ /______ (f) Yemen: _______ /_______

(g) Which gender has a higher literacy rate in each of these countries? _______________________________

(h) What conclusions can you draw from these discrepancies? _______________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

5. Compare these countries by filling in each nation’s type of political system and the title of its head of

government. Then answer the questions that follow.

Political System Title of the Head of Government

(a) Cuba: _____________________________________ ___________________________________________________

(b) Saudi Arabia: ______________________________ __________________________________________________

(c) South Africa: ______________________________ ___________________________________________________

(d) Swaziland: ________________________________ ___________________________________________________

(e) Jamaica: __________________________________ ___________________________________________________

(f) In which of these countries does the leader inherit his or her position as head of the government?

___________________________________________________________________________________________________

(g) In which of these countries do the people elect representatives to make laws?

___________________________________________________________________________________________________

DISCUSSION QUESTIONS

Each of the following questions is open-ended, meaning that there may not be a clear-cut, correct answer.

Choose one of the five questions to discuss in a small group. Give factual evidence to support your answers.

1. What economic and social challenges might a country face when a large percentage of its population is

under age 15?

2. Why do you think many of Africa’s capital cities are located along the Atlantic coast?

3. In what ways are maps helpful in understanding world events?

4. If you were a U.S. business owner planning to expand internationally, which three categories of data from

the almanac would you rely on most to select a new country for your business?

5. What problems might landlocked countries face in a global economy? (A landlocked country is one that

has no direct access to the sea.)

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

Choose any two articles in this issue of JS and complete each graphic organizer below by filling in the central idea and three details. (The central idea is what an article is mainly about. Details support the central idea.)

DETERMINING THE CENTRAL IDEA

What’s It All About?


Junior Scholastic®

TIP: A central idea is not necessarily the article’s first sentence. You can find the central idea by reading the text closely and asking yourself, “What does the author most want me to know?”

Putting It All Together Choose one of the articles you examined above and summarize it in three to four sentences on a separate sheet of paper.

ARTICLE 1

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

ARTICLE 2

CENTRAL IDEA

DETAIL 1 DETAIL 2 DETAIL 3

KEY STANDARD

RH.6-8.2

Critical Thinking Are any of your W questions still unanswered? If so, which ones? How might you go about finding the answers? Explain.

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

KEY STANDARD

RI.6-8.10 When you read an article, you might already be familiar with the topic, or it might be the first time you’ve ever heard of it. A KWL chart is a useful tool for reflecting on your own background knowledge of a topic or an event, so you can prepare to learn more and deepen your understanding.

Choose any article in this issue of JS. Before reading it, complete the K and W columns as best you can. After reading the article, fill out the L column. Then answer the critical-thinking question at the bottom of the page.

ASSESS PRIOR KNOWLEDGE

Charting Your Knowledge

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

KWhat I Know

WWhat I Want to Know

LWhat I’ve Learned


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

Reading an article closely involves thinking critically about the text—plus any photos, maps, graphics, and other elements—and considering how the author presents information. It often requires you to read a text multiple times. Reading closely will help you gain a deeper understanding of an article. But how do you do that? Choose any article in this issue of JS. Then use this guide to read it closely.

CLOSE READING

Close Reading Checklist

¨ STEP 1: Number each paragraph of the article. This will help you cite evidence from the text when answering questions or participating in a class discussion.

¨ STEP 2: Annotate the text. Jot down any comments or questions in the margins. Marking up the article as you read will help you pause, observe, and think critically rather than rushing through it.

* Place a star next to anything that seems important.

? Write a question mark next to words, phrases, or concepts

you don’t understand.

! Put an exclamation point next to anything you find surprising or interesting.

¨ STEP 3: Write a brief summary of each chunk or subsection of the article. (Ask yourself: What is being said?)

¨ STEP 4: Write a brief analysis of each chunk or subsection of the article. (Ask yourself: What does this section add to the article? What might have been the author’s purpose for including it? Why does the author use particular words and phrases? What inferences can I make?)

¨ STEP 5: Examine the visuals. Write a brief explanation of what any photos, maps, graphics, and other visuals show. (Ask yourself: Why might the author have included them? What do they add to the information provided in the text?)

¨ STEP 6: Dig a little deeper. Reread the article and revise your analysis as necessary. Sometimes a text is like a puzzle, and you need to read it multiple times before you can see how all the pieces fit together.

RI.6-8.1

KEY STANDARD


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

Authors often incorporate quotes and statistics into their articles to support a claim or illustrate a point. Looking closely at these details and considering why they were included can help you understand the article—and the topic—on a deeper level.

Choose any feature article in this issue of JS. Then select three of its quotes or statistics to analyze using the table below.

CLOSE READING

Digging Into the DetailsKEY

STANDARD

RI.6-8.1

Quote or statistic (Include the page number.)

Summarize the quote or statistic in your own words.

Why might the author have included it?

Putting It All Together What other types of quotes or statistics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

JUNIOR SCHOLASTIC


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

Photos and graphics are powerful tools that help convey information that words alone cannot. As a reader, you’ll get more out of an article if you think about the visuals not as mere artistic elements but as additional sources of information. Choose any feature article in this issue of JS. Then select three of its visuals to analyze using the table below.

INTEGRATING VISUALS

Close Reading of Photos and Graphics

RI.6-8.7

KEY STANDARD

Page Number

Summarize what the visual shows.

Choose a detail from the visual and explain what makes

it interesting or surprising.

Explain how this visual adds to or enhances the information

provided in the text.

Putting It All Together 1. Why do you think the editors chose to include these visuals?

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. What other types of photos or graphics could have been included to support this article? Explain.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________


Junior Scholastic®

Putting It All Together On a separate sheet of paper, write two to three paragraphs explaining these similarities and differences. Be sure to use compare-and-contrast transition words and phrases. Key words and phrases commonly used to express comparison include similarly, both, also, as well as, in the same way, and likewise. Key words and phrases commonly used to express contrast include although, while, but, as opposed to, however, and on the other hand.

KEY STANDARD

RI.6-8.5

Choose two people, events, or ideas from any article in this issue of JS. Compare and contrast them using the Venn diagram below. List at least two differences on each side, and write any similarities in the overlapping section. Then respond to the writing prompt at the bottom of the page.

COMPARE AND CONTRAST

Understanding Similarities and Differences

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

(Name of a person, event, or idea)

(Name of a person, event, or idea)


Junior Scholastic®

JUNIOR SCHOLASTIC

Welcome to do-it-yourself vocabulary! We’re leaving it to you to teach yourself the meanings of unfamiliar words you encounter in any JS article. In the space provided below, write the title of the article you’re working on. Then find three words in that piece whose meanings you’re unsure of. Write each word in one of the gray tabs, followed by the number of the page on which it appears. Then write what you think the word means based on context clues. Next, look up the word in a dictionary and write down its definition. Last, use the word in a sentence.

BUILDING VOCABULARY

DIY Vocabulary

ARTICLE:

word: page:

What I think the word means based on context clues:

Dictionary definition:

Example sentence:

word: page:



Example sentence:

word: page:



Example sentence:

KEY STANDARD

RI.6-8.4

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.


Junior Scholastic®

Did the author provide sufficient evidence? (Is it enough to support the claim, or is more information needed?) Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

Is the author’s reasoning sound? (Is it accurate and logical? Is it based on facts, not opinions?) Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

Overall, does the author successfully support his or her claim? Explain.

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________

KEY STANDARD

RI.6-8.8When writing an argument, authors include reasons and evidence to support their claims. Choose a claim presented in this issue of JS. Then use the following prompts to analyze it.

EVALUATING ARGUMENTS

Are You Convinced?

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

Supporting EvidenceIs this piece of evidence relevant?

(In other words, does it relate to this particular claim and help to support it?) Explain.

1.

2.

Author/Speaker’s Name: _______________________________________________________________________________________________

Claim: ____________________________________________________________________________________________________________________


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

An effective presentation has interesting content that’s delivered in an engaging way. The presenter should capture the audience’s attention by making eye contact and speaking at an appropriate volume. Any accompanying visuals should also be appealing, without too much text or any unnecessary details. Below is a checklist of five things to keep in mind when giving a presentation. Study this list before you give a presentation to remind yourself what to practice or include. Use it again after your presentation to assess how well you did. (You may want to ask a classmate to help you evaluate your performance.)

PRESENTATION SKILLS

Presentation Self-Assessment

SL.6-8.4

KEY STANDARD

Comments 1. Explain one thing you think you did particularly well.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. Explain one thing you think you should work to improve for next time.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

¨ Did I speak at an appropriate pace and volume?

¨ Did I make eye contact with the audience?

¨ Did I refrain from fidgeting, pacing, and other distracting body language?

¨ Did I use relevant visuals (poster, video, etc.)that enhanced my presentation?

¨ Did my visuals contain an appropriate amount of information that helped the audience understand the topic?


Junior Scholastic®

KEY STANDARD

WHST.6-8.8 When you incorporate information from other sources into your writing, you may choose to quote the material or paraphrase it. A quotation is an exact copy of the words an author or speaker uses. A quotation should be surrounded by quotation marks. You should quote a source when the language is powerful and you want to retain the exact wording. To paraphrase is to put something written or spoken by someone else into your own words. Something that’s paraphrased is not surrounded by quotation marks. You should paraphrase when you need to summarize a quote’s meaning or the exact language isn’t critical. When paraphrasing, be sure to rewrite the whole sentence; don’t just swap out a word or two.

WRITING SKILLS

Quote vs. Paraphrase

JUNIOR SCHOLASTIC

Example—quote: According to the Library of

Congress, “Abraham Lincoln was the second

speaker on November 19, 1863, at the dedication

of the Soldiers’ National Cemetery at Gettysburg.

Lincoln was preceded on the podium by the

famed orator Edward Everett, who spoke to the

crowd for two hours. Lincoln followed with his

now immortal Gettysburg Address.”

Example—paraphrase: President Abraham

Lincoln delivered his now-famous Gettysburg

Address on November 19, 1863. He spoke

to the crowd at the dedication of the Soldiers’

National Cemetery. Edward Everett, a famous

orator, addressed the audience first, delivering

a two-hour speech.

Choose any feature article in this issue of JS. Write a summary of the article on the lines below. Include at least two quotations from the article and two passages that you’ve paraphrased.

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

The internet is full of useful information—as well as a lot of information that’s incorrect or biased. Sometimes telling the difference is harder than you might think.

When conducting research, it’s important to check whether your sources are credible and accurate. That’s especially true for online sources, because the web makes it easy for anyone to publish just about anything. (Remember: You should always have more than one source for any fact you use.) Here are some questions to help you determine whether your online source is trustworthy.

EVALUATING SOURCES

Not All Sources Are Created Equal

WHST.6-8.8

KEY STANDARD

WEBSITE 1: __________________________________________

Author or agency/group and credentials: _______________

________________________________________________________

Purpose of site: _______________________________________

________________________________________________________

________________________________________________________

When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

WEBSITE 2: __________________________________________

Author or agency/group and credentials: _______________

________________________________________________________

Purpose of site: _______________________________________

________________________________________________________

________________________________________________________

When was it last updated? _____________________________

Is it a reliable source? Explain. _________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

1. Who created the website? The site’s URL can help you figure this out. Sites that end in .gov, for example, were created by the federal government. Typically, .edu means the site is affiliated with a college or university, and .org means that an organization, such as a nonprofit, is behind the site.

2. What are their credentials? What qualifies this organization or individual to provide information on this topic? If a person runs the site, consider his or her occupation, years of experience, and education. If an organization runs the site, consider how long that group has been around, and if it exists only locally or has a national or worldwide presence.

3. What is the site’s purpose? Does the site exist solely to inform or teach, or is it selling a product or advocating for a particular cause? Is there evidence that the site is biased or prejudiced in favor of a certain outcome? (For example, a website that’s dedicated to attacking a specific political candidate will not be objective.)

4. Is the site current and functional? Try to find the date when the web page or site was last updated. (If it’s old, the data may no longer be accurate.) Are the links working properly? Broken links, spelling mistakes, and other errors are signs that a site may not be trustworthy.

Choose a topic in this issue of JS to examine further. Then pick two sources from your research to analyze below.

Putting It All Together See if you can verify the information your online sources provide through a non-web-based source, such as a book, map, or other reference.


Junior Scholastic®

KEY STANDARD

RI.6-8.2

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

A summary is a short statement or paragraph that tells what an article is mainly about. An objective summary does not include your opinions. (Remember that summarize means to sum up. When writing a summary, you’re summing up what an article says, not weighing in on it. An objective summary is different from a review, which includes your opinions.)

Writing an objective summary can help you comprehend what you’ve read and teach other people about a topic. After all, if you can accurately explain the gist of an article to someone else in just a few sentences, it’s likely that you’ve understood what it’s about.

How do you craft an objective summary? Choose any article in this issue of JS. Then follow the steps below to summarize it.

WRITING AN OBJECTIVE SUMMARY

Summarizing 101

Challenge On a separate sheet of paper, turn your objective summary into a review of the article. How do an objective summary and a review differ in terms of purpose, tone, and content?

Step 1: Write the main idea of the article here.

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Step 2: Find three key details from the article that support that main idea. Write them in your own words in two to three sentences here. (Hint: Avoid choosing minor details from just one section of the article. Instead, pick key details that support the article’s overall main idea.)

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Step 3: Combine your answers to steps 1 and 2 to form one cohesive paragraph. Make sure your sentences are free of opinions. Revise as necessary.

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

News stories should convey information in a clear, precise way. Review the elements of a news story below. Then look closely at any feature story in JS to answer the questions that follow.

IDENTIFYING TEXT FEATURES

Anatomy of a News Story RI.6-8.5

Headline: This is the main title of the story. A good headline attracts readers’ attention and suggests what the story is about.

Deck: This appears below or next to the headline. It is usually a one- or two-sentence summary of what the story is about.

Lead (pronounced leed): This is the first sentence or paragraph of the story. A good lead piques readers’ interest so that they want to read more. It should connect quickly to the story’s main idea.

Nut graph: This paragraph sums up what the story is about. It usually follows the lead.

Subheads: These are mini-headlines that separate sections of the story. Subheads break the story into shorter, more readable segments.

Graphic elements: Photographs, charts, maps, drawings, and diagrams are visual aids that help illustrate the story and provide extra information.

Caption: This is a phrase or a short explanation of what is shown in a photograph, illustration, chart, or map.

Sidebar: This is a short article that relates to, but is separate from, the main story. It may help put the main story in context—by providing historical background, for example—or present additional information about the topic of the main story.

1. Find an example of a headline. After you’ve read the story, write a new headline for it.

___________________________________

___________________________________

___________________________________

2. Find an example of a subhead. What does the subhead tell you about the section that follows it?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

3. Describe a graphic element that appears with the story. How does it help illustrate the main text?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

4. Find an example of a caption. What does it tell you about the graphic element it accompanies?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

5. Does the lead of the story pique your interest? Why or why not? After you’ve read the story, write a new lead.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

KEY STANDARD

Questions


Junior Scholastic®

Use

s: c

op

y m

ach

ine,

op

aqu

e p

roje

cto

r, o

r tr

ansp

aren

cy m

aste

r fo

r o

verh

ead

pro

ject

or.

Sch

ola

stic

Inc.

gra

nts

tea

cher

-su

bsc

rib

ers

to J

un

ior

Sch

ola

stic

per

mis

sio

n t

o r

epro

du

ce t

his

pag

e fo

r u

se in

th

eir

clas

sro

om

s. ©

2016

by

Sch

ola

stic

Inc.

All

rig

hts

res

erve

d.

JUNIOR SCHOLASTIC

When journalists write about a news event, they gather the most important information by answering the group of questions known as the five Ws and one H: Who? What? Where? When? Why? How? Choose any article in this issue of JS. Then use the graphic organizer below to record the answers to these questions.

ANALYZING TEXT STRUCTURES

Investigate the News

Putting It All Together Where in the text did you find the answers to these questions? Which ones were answered first? Why might the author have addressed them in that order? Explain.

_________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

RI.6-8.5

KEY STANDARD

EVENT_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

WHO?

WHEN?

WHAT?HOW?

WHERE?WHY?


Junior Scholastic®

presenting information key world affairs: group...

Documents