Corn Challenge Extra Credit: Due April 30th
Worth 4 points extra credit on the agriculture/industry test
You will be faced with the challenge of doing your best NOT to eat any product with corn (or corn products) in it. Make sure to look at the ingredients list on anything/everything before taking a bite! Not sure if something has corn? Check that list on the website post on this subject (and you can also check out the link below! For some tips and pointers).
http://www.pbs.org/independentlens/kingcorn/cornchallenge.html
Rules to Keep in Mind:
1) you may not just “not eat” anything all day.
2) You must eat as much as you normally do, and please eat a healthy amount of food! Your assignment is NOT to starve – or just eat bananas all day.
3) Your assignment is to try and eat the normal amount of food that you have each day, but to try and stay away from any ingredients with corn listed in it.
4) The challenge will begin when you wake up or eat your first meal (usually it lasts from 7am-7pm or 8-8 etc… on a weekend or a bit earlier on a weekday)
5) you will not be graded on if you pass or fail the challenge, but showing the effort that it took you to TRY to pass it and the documentation of it (which you will turn in on Monday, April 30) will be the basis of the grade.
6) If OR when you fail, please make sure you write about how/why that happened.
7) If you succeed, please elaborate on how you were able to do so and what you noticed about why it was so difficult to do.
You will be keeping a “food journal” to record what it is like throughout the day, trying to avoid corn in your diet. (this part can be handwritten or typed). It will be turned in along with your final paper (see below)
What to turn in: Monday, April 30, you will be turning in your food journal as well as a SINGLE-SPACED 1 page typed (Use size 12 font of Arial or Times New Roman ) reflection paper about your experience trying to go one day in the land of plenty (The USA), by avoiding just one single ingredient, corn, in your meals.
*****Make sure that you connect your experience to agriculture and land-use in the United States *****
Things to remember: This is a challenge you must accept. This is a challenge that you have to TRY to do. You are not allowed to just “not eat” anything so that you will avoid the product. The point of this is to make you aware of all of the products that corn happens to be in, and to try to connect your life to commercial agriculture, rural land use, and how the monocultures in our food system has driven down the price of processed foods (such as corn) and made it so conveniently available!
Good luck! Check the website for recipes and helpful hints throughout the weekend.
You will be faced with the challenge of doing your best NOT to eat any product with corn (or corn products) in it. Make sure to look at the ingredients list on anything/everything before taking a bite! Not sure if something has corn? Check that list on the website post on this subject (and you can also check out the link below! For some tips and pointers).
http://www.pbs.org/independentlens/kingcorn/cornchallenge.html
Rules to Keep in Mind:
1) you may not just “not eat” anything all day.
2) You must eat as much as you normally do, and please eat a healthy amount of food! Your assignment is NOT to starve – or just eat bananas all day.
3) Your assignment is to try and eat the normal amount of food that you have each day, but to try and stay away from any ingredients with corn listed in it.
4) The challenge will begin when you wake up or eat your first meal (usually it lasts from 7am-7pm or 8-8 etc… on a weekend or a bit earlier on a weekday)
5) you will not be graded on if you pass or fail the challenge, but showing the effort that it took you to TRY to pass it and the documentation of it (which you will turn in on Monday, April 30) will be the basis of the grade.
6) If OR when you fail, please make sure you write about how/why that happened.
7) If you succeed, please elaborate on how you were able to do so and what you noticed about why it was so difficult to do.
You will be keeping a “food journal” to record what it is like throughout the day, trying to avoid corn in your diet. (this part can be handwritten or typed). It will be turned in along with your final paper (see below)
What to turn in: Monday, April 30, you will be turning in your food journal as well as a SINGLE-SPACED 1 page typed (Use size 12 font of Arial or Times New Roman ) reflection paper about your experience trying to go one day in the land of plenty (The USA), by avoiding just one single ingredient, corn, in your meals.
*****Make sure that you connect your experience to agriculture and land-use in the United States *****
Things to remember: This is a challenge you must accept. This is a challenge that you have to TRY to do. You are not allowed to just “not eat” anything so that you will avoid the product. The point of this is to make you aware of all of the products that corn happens to be in, and to try to connect your life to commercial agriculture, rural land use, and how the monocultures in our food system has driven down the price of processed foods (such as corn) and made it so conveniently available!
Good luck! Check the website for recipes and helpful hints throughout the weekend.
Classwork for Thursday, April 12 AND Friday, April 13
THURSDAY
- Agriculture vocabulary quiz
- Write agriculture practice FRQ found at this link - you may use your notes/the textbook. WORK INDEPENDENTLY. Try to complete the FRQ in 25 minutes.
- Score one another's FRQs using the rubric at this link
FRIDAY
- Turn in the "Monsanto: More Saint than Sinner" assignment to the substitute
- Africa III map quiz
- Read and take notes on Chapter 11 Key Issue 1 about the world's industrial regions. This was going to be an assignment whether or not I was here - it's stuff you have to know but I do not think it makes sense to teach you this stuff via lecture. I will grade this for completion on Monday.
- Agriculture vocabulary quiz
- Write agriculture practice FRQ found at this link - you may use your notes/the textbook. WORK INDEPENDENTLY. Try to complete the FRQ in 25 minutes.
- Score one another's FRQs using the rubric at this link
FRIDAY
- Turn in the "Monsanto: More Saint than Sinner" assignment to the substitute
- Africa III map quiz
- Read and take notes on Chapter 11 Key Issue 1 about the world's industrial regions. This was going to be an assignment whether or not I was here - it's stuff you have to know but I do not think it makes sense to teach you this stuff via lecture. I will grade this for completion on Monday.
Homework for night of 4/10: Read Chapter 10 Key Issue 4. If there is a reading quiz you may use notes you take.
Homework for sub on 3/28/18: Read Chapter 10 Key Issue 2. Answer the questions below. The substitute will collect them when you are finished.
1) In what regions is Shifting Cultivation practiced?
2) What is swidden and how is it produced?
3) What happens to the fields that have been planted on after farmers move on to a new field?
4) Why do the Kayapo people plant crops requiring more nutrients in the outer ring of their crops?
5) Name three places where shifting cultivation is undertaken.
6) What animals are best for nomadism. Why?
7) What is the greatest difference between extensive subsistence and intensive subsistence farming?
8) In no more than one sentence, describe how wet rice is farmed.
Tuesday 3/20 Homework - Read Chapter 8 Key Issue 3
For 3/20 classwork read this link about the Palestine-Israel conflict.
AP Exam Registation Link
Students, I am at the emergency veterinarian because my dog, Jackson, ate an amaryllis plant. He’s been vomiting all morning and is having blood work done, so this is what I will be doing for the rest of the day.
To void falling behind, you are to read and take notes on chapter 5 key issue 1 ( the link below for tonight’s homework will take you to the chapter.)
Students, I am at the emergency veterinarian because my dog, Jackson, ate an amaryllis plant. He’s been vomiting all morning and is having blood work done, so this is what I will be doing for the rest of the day.
To void falling behind, you are to read and take notes on chapter 5 key issue 1 ( the link below for tonight’s homework will take you to the chapter.)
2/26 Homework: Read chapter 7 key issue 1 on race and ethnicity (stop reading after page 236)
culture_project_2018_spring.pdf |
Homework for night of 2/13/2018: Read Chapter 3 Key Issue 2 . Expect a reading quiz on Wednesday. Also do not forget to begin studying for your Thursday vocabulary quiz.
FRQ PRACTICE
In 1798 Thomas Robert Malthus published "An Essay on the Principle of Population" in which he argued that population growth will inevitably outpace food production, resulting in widespread famine.
- Identify and explain TWO reasons why some geographers today believe Malthus' theory can be used to predict future population issues.
- Identify and explain TWO reasons why some geographers today believe Malthus' theory cannot be used to predict future population issues.
In 1798 Thomas Robert Malthus published "An Essay on the Principle of Population" in which he argued that population growth will inevitably outpace food production, resulting in widespread famine.
- Identify and explain TWO reasons why some geographers today believe Malthus' theory can be used to predict future population issues.
- Identify and explain TWO reasons why some geographers today believe Malthus' theory cannot be used to predict future population issues.
malthus_frq_rubric.pdf |
Your homework for tonight is to watch the video at this link. Be prepared for a quiz on it tomorrow.
Follow this link to the lab. Read the case study, then, on a sheet of notebook paper answer question for activities 1-3.
m.youtube.com/watch?v=rbioWWJ0KtEplease watch this link on the types of maps. I don’t want you guys to get behind while I’m not there because of car trouble.
AP HUGE Homework for night of 1/29. Read chapter 1, key issue one (pp. 6-15) on the tools geographers use. This will not be riveting, but it is all stuff you need to know. Expect there to be a reading quiz tomorrow. Remember: any notes that you take on the reading (hand-written or typed) may be used on the quiz.
Sub-work for Tuesday, January 2nd. Read Chapter 13 Key Issues 3 & 4 . Define the terms in bold using the text. I will be checking these when I return on Wednesday for minor grade. On Thursday you will have a quiz on the vocabulary terms found under the cities unit tab. Enjoy your short day. Kids missing school because of "the cold" - only in the South. That's human geography for you. Boom.
Issues Affecting Africa - Conversation Rubric
For this element of your group project, you will be recording a well-informed conversation between the members of your group about the topic and country you chose. Above all, this part of the project must reflect that each member is fluent enough in the topic to have an in-depth conversation about it. Each group member should participate equally. The conversation should be between 5 and 10 minutes in duration.
Conversation checklist
- equal participation between group members/partners
- conversation between 5-10 minutes
- conversation must remain focused on the topic/country selected by the group
- the views of each group member must be grounded in verifiable facts
- discussion and debate are encouraged
- audio or video format is acceptible
- the conversation element for each group must be turned in using the assignment upload page on this website by the beginning of class on December 21, 2017.
For this element of your group project, you will be recording a well-informed conversation between the members of your group about the topic and country you chose. Above all, this part of the project must reflect that each member is fluent enough in the topic to have an in-depth conversation about it. Each group member should participate equally. The conversation should be between 5 and 10 minutes in duration.
Conversation checklist
- equal participation between group members/partners
- conversation between 5-10 minutes
- conversation must remain focused on the topic/country selected by the group
- the views of each group member must be grounded in verifiable facts
- discussion and debate are encouraged
- audio or video format is acceptible
- the conversation element for each group must be turned in using the assignment upload page on this website by the beginning of class on December 21, 2017.
Homework for night of 12/4. Read chapter 11 Key Issue 4 and answer the following questions:
1) In geographical terms, describe how industry has shifted in the United States.
2) How can a state's status as a "right to work" state affect whether or not an industry will locate there?
3) Why did the textile industry in the United States shift from the Northeast to the South East?
4) What textile is specifically prominent in the industrial economy of North and South Carolina?
5) Why has industry shifted from Western Europe to Eastern Europe?
6) Why are labor intensive industries especially attracted to LDCs?
7) What is the "New International Division of Labor?"
8) What is the difference between Fordism and post-Fordism?
9) How does the concept of "just-in-time" delivery influence the location of an industry?
1) In geographical terms, describe how industry has shifted in the United States.
2) How can a state's status as a "right to work" state affect whether or not an industry will locate there?
3) Why did the textile industry in the United States shift from the Northeast to the South East?
4) What textile is specifically prominent in the industrial economy of North and South Carolina?
5) Why has industry shifted from Western Europe to Eastern Europe?
6) Why are labor intensive industries especially attracted to LDCs?
7) What is the "New International Division of Labor?"
8) What is the difference between Fordism and post-Fordism?
9) How does the concept of "just-in-time" delivery influence the location of an industry?
http://www.realclearscience.com/articles/2013/05/15/monsanto_more_saint_than_sinner_106533.html
11/14 - You are to read Chapter 10 Key Issue 2
11/2 In-Class Readings: please read the first story about gerrymandering after finishing your reading quiz. Do not read the second, yet.
Gerrymander 5K Race in Asheville, NC Stanford Law Professor Could Help Redraw NC Voter Districts 11/1 In-Class Reading https://www.nytimes.com/2017/09/18/world/asia/myanmar-rohingya-ethnic-cleansing.html http://www.bbc.com/news/world-africa-12111730 10/30 Homework: write a one page paragraph summarizing why Russia does not recognize the killings at Srebenica as a genocide
Post-test work - write a 1/2 page summary of the following article from the New York Times |
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P.R. Project Description |
post test work: read link regarding the Rohingya crisis. Be prepared to discuss it Friday. Also remember you have your Africa 2 quiz - study. Here’s the link
|
10/16 Homework: Read Chapter 6 Key Issue 4
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Thank you. Your information has been submitted.
Submit 10/4 HW: Read Chapter 4 Key Issue 2
10/2 Bell Ringer for AP HUGE: Puerto Rico article on CNN. From independent paper in San Juan
puerto_rico_project.pdf
Download File
Find short story here
First Crossing Questions:
1) What is the function of a "Coyote?" How are the helpful, and how can they be dangerous?
2) How do you think Marco feels about crossing the border illegally?
3) If you were Marco's father, would you have brought Marco along?
4) What are some dangers associated with crossing the border illegally?
5) What are some methods those crossing the border use?
6) How do you think people decide whether or not making the crossing is worth it or not? vocab quiz 2 termshey y’all. Terms struck through in red you do not need to know for the quiz. Otherwise, if it’s on the list you may be asked about it
https://www.cfr.org/backgrounder/rohingya-migrant-crisis
9/18 Homework:
Read this link. You'll have a quiz tomorrow. I encourage you to summarize main idea of the sections of the article. This is a magazine piece, not a textbook, so there aren't any vocabulary words, etc. Also, this article consists of three pages - make sure you read page two and three. You'll need to click the links to these pages at the bottom of the page.
9/14 Homework
Complete the pre-reading and case study reading for the lab you will complete during class tomorrow.
In class reading for 9/8
http://www-personal.umich.edu/~mejn/election/2016/
Instructions for sub-day 9/7 - READ THIS AND FOLLOW THE INSTRUCTIONS
Hey y'all, I'm sorry to miss work for two days in a row. I've had a fever all day, which means I'm contagious, and I don't want to get you guys sick. I expect to be back Friday. We'll finish notes then. Therefore, your test has been moved to Monday and the Central America map quiz will now be on Tuesday. Here's instructions for you today. You will need ear buds.
The hurricane(s?) headed our way is/are more important than school, but they're also part of the Human Geography curriculum, so we might as well learn about them, right? First, using headphones, I'd like you to watch two videos about hurricanes and how the Earth's climate changing effects storm strength. Next, I'd like you to read two articles. One is from the Miami Herald, and there other from the News and Observer. Clink the links in order. If you do not have ears buds, then skip straight to the reading. I want you to focus on learning about the economic damage hurricanes cost, and the very difficult decisions that have to be made by government officials as well as ordinary people. I want you to learn all that you can about hurricanes because if you understand how they work and what they do, I think you'll make better decisions if you ever have to experience one, which you might. I will also use the writing you will complete to teach you what I expect from FRQs (Free Response Questions) that will be on some of your tests this semester, as well as the AP exam.
https://www.youtube.com/watch?v=Wk_FVXVnE2I
https://www.youtube.com/watch?v=_0TCrGtTEQM
http://www.newsobserver.com/news/weather/article171469842.html
www.miamiherald.com/news/weather/hurricane/article171519637.html
After watching and reading these things, I would like for you to take out a sheet of paper and write a one page reflection answering this prompt:
Now that you have learned a bit about hurricanes, discuss the three most important things you learned. For each of these three things, describe where you learned it, and why it is important.
After writing this reflection, use the remainder of the class period to study for the test on Monday. I will see you Friday.
- Mr. Sosebee
5/1-5/2 Homework Assignment - Due Date: May 3
You are to read chapter 13 Key Issue 2 and do the following:
- Draw and label the Burgess Concentric Zone Model
- Draw and label the Hoyt Sector Model
- Draw and label the Harris and Ullman Multiple Nuclei Theory
- Draw and label the Latin American City Model
- Answer the following questions:
1) What is the goal of these models?
2) What is the virtue of combining these models?
3) How do wealthy people locate differently in European cities compared to where wealthy people locate in American cities?
4) Where do most poorer residents of European cities locate?
5) Why do European city governments encourage the construction of high-density suburbs?
6) Why do many cities in LDCs resemble the layout of European cities?
7) What are squatter settlements?
8) Why are there few services in squatter settlements?
April 21 homework: use this scoring guideline to grade this FRQ that you worked on in class. (You are only responsible for writing and self-grading the first question on ethanol production.) I will be checking two things on Monday:
1) that you scored your essay. Assign point values to each of your answers.
2) that you made corrections to your answers so you get all six available points.
April 6, Food Inc Alternate Assignment:
Follow this link to a national geographic about the Green Revolution and follow the instructions below:
- The term "Green Revolution" refers to the application of chemistry and genetic engineering to food science and farming. Doing these things have changed how humans grow food and how much of it we can grow. In the "agricultural geography" unit, students are expected to analyze the positive and negative effects of the Green Revolution on the Earth's environment and food supply.
You will turn in the following on a typed sheet of paper. Due 4/7
- 1) Read the "national geographic" story
- 2) Imagine you are the teacher of an AP HuGe class tasked with helping students understand the Green Revolution's impact. Develop five discussion questions for students to answer on the national geographic article.
- 3) Using the internet, find one source that discusses the positive consequences of the Green Revolution, and one discussing the negative consequences of it. Develop three discussion questions for each article.
- Develop a writing prompt AND rubric for your students on the Green Revolution on whether or not the effects of the Green Revolution are overall negative or positive.
4/3 Homework read chapter 10 key issue 4. Answer Qs
Download File
3/22 Homework: Use Chapter 7 Key Issue 3 to fill complete the table found on the following attachment. http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_7.pdf
3/22 homework - complete this table
Download File
3/20 Homework: Read Chapter 8 Key Issue 2 from 270-278, stop when you get to Electoral Geography.
http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_8.pdf
For 3/15 homework read chapter 5 key issue 4 and take notes. I'll be checking your notes at the start of class tomorrow. Here's the link: http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_5.pdf
polgeo_project.pdf
Download File
Submit 10/4 HW: Read Chapter 4 Key Issue 2
10/2 Bell Ringer for AP HUGE: Puerto Rico article on CNN. From independent paper in San Juan
puerto_rico_project.pdf
Download File
Find short story here
First Crossing Questions:
1) What is the function of a "Coyote?" How are the helpful, and how can they be dangerous?
2) How do you think Marco feels about crossing the border illegally?
3) If you were Marco's father, would you have brought Marco along?
4) What are some dangers associated with crossing the border illegally?
5) What are some methods those crossing the border use?
6) How do you think people decide whether or not making the crossing is worth it or not? vocab quiz 2 termshey y’all. Terms struck through in red you do not need to know for the quiz. Otherwise, if it’s on the list you may be asked about it
https://www.cfr.org/backgrounder/rohingya-migrant-crisis
9/18 Homework:
Read this link. You'll have a quiz tomorrow. I encourage you to summarize main idea of the sections of the article. This is a magazine piece, not a textbook, so there aren't any vocabulary words, etc. Also, this article consists of three pages - make sure you read page two and three. You'll need to click the links to these pages at the bottom of the page.
9/14 Homework
Complete the pre-reading and case study reading for the lab you will complete during class tomorrow.
In class reading for 9/8
http://www-personal.umich.edu/~mejn/election/2016/
Instructions for sub-day 9/7 - READ THIS AND FOLLOW THE INSTRUCTIONS
Hey y'all, I'm sorry to miss work for two days in a row. I've had a fever all day, which means I'm contagious, and I don't want to get you guys sick. I expect to be back Friday. We'll finish notes then. Therefore, your test has been moved to Monday and the Central America map quiz will now be on Tuesday. Here's instructions for you today. You will need ear buds.
The hurricane(s?) headed our way is/are more important than school, but they're also part of the Human Geography curriculum, so we might as well learn about them, right? First, using headphones, I'd like you to watch two videos about hurricanes and how the Earth's climate changing effects storm strength. Next, I'd like you to read two articles. One is from the Miami Herald, and there other from the News and Observer. Clink the links in order. If you do not have ears buds, then skip straight to the reading. I want you to focus on learning about the economic damage hurricanes cost, and the very difficult decisions that have to be made by government officials as well as ordinary people. I want you to learn all that you can about hurricanes because if you understand how they work and what they do, I think you'll make better decisions if you ever have to experience one, which you might. I will also use the writing you will complete to teach you what I expect from FRQs (Free Response Questions) that will be on some of your tests this semester, as well as the AP exam.
https://www.youtube.com/watch?v=Wk_FVXVnE2I
https://www.youtube.com/watch?v=_0TCrGtTEQM
http://www.newsobserver.com/news/weather/article171469842.html
www.miamiherald.com/news/weather/hurricane/article171519637.html
After watching and reading these things, I would like for you to take out a sheet of paper and write a one page reflection answering this prompt:
Now that you have learned a bit about hurricanes, discuss the three most important things you learned. For each of these three things, describe where you learned it, and why it is important.
After writing this reflection, use the remainder of the class period to study for the test on Monday. I will see you Friday.
- Mr. Sosebee
5/1-5/2 Homework Assignment - Due Date: May 3
You are to read chapter 13 Key Issue 2 and do the following:
- Draw and label the Burgess Concentric Zone Model
- Draw and label the Hoyt Sector Model
- Draw and label the Harris and Ullman Multiple Nuclei Theory
- Draw and label the Latin American City Model
- Answer the following questions:
1) What is the goal of these models?
2) What is the virtue of combining these models?
3) How do wealthy people locate differently in European cities compared to where wealthy people locate in American cities?
4) Where do most poorer residents of European cities locate?
5) Why do European city governments encourage the construction of high-density suburbs?
6) Why do many cities in LDCs resemble the layout of European cities?
7) What are squatter settlements?
8) Why are there few services in squatter settlements?
April 21 homework: use this scoring guideline to grade this FRQ that you worked on in class. (You are only responsible for writing and self-grading the first question on ethanol production.) I will be checking two things on Monday:
1) that you scored your essay. Assign point values to each of your answers.
2) that you made corrections to your answers so you get all six available points.
April 6, Food Inc Alternate Assignment:
Follow this link to a national geographic about the Green Revolution and follow the instructions below:
- The term "Green Revolution" refers to the application of chemistry and genetic engineering to food science and farming. Doing these things have changed how humans grow food and how much of it we can grow. In the "agricultural geography" unit, students are expected to analyze the positive and negative effects of the Green Revolution on the Earth's environment and food supply.
You will turn in the following on a typed sheet of paper. Due 4/7
- 1) Read the "national geographic" story
- 2) Imagine you are the teacher of an AP HuGe class tasked with helping students understand the Green Revolution's impact. Develop five discussion questions for students to answer on the national geographic article.
- 3) Using the internet, find one source that discusses the positive consequences of the Green Revolution, and one discussing the negative consequences of it. Develop three discussion questions for each article.
- Develop a writing prompt AND rubric for your students on the Green Revolution on whether or not the effects of the Green Revolution are overall negative or positive.
4/3 Homework read chapter 10 key issue 4. Answer Qs
Download File
3/22 Homework: Use Chapter 7 Key Issue 3 to fill complete the table found on the following attachment. http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_7.pdf
3/22 homework - complete this table
Download File
3/20 Homework: Read Chapter 8 Key Issue 2 from 270-278, stop when you get to Electoral Geography.
http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_8.pdf
For 3/15 homework read chapter 5 key issue 4 and take notes. I'll be checking your notes at the start of class tomorrow. Here's the link: http://mrsosebeehistory.weebly.com/uploads/7/0/1/5/70151893/ruben_ch_5.pdf
polgeo_project.pdf
Download File
- homework for 3/6 read Chapter 4, Key Issue 2 about "Why Folk Culture is Clustered". Pay special attention to what affect isolation has on cultural diversity, the influence of physical environment on culture, and also to specific examples of housing types within folk cultures.
- 3/2 homework (due 3/6) Click this link to go to the PBS Frontline World website, then follow the instructions on the sheet you were given on 3/2 in class.
- 2/22 homework
- Read this: http://schools.shorelineschools.org/staff/dguthrie/worldgeo/First_Crossing_files/First%20Crossing.pdf
- Answer these:
- What will Marco and his father be attempting that is making Marco so nervous?
- What are some of the dangers of enlisting the help of a coyote? (describe at least two)
- How has Marco’s father been supporting his family?
- How and why did the attacks of September 11 change how the coyote completes her task?
- What happens when Marco and his father are caught by border patrol?
- Describe Marco’s feelings when he sees his father in the car trunk.
- What do you think the next few years will be like for Marco?
- 2/2 in-class reading: Cartogramming the 2016 presidential election