Lesson 1 :   Feudalism and the Manor System  Part 1
Duration:  1-2 days
Facet(s) of Understanding: 

Standards/Indicator(s):
History 3:   Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding(s):  Societies are diverse and change over time.
Essential Question(s):    How were communities protected during the Middle Ages? 
Assessment:   Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?

Activities:  

·                     Brainstorm ideas about the Middle Ages.  Write students' ideas of the Middle Ages.  Write on overhead/whiteboard.

·                     Watch video clip:  "The Rise of Charlemagne" and take notes.

·                     Discuss map page 117 about Europe in 1300.

·                     Copy web diagram on page 118 and read Medieval Times To Today pages 118-120.

·                     Design a commemorative plaque for Charlemagne with a picture of him and a list of accomplishments.

Resources:  Medieval Times To Today pages 117-120; Video clip: “The Rise of Charlemagne”, poster board, markers
Differentiation:
Support: Draw a comic strip of a squire becoming a knight.  Make at least three boxes with drawings and dialogue. (page 118)
Extensions:   Research Charlemagne and write an acrostic poem about him.
http://encarta.msn.com/encyclopedia_761571217_2/Charlemagne.html#s13   

Supplemental Education Resources:   http://www.mnsu.edu/emuseum/history/middleages/
Research the Middle Ages.  Create a cover for an issue of National Geographic – using words and graphics that explain the Middle Ages.  Use a poster board or tag board and markers for your cover.

Lesson 2:   Feudalism and the Manor System  Part 2
Duration:   2 days
Facet(s) of Understanding:  

Standards/Indicator(s):
History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding(s):    Societies are diverse and change over time.
Essential Question(s):   Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?
Assessment:  Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?

Activities:

·                     Watch video clip: "Welcome to Medieval Europe" and take notes.

·                     Read Medieval Times to Today pages 121-123.  and take notes.  Draw a large pyramid and divide into the social classes.  Write the role of each class and illustrate how they were interdependent.

·                     Watch video clips: "Middle Ages in Europe" and "Castles and Lords" and take notes.

·                     Complete Writing Activity page 123.

·                     Complete Focus on a Medieval Manor pages 124-125.
OR

·                     Complete webquest on feudalism:                      http://ghills.metamora.k12.il.us/webquest/6th/middleages/midage.htm  

Resources:  Medieval Times To Today pages 121-123; Three video clips:  "Welcome to Medieval Europe",  "Middle Ages in Europe" and "Castles and Lords"
Differentiation:
Support:  How did peasants live?  Draw a picture that shows where a peasant lived and worked. (Medieval Times To Today page 123).  Write 2-3 sentences that describes your drawing.  
Extensions:   Knights carried coats of arms into battle.  Design your own coat of arms.

Supplemental Education Resources:  http://encarta.msn.com/encyclopedia_761588279/Black_Death.html Read selection on the Black Death and write a poem about the plague, the Black Death. 

Lesson 3:  The Church and the Rise of Cities, Part 1
Duration:   2 days
Facet(s) of Understanding: 

Standards/Indicator(s):   
Economics 2:  Describe the roles of supply, demand, and price in the production and distribution of goods and service.
Enduring Understanding(s):   Resources impact the production and distribution of goods and services.
Essential Question(s):    How did the Church and the growth of trade affect life in the Middle Ages?  Why was the Church so important to people during the Middle Ages?

Assessment:   How did the Church and the growth of trade affect life in the Middle Ages?  Why was the Church so important to people during the Middle Ages?

Activities:

·                      What is the role of a church today?  Does a church have government power today?  Why or why not?

·                     Watch video clip:  “Religion in the Middle Ages” and take notes on the jobs of the Church in the Middle Ages. How does the power of a church then compare to the power today?

·                     Read Medieval Times To Today pages 126-129.  Make a graphic organizer of the impact the Church had on life in the Middle Ages (religious, economic, and political power) 

·                     Watch video clip:  “Religion in Medieval Europe” and take notes.

·                     Write a paragraph explaining the importance of the Church in the Middle Ages.

Resources:   Medieval Times To Today pages 126-129; Video Clips:  “Religion in the Middle Ages” and    “Religion in Medieval Europe”
Differentiation:
Support: What is the role of a church today?  What was the role of the Church in the Middle Ages?  Make a Venn diagram and list 2 similarities and 2 differences.
Extensions:  http://www.teachtci.com/resources/ha/MWH/literature/title01.aspx  Read selection "The Canterbury Tales" and complete activity.

Supplemental Education Resources:  http://www.teachtci.com/resources/ha/MWH/primarysources/MWH_U1Primary.aspx  Read selection "Medieval Markets and Fairs" and complete activity.

Lesson 4:   The Church and the Rise of Cities, Part 2
Duration:  2  days

Facet(s) of Understanding: 

Standards/Indicator(s):   
History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Question(s):   Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?  How did trade impact medieval society?  How did the Black Death change society? 

Assessment:  Which had the greatest impact on the Middle Ages - the political, social or economic aspects of feudalism?  How did trade impact medieval society?  How did the Black Death change society?

Activities:   

·                     Towns and cities grew and became very crowded.  The towns prospered and more people came to live in the cities.  What could happen when cities become overcrowded? 

·                     Watch video clip: “Introduction to the Black Death” and take notes.

·                     Read Medieval Times To Today pages 130-132 and take notes. 

·                     Watch video clip: "1347: The Arrival of the Plague” and take notes.

·                     How would the plague spread to other parts of Europe? Watch video clip: “How the Plague Spread” and take notes.

·                     “Writing Activity and/questions page 132. 

Resources:  Medieval Times To Today pages 130-132: Three video clips:  “Introduction to the Black Death”,   “1347: The Arrival of the Plague”,   “How the Plague Spread”
Differentiation:
Support: Medieval Times To Today page 131.  Study the picture of the medieval market.  How is the market similar and different to the places you shop?  Make a Venn diagram to show 2-3 similarities and differences. Extension: Medieval towns had fairs-- Research "fairs" and create an advertisement to promote a 3-day fair in a medieval town. http://encarta.msn.com/encyclopedia_761578474_7/Middle_Ages.html#p211  Scroll down to "Fairs".

Supplemental Education Resources: http://encarta.msn.com/encyclopedia_761576241/Chivalry.html Research chivalry.  Write an acrostic poem using "Chivalry".  Draw a picture that illustrates the code of chivalry.

Lesson 5:    The Crusades
Duration: 2-3 days 
Facet(s) of Understanding:

Standards/Indicator(s):
History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding(s):   Religious beliefs and philosophical ideas change societies.
Essential Question(s):  What were the effects of the Crusades on life in the Middle Ages?   How did the Crusades cause lasting changes in Europe? 
Assessment:   What were the effects of the Crusades on life in the Middle Ages?   How did the Crusades cause lasting changes in Europe?

Activities: 

·                     Watch video clip:  "The Setting for the Crusades" and take notes.

·                     Copy chart on page 133 and read pages 133-135, and take notes. 

·                     Watch video clip:  "The First Crusade" and take notes.

·                     Read pages 136-137 and take notes about the crusades, and how the crusades helped trade.

·                     Watch video clip: "The End of the Crusades" and take notes.

·                     Writing Activity page 137.  An editorial is a persuasive essay. Your editorial needs to be 8-10 sentences. Write a title.

·                     Complete Skills for Life "Distinguishing Fact From Opinion" pages 138-139.

Resources:  Medieval Times To Today pages 133-139; Three video clips:  "The Setting for the Crusades", "The First Crusade", "The End of the Crusades"; poster board and markers
Differentiation:
Support:  Read page 137, and illustrate how the crusades improved trade and helped the economy.  Describe your illustration.
Extensions:   Create a poster to recruit Europeans to join in the first crusade to the Holy Land.  Include at least three reasons for going and a picture to go with each reason.  Pope Urban was promoting the Crusades, getting people to join in to save the Holy Land.    

Supplemental Education Resources:  http://en.wikipedia.org/wiki/Peter_the_Hermit  Research Peter the Hermit and create an historical marker/monument in honor of Peter the Hermit.  Include a picture of Peter the Great, and details about his crusade.

Lesson 6:   The Power of  Kings, Part 1
Duration:  3 days
Facet(s) of Understanding:

Standards/Indicator(s):  
History 5:  Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
Enduring Understanding:   Different forms of government have been developed, practiced, and changed throughout history.
Essential Question(s):   How did the government in England change over time?   How did the Magna Carta shape the British government? 
Assessment:   How did the government in England change over time?   How did the Magna Carta shape the British government? 

Activities:  

·                     The king want to unite the many lords in his kingdom under his power.  What should he offer the lords for their loyalty?  Money is not an issue.  As an advisor, brainstorm ideas.  Write ideas on overhead/white board.

·                     Read pages 140-141 and take notes.

·              Watch video clip:  “Runnymede, England, June 19, 1215: The Magna Carta” and take notes.

·                     Copy table page 140 and read page 142 and take notes.

·                     Watch video clip:  "Magna Carta: Limits King’s Power and Lays Groundwork for Representative Government”.  How did the Magna Carta lead to the present day Parliament?  How is the Magna Carta connected to the Declaration of Independence?

·                     Create a pictoword for "nation" and "excommunicate" and "Magna Carta".  It is a symbolic representation of a word or phrase that shows its meaning.  A pictoword helps define difficult concepts. 

Resources:  Medieval Times To Today pages 1140-142 
Two video clips: “Runnymede, England, June 19, 1215: The Magna Carta",  "Magna Carta: Limits King’s Power and Lays Groundwork for Representative Government
Differentiation:  
Support:  Make a cause -and -effect chart or graphic that represents why feudalism declined in the later Middle Ages.  Name three reasons why feudalism declined. (page 141)
Extensions:  http://en.wikipedia.org/wiki/John_Lackland  Read about King John and draw a caricature of him.  Write five facts about how he clashed with the nobles and clergy.  Was he well-liked in 1199 A.D. when he became king of England?

Supplemental Education Resources:   http://encarta.msn.com/encyclopedia_761578578/Pope_Gregory_VII.html  Read about Pope Gregory VII.  Create a monument in honor of Pope Gregory VII. Include the importance of his life to the Middle Ages.

Lesson 7:  The Power of Kings, Part 2
Duration:  3-4 days
Facet(s) of Understanding:  

Standards/Indicator(s): 
History 1:  Organize events and people in chronological order and use this data to determine cause/effect relationships.
Enduring Understanding:  People and events are organized chronologically to increase understanding of historical relationships.
Essential Question(s):   What events led to the formation of nations from the kingdoms of Europe in the late Middle Ages?  How did the Hundred Years’ War contribute to the formation of nations? 

Assessment:  What events led to the formation of nations from the kingdoms of Europe in the late Middle Ages?  How did the Hundred Years’ War contribute to the formation of nations?

Activities:

·                     Watch video clip:  “Hundred Years’ War” and take notes.

·                     Read Medieval Times To Today pages 143-144 and take notes.  Fill in table about France from previous lesson

·                     Watch video clip:  “The French Prophecy: Joan” and “Joan Leads the French Army”.  Write details about Joan’s role.

·                     Complete Writing Activity page 144.  Write a newspaper editorial, expressing your opinion.  Give your editorial a clever title.

·                     Literature Activity:  "Of Swords and Sorcerers" pages 148-149.

Resources:    Medieval Times to Today pages 128-129; Three video clips:  “Hundred Years’ War",   "The French Prophecy: Joan”, “Joan Leads the French Army”

Differentiation: 
Support:  Medieval Times To Today page 143.  Reread the selection that describes Joan of Arc.  Draw a picture of Joan of Arc ready for battle.  Write a sentence that describes the picture and her courage to lead the French troops. 
Extensions:   Design drawings to represent different perspectives of Joan of Arc from the French and the English.  How did each nation view Joan of Arc?  Write at least three details for each nation’s perspective. Write a eulogy for Joan of Arc, summarizing her courage and accomplishments.  Include an appropriate sentence for her tombstone. http://encarta.msn.com/encyclopedia_761565945/Joan_of_Arc_Saint.html  

Supplemental Education Resources:  http://encarta.msn.com/encyclopedia_761560546/Hundred_Years%E2%80%99_War.html   Read about the Hundred's Years War, and make a flow chart to show steps leading up to the war.

Lesson 8:  Africa and the Bantu
Duration: 2-3 days
Facet(s) of Understanding:

Standards:  
Geography 4:   Explain how migration and immigration affect the location and distribution of human activity.
Enduring Understanding(s):   Migration and immigration affect the location and distribution of human activity.
Essential Question(s):   Were changes to the environment made by the Bantu positive or negative? Explain. 

Assessment: Were the changes to the environment made by the Bantu positive or negative? Explain. 

Activities:

·                     Discuss map page 35 in Medieval Times To Today. 

·                     What changes would people need to make if they moved from the forests in the eastern United States to the mountains in the western United States? How would their lifestyle change?

·                     Copy table on page 36 and read pages 36-41 about the Bantu Migration.  Take notes. 

·                     Complete Writing Assignment:  You are living in the Africa of a thousand years ago.  Some Bantu-speaking people have moved into an area near your village.  You have made friends with a Bantu-speaker your own age.  Write a journal entry describing what your new friend has taught you about his or her own people.  Your journal entry needs to be at least one page long.

·                     Complete Skills for Life "Using Reliable Information" pages 42-43.

Resources:   Medieval Times to Today pages 35-43
Differentiation:
Support:  Make an illustration that shows Bantu-speaking people teaching people how to grow yams or bananas.  Make a comic strip or flow chart to show how to make iron tools or weapons.
Extensions:    http://encarta.msn.com/encyclopedia_761572628_23____114/Africa.html#s114  Read about the Iron Age in Africa.  Write a report about the Iron Age and the Bantu migration.  How did iron tools made life easier for people?  What recent innovation has helped make life easier for people living today?

Supplemental Education Resources:  Research Shaka Zulu.  He is considered the greatest military leader of the Zulus, a Bantu-speaking group of people. http://encarta.msn.com/encyclopedia_761572628_33/Africa.html#p412   Make an historical marker or a monument about Shaka Zulu.  Write about his accomplishments as a chief and why his people admired him.

Lesson 9:  Kingdoms of West Africa
Duration:  2-3 days 
Facet(s) of Understanding:  

Standards:
Economics 2:  Describe the roles of supply, demand, and price in the production and distribution of goods and service.
Enduring Understanding(s):   Resources impact the production and distribution of goods and services.
Essential Question(s):   What economic factors defined commerce in West African trading empires?  How did trading benefit society? 

Assessment:    What economic factors defined commerce in West African trading empires?  How did trading benefit society? Why were salt and gold equally valuable to West African merchants?

Activities: 

·                     When have you traded things with one another?  What kinds of things did you trade?  Were you both happy with the traded items?  This kind of trading, or barter, was the basis for ancient trading empires.

·                     Read Medieval Times To Today pages 44-49 and take notes on trading in West Africa.  List items that were traded.  Make a chart with the three major kingdoms and give details of each.

·                     Complete time line activities page 47.

·                     Watch video clip:  "Islam comes to Timbuktu" and take notes.

·                     Complete Writing Activity page 49.

·                     Complete Focus on Tombouctou pages 50-51.

Resources:   Medieval Times To Today pages 44-51; Video Clip:  "Islam Comes To Timbuktu"
Differentiation:
Support:  Reread Medieval Times To Today pages 46-47 about Mali.  Write a postcard from Mali, drawing a picture and writing 6-8 sentences about Mali.  Include how Mali was a center of learning.
Extensions:    

·                     Create an illustration that shows the steps in the silent trading of gold and salt in West Africa.  Draw at least three scenes.

·                     Research Tombouctou. http://encarta.msn.com/encyclopedia_761551823/Tombouctou.html               Write a postcard from Tombouctou.  The drawing needs to show the type of city it was in the 1300’s.  You have just visited the trading city. Describe the sights and sounds in Tombouctou.  What did you like the best?  Write 8-10 sentences.

Supplemental Education Resources:                      http://www.teachtci.com/resources/ha/MWH/biographies/unit03.aspx  Read about Askia Muhammad Toure and complete assignment.
http://www.teachtci.com/resources/ha/MWH/literature/title04.aspx  Read "West African Oral Story" and complete assignment.

Lesson 10:  East Africa Great Trading Centers 
Duration:  3-4 days
Facet(s) of Understanding:  

Standards/:  
Economics 3:  Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.
Enduring Understanding(s): Trade, specialization, and interdependence influence relationships among individuals, groups and societies.
Essential Question(s):   What economic factors defined commerce in East African city-states?  How did trading benefit society?  What cultures influenced Aksum and Ethiopia? 

Assessment:   What economic factors defined commerce in East African city-states?  How did trading benefit society?   What cultures influenced Aksum and Ethiopia?
Unit Assessment:  Medieval Times To Today page 57-58.
Activities:   

·                     Why is trade important?  Look at the labels on your clothes, shoes, sports equipment.  Where are they from?

·                     Copy the time line on page 52 and read pages 52-56 and take notes on ancient trading among the ancient city-states of East Africa.  Fill in time line.

·                     Complete Writing Activity page 56.  Your descriptive letter needs to be about a page long. 

Resources:  Medieval Times To Today pages 52-58; poster, markers
Differentiation:
Support:  Make a drawing of the different items being traded between Askum and Ethiopia.  Write 2-3 sentences describing the drawing.
Extensions:  

·                     Create a poster advertising trading between Askum and Ethiopia.  Include advantages of trading and items traded.

·                     Make a Venn diagram to compare and contrast Kilwa and Zimbabwe.  Write at least three similarities and differences.

Supplemental Education Resources:  Research the Great Zimbabwe. http://encarta.msn.com/encyclopedia_761580623/Great_Zimbabwe.html   Write a eulogy for the great trading center of Great Zimbabwe.  Draw a picture of what it would have been like in the 1300's.

Lesson 11:   Australia, Oceania, and Antarctica
Duration:  1 day 

Facet(s) of Understanding:  

Standards:
Geography 2:  Physical and human characteristics of places.
Enduring Understanding:   Physical and human characteristics of places define regions.
Essential Question(s):    What are the physical characteristics of Australia, Oceania, and Antarctica as a region?
Assessment:   What are the physical characteristics of Australia, Oceania, and Antarctica as a region?

Activities:  

·                     Watch video clips: “Australia”,   “Oceania: The Pacific Islands”, and “Antarctica”.  Take notes on the physical features of each area.

·                     Using these websites, read about each area and take notes on the physical features, climate, and location.  What do all three areas have in common?  How does this make a region? http://encarta.msn.com/encyclopedia_761595628_2/Pacific_Islands.html http://encarta.msn.com/encyclopedia_761568792/Australia.html#p4 http://encarta.msn.com/encyclopedia_761565002/Antarctica.html   

Resources:  Atlas or physical maps of Australia, Oceania, and Antarctica; Three video clips:  “Australia”,   “Oceania: The Pacific Islands”, and “Antarctica”.
Differentiation:
Support With a physical map of Australia, Oceania, and Antarctica, locate and list common physical features.  (Can provide the list of physical and human characteristics.)
Extensions:   The Pacific Islands are divided into three large areas.  They are:  Polynesia, Micronesia, and Melanesia.  Choose one area and research it.  Write a report about the area, including physical features, culture, and location. http://encarta.msn.com/encyclopedia_761595628/Pacific_Islands.html http://encarta.msn.com/encyclopedia_761595628_3/Pacific_Islands.html#s37   

Supplemental Education Resources:    

·                     Research Antarctica.  Why do countries want to learn about the world’s coldest and most remote landmass?  Write a report about Antarctica.
http://encarta.msn.com/encyclopedia_761581412/Antarctic_Treaty.html   

·                     There was a race to see who would be the first to reach the South Pole at the beginning of the twentieth century.  Research the Amundsen Expedition and/or the Scott Expedition. What was the expedition like?  Describe the expedition in a paragraph. 
http://encarta.msn.com/encyclopedia_761565193/Amundsen_Roald.html http://encarta.msn.com/encyclopedia_761577145/Robert_Falcon_Scott.html  

Lesson 12:  Australian Aborigines
Duration:  2 days

Facet(s) of Understanding: 

Standard:
History 3:   Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding(s): Societies are diverse and change over time.
Essential Question(s):   How is the Aborigine lifestyle different from that of other Australians?  In what ways is it similar?
Assessment:   How is the Aborigine lifestyle different from that of other Australians?  In what ways is it similar?

Activities:

·                     Captain James Cook explored the east coast of Australia, and he encountered the Aborigines.  Read how the Aborigines lived and describe their lifestyle in a paragraph.    http://encarta.msn.com/encyclopedia_761572789_4/Aboriginal_Australians.html#p48    

·                     As a member of Captain Cook’s crew, write a letter back to England describing what the Aborigines are like.  Date the letter April 29, 1770, the day when Captain Cook and his crew first set foot on the Australian shore. 

·                     Write a journal entry from the perspective of an Aborigine living during the time of Captain Cook’s arrival.  Write about these strangers invaded your land.  Describe your emotions and how you think life will change for the Aborigines.

Resources:   Websites
         http://www.ebgymhollabrunn.ac.at/projekte/abori.htm
         http://www.orac.net.au/~mhumphry/aborigin.html
         http://www.crystalinks.com/aboriginals.html  
         http://www.dreamtime.net.au/index.cfm

Differentiation:
Support:  Draw a picture that illustrates how the Aborigines lived when Captain Cook arrived in Botany Bay, Australia. 
Extensions:   Write the definition for the word “diversity”.   Two very diverse things can be considered a “dichotomy”.   Write the definition for “dichotomy”.  Example: Two environments, a snowy Antarctic landscape and a sunny Pacific island, illustrate a dichotomy.  Fold a sheet of drawing paper in half.  Draw an Aborigine living off the land and a modern Australian business person.  Two very different lifestyles of Australians is another example of a dichotomy.  Give your drawing a title.  http://encarta.msn.com/dictionary_1861605560/diversity.htm  http://encarta.msn.com/dictionary_/dichotomy.html   

Supplemental Education Resources: http://encarta.msn.com/encyclopedia_761572789_2/Aboriginal_Australians.html    Research Aboriginal culture and write about how the Aborigines lived. 

Lesson 13:   Aborigines and the Environment
Duration:  2-3 days 

Facet(s) of Understanding:

Standards:   
Geography 5: Explain how humans modify the environment and how the environment influences human activity.  
Enduring Understanding:   Resources impact interactions between humans and their environment.
Essential Question(s):  How have the Aborigines interacted with the environment in order to survive?  What environmental lessons are proven by their ability to adapt? 

Assessment:   How have the Aborigines interacted with the environment in order to survive?  What environmental lessons are proven by their ability to adapt?

Activities:

·                     Write a journal entry of a typical day in the life of an Aborigine.  Include ways the Aborigine finds food and shelter.             http://encarta.msn.com/encyclopedia_761572789_2/Aboriginal_Australians.html#p12     

• View one or more of the video clips listed below. Take notes to add to your knowledge of the lives of Aborigines
  
  Resources:  Four video clips:   “Unique Wildlife”,    "Having Babies”,  “The Australian Food Chain”, and “Uluru: The Great Pebble”

Differentiation:
Support:  Create a booklet of drawings that show a typical day in the life of an Aborigine.  Write 2-3 sentences to describe each drawing.    
Extensions:   

·                     Use the journal entry to analyze the impact of Aborigines on the environment and vice versa.

·                     Watch additional video clips about Australia’s wildlife:  “Unique Wildlife”, “Having Babies”, and “The Australian Food Chain” and take notes.  Choose one animal to research.  Write a report and draw a picture of that animal in its natural habitat.  http://australian-animals.net/    

Supplemental Education Resources:   
Watch video clip:  “Uluru: The Great Pebble” and take notes.  Research Ayers Rock.  What is the Aboriginal name for Ayers Rock?  Why is it sacred to the Aborigines?  Write a paragraph on the importance of Ayers Rock to the Aborigines and the types of plants that live in the Outback.              http://encarta.msn.com/encyclopedia_761579357/Uluru-Kata_Tjuta_National_Park.html                    http://en.wikipedia.org/wiki/Uluru#Myths.2C_Legends_and_Aboriginal_tradition   Scroll through the article and look at the pictures of Ayers Rock (Uluru) and the Outback of Australia.  Draw a picture of the scenery and describe your picture in a paragraph.