Central Asian WebQuest
Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan
Locations for Central Asian Embassy with Museum
and Satellite Office
A WebQuest for 9th through 12th Grade
(Social Studies/Geography/Language Arts/Art)
Central Asian WebQuest
Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan
Locations for Central Asian Embassy with Museum
and Satellite Office
A WebQuest for 9th through 12th Grade
(Social Studies/Geography/Language Arts/Art)
Roberto Clemente Middle School
Philadelphia, PA U.S.A.
Location Task | Location Process, inc. Expert Research, Experts Collaborate and Compare, Country Groups Reassemble, Final Meeting to Report and Decide | Cultural Museum Task and Process
Evaluation | Conclusion | Bibliography |
Teacher Information, inc. Lesson Plan, Process Guides | Standards | Extensions | Credits
Location: Due to budget constraints, only one U.S.A. embassy and one (smaller) satellite embassy office are to be established to offer services for the five Central Asian nations of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The two offices are used to assist American citizens abroad, as well as representing the United States to the governments of the five countries and interacting with the local citizenry.
It is necessary to employ great care in the selection of the sites so that, as a result of this downsizing, the United States is not perceived as slighting any of the nations or cultural groups.
Museum: Because these nations have so many diverse ethnic groups, languages, and religions, while sharing traditions and history, there will be a cultural museum in the embassy. Artifacts and photographs that show common cultural threads among the countries, and/or cultural icons unique to each country will be displayed.
You and your colleagues have been hired to determine the best locations for the new embassy and satellite office among the five countries. You will use the Internet and library resources to find information. Through sharing and thinking about the information gathered in a collaborative rather than competitive mode, the best locations for the embassy and satellite office will be chosen.
To make this large task easier, country groups will be formed.
Individual members of a country group will become experts in one area. At one meeting of experts, and one meeting of your country group, information will be shared and recommendations made. Each group's recommendations will be made public at a final meeting.
Throughout the fact-finding and presentation processes, use a map of Central Asia to explain and support facts.
Please be advised that there is no one right answer. The goal is not to find the PERFECT locations for the embassy and satellite office; the goal is to find the BEST locations, using the facts researched and presented.
EXPERT RESEARCH
Each team will have up to five members. There will be five teams. Each team will gather information from one of the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan.
For a general overview of your country, start by reading about it in the latest available edition of a reference book such as the World Book Encyclopedia of People and Places, the Junior Worldmark Encyclopedia of the Nations, or any general encyclopedia.
Persons on each team will become expert in an area listed below for that country. The Internet links provided supply information that the experts need to answer their questions.
When the information has been gathered, the experts will meet with their country group to share the information found.
Refer to a map to support facts.
1. Country size, borders
How large is your country? Compare its size to a state in the United States, or another country or continent.
What other countries does it border?
Refer to a map to support your findings.
All countries:
Asia Click on country name from alphabetical list. Read Introduction.
Kazakhstan:
Kyrgyzstan:
Tajikistan:
Turkmenistan:
Uzbekistan:
2. Topography, including major cities and available transportation
Describe the terrain of your country. How does this affect establishing an office in various locations of the country?
Should an embassy or satellite office be built in a major city? If so, which cities would be likely locations and why?
Describe any other possible location(s) and why you have selected it/them.
Describe and consider types of transportation.
Use a map to explain your findings.
All countries:
Asia Click on country name from alphabetical list. From list on left, click on Land.
Kazakhstan:
Kyrgyzstan:
Transportation Click English. Across top, click on Tourist Information; to left, click on Transport. Across top, click on Destinations; look for taxi and horse icons, Public Transport, or read about walking.
Tajikistan:
Turkmenistan:
Uzbekistan:
3. Population figures
What is the number of the total population in millions?
What percentage of the population is literate?
What is the population density in comparison to a state in the United States?
Where do people live?
Create a graph illustrating the percentage of literate adults compared to the total population in millions.
All countries:
Asia Click on country name from alphabetical list. Read Introduction. From list on left, click on People.
Kazakhstan:
People (2 places on the page)
Kyrgyzstan:
People (2 places on the page)
Tajikistan:
People (2 places on the page)
Turkmenistan:
People (2 places on the page)
Uzbekistan:
People (2 places on the page)
4. Population demographics
What ethnic groups are represented?
What languages are represented?
What religions are represented?
Make graphs showing the percentages of persons by ethnicity, languages spoken, and religions practiced compared to the population in millions.
All countries:
Asia Click on country name from alphabetical list. From list on left, click on People and Language.
Kazakhstan:
People (under OFFICIAL NAME)
Kyrgyzstan:
People (under OFFICIAL NAME)
Tajikistan:
People (under OFFICIAL NAME)
Turkmenistan:
People (under OFFICIAL NAME)
Uzbekistan:
People (under OFFICIAL NAME)
5. Recent political history
What is the political history of your country during the last twenty to thirty years?
All countries:
Human Rights Watch article
Kazakhstan:
Government, Transnational issues
Foreign Relations, U.S. Relations
Political System, Recent Political Developments
Human Rights Watch Read press releases and latest reports.
Kyrgyzstan:
Government, Transnational issues
Foreign Relations, U.S. Relations
Political System, Recent Political Developments
Human Rights Watch Read latest report.
Tajikistan:
Government, Transnational issues
Foreign Relations, U.S. Relations
Political System, Political Developments
Human Rights Watch Read press releases and latest reports.
Turkmenistan:
Government, Transnational issues
Foreign Relations, U.S. Relations
Political System, Political Developments
Uzbekistan:
Government, Transnational issues
Foreign Relations, U.S. Relations
Political System, Recent Political Developments
EXPERTS COLLABORATE AND COMPARE
Next, the experts on a subject from one country must meet with all the other countries' experts on the same subject. (All experts on borders meet together, all experts on topography meet together, etc.) The experts' task is now to share and compare information, answering these questions.
1. Country size, borders
How do the countries compare in size?
List the countries in order from biggest to smallest.
Are there places where countries meet along the borders that would be advantageous locations for an embassy or satellite office? Why, or why not?
Explain using a map.
2. Topography
How does the topography of the various countries make establishing an embassy or office reasonable or difficult?
Are there major cities that would be good candidates for the embassy of office? Where are they located across the five countries?
How does transportation compare among the countries?
Does any expert have another idea for a good location, which he/she can back up with good reason(s)?
Decide together several locations among the countries that would be good for an embassy or satellite office.
Explain using a map.
3. Population figures
Compare the total population figures for each country.
List the countries in order from most to least numbers of inhabitants.
Compare literacy rates among the countries.
Share information about population density and places where people live.
What conclusions can this group of experts make about the factors of population numbers, literacy, population density and where people live as they affect the location of an embassy or embassy satellite office?
Together, based upon your conclusions, determine where each of the five countries would appear on a list to host the embassy and satellite office.
4. Population demographics
Compare the graphs showing the countries' ethnic groups, their languages and religions.
Which countries have populations that are most alike?
Which countries have populations that are most different?
Which countries would provide the embassy and satellite office with the most exposure to a majority, rather than minority, populace?
Which countries would provide the embassy and satellite office with the most exposure to the greatest number of diverse people?
Discuss why the embassy and satellite office should serve the needs of the most alike, or most diverse, populations.
Together, using facts and discussion, determine where each of the five countries would appear on a list to host the embassy and satellite office.
5. Recent political history
Each expert briefly states the recent political history of his/her country.
Together, answer the question, "Why, or why not, would a United States embassy or satellite office be welcome and/or helpful in each of these countries, considering recent political history?"
Using reasons, make a list of the five countries from most welcoming/helpful to least welcoming/helpful countries. The most welcoming/helpful country would be the best location for the embassy; the next most welcoming/helpful country would be that for the satellite office.
The experts will now reassemble in their country groups to relate how their country compares to the others in their area of expertise. The country name will head a piece of chart paper. On this, a recorder from the group will write each expert's finding and reason succinctly. The group will review these cumulated findings and reasons, looking for consistencies and inconsistencies, and strong and weak points. At the end of this meeting the country groups should be able to articulate the reasons why and/or why not their country is a candidate for an embassy or satellite office.
FINAL MEETING TO REPORT AND DECIDE
A moderator will lead a final meeting of all country groups together. The following questions need to be answered.
Where should the embassy be located, and why?
Where should the satellite office be located, and why?
All findings with reasons for each of the five countries will be read aloud. Using discussion and considering the proximity of the embassy office to the satellite office, the final, best locations for the two offices among the countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan will be determined. A vote may be taken, if necessary.
Cultural Museum Task, Process, and Final Presentation
Each country group is to choose artifacts and photographs representing important or unique cultural icons from its country or population to be displayed in the embassy museum. There is no limit to the number of artifacts or photographs selected. Each must clearly represent something special about its country or people of origin.
For each artifact or photograph chosen, find an image to share (photocopy, print, web site or PowerPoint presentation) with the larger group. Write a caption for each image, explaining why it was chosen. These images will be made available for the larger group to view according to the medium of display chosen by the creator (poster, web site, PowerPoint presentation, etc.).
The following Internet sites will be distributed among the members of each country group for investigation.
All countries:
Click on Dwellings, Food, Animals.
Central Asia Click on country name from alphabetical list. Read Introduction. From list on left, click on Culture, Animal & Plants, People.
Kazakhstan:
Flag Read description.
Symbols (variant spelling used at this site)
Click Enter. Click on Kazakstan; under Symbols of Kazakstan, click on items in list. Click on Culture; click on items in list. Click on History; under History of Kazakstan, click on items in list.
Even more culture Click on Culture. Then, click on Musical Arts and Musical Instruments, Arts and Crafts, Yurta, Traditional Holidays and Entertainment, National Games, and Dastarhan.
Pictures of Kazakstan Click on each photograph to view.
Architecture Click on photographs to enlarge and read captions.
Photographs Click on each photograph to enlarge it and read description.
More photographs In Keyword Search box type Kazakhstan. Click Go. Click on photographs to enlarge and scroll down for information.
History Click on History. Click on Ancient and Medieval History of Kazakhstan. Under Archaeology, click on Zhalauly Buried Treasure and Issyk Burial Mound.
Geography, Tourism Click on Tourism, Traveling Places, Nature Reserves.
Traditional Jewellery Click on Ancient Gold to the left and Jeweller Items to the right.
Cooking Click on items.
Kyrgyzstan:
Flag Read description.
Even more photographs In keyword search box type Kyrgyzstan. Click Go. Click to enlarge photographs and scroll down for information.
Food Click English. At top, click on Tourist Information; at left, click on Food.
Tajikistan:
Flag Read description.
Photographs Click on photographs to enlarge and read captions.
More photographs In keyword search box type Tajikistan. Click Go. Click to enlarge photographs and scroll down for information.
Turkmenistan:
Flag Read description.
History and Culture Click on Akhalteke Horses, Turkmen Carpets.
Turkmen International Home Page Click on Horses, Rugs and Carpets, Jewelry, Folk Art.
Turkmen Classic Music Home Page To left, click on name. When page loads, click on music selection.
Section VII. Main Tourism Sites Along the Great Silk Road
Click on Nisa, Merv, Serakhs, Kunya-Urgench. At each site, click on Additional Information.
Information Under paragraph, click on more general information.
To the left, click on Ahal Attractions, Balkan Attractions, Dashogus Attractions, Lebap Attractions, Mary Attractions.
In box on right, click on list of additional attractions.
Under Tour Styles, click on Overland & Train, Ethno Arts & Crafts, Eco & Trekking, Extreme & Expedition.
Also, click on words in bold.
Recipes Click on Main Dishes, Vegetarian, Desserts.
Uzbekistan:
Flag Read description.
More images Click on photographs to enlarge and read captions.
Photographs of Uzbek Cities and Architecture Click on photographs to enlarge and scroll down to read captions.
Photographs Click on photographs to enlarge and read description.
Rugs Do not read this lengthy text. Scroll down the page for clickable links to carpet photographs.
Uzbek Music-- a webpage designed by 6th grade students at the Tashkent International School, 2003
Location--EXPERT RESEARCH; EXPERTS COLLABORATE AND COMPARE; COUNTRY GROUPS REASSEMBLE; FINAL MEETING TO REPORT AND DECIDE
Contributions, courtesy Many positive contributions to the
research and discussion are made; courtesy is displayed at
all times. Contributions to the research and
discussion are made; courtesy is displayed most of the
time. Contributions to the research and
discussion are made occasionally; courtesy is displayed
infrequently. Contributions to the research and
discussion are few; courtesy is absent. Following directions, research
quality Directions are followed; appropriate
resources are used; research is thorough; accurate
information is collected. Most directions are followed; most
resources are used; more research could have been done; most
of the information is accurate. Directions are followed occasionally; few
resources are used; research is incomplete; inaccuracies are
evident. Directions are not followed; resources
used are not appropriate; research is incomplete;
information is wrong. Answer quality All questions are answered; answers are
based on research. Opinions are supported by facts.
Most questions are answered; most answers
are based on research. Most opinions are supported by
facts. A few questions are answered; a few
answers are based on research. Few opinions are supported by
facts. Most or all questions are not answered;
questions answered are not based on research. The few
opinions expressed are not based on facts. Map use Map is used extensively to support facts
and answers. Map is used frequently to support facts
and answers. Map is used infrequently to support facts
and answers. Map is used once or twice,
only. Graph quality Graphs relate accurate information; they
are neat, clearly labeled and easy to interpret. Graphs relate mostly accurate
information; they are neat, labeled, but could present the
information more clearly. Graphs relate some accurate information;
they are not neat, not clearly labeled, and leave the viewer
with questions about their meaning. Graphs do not relate accurate
information; they are sloppily done and difficult to
understand. Timely completion Assignments are completed in full and on
time, including a timely decision about the location of the
embassy/museum and satellite office. Assignments are completed almost in full
and on time; the decision about the location of the embassy/
museum and satellite office could have been completed
sooner. Assignments are not complete and/or late;
the decision about the location of the embassy/ museum and
satellite office took a long time to complete. Assignment is not complete and late; the
decision about the location of the embassy/ museum and
satellite office was an afterthought.
Museum
Research quality Appropriate resources are used for
research; research is thorough. Appropriate resources are used for
research; almost all research is completed. Not all resources used for research are
appropriate; only some research is completed. Resources used are not appropriate;
little research is done. Selection and labeling of
images Artifacts and photographs selected
represent important or unique cultural icons of the country
or population of origin. The images
are varied and interesting. Captions for the images clearly
explain the importance of the image to the country or
population of origin. Most artifacts and photographs selected
represent important or unique cultural icons of the country
or population of origin. The images
are varied and interesting. Most of the captions for the
images explain the importance of the image to the country or
population of origin. Only a few artifacts and photographs have
been selected to represent important or unique cultural
icons of the country or population of origin.
The images could be more varied or
interesting. Captions for the images do not clearly explain
the importance of the image to the country or population of
origin. There are few selected artifacts and
photographs representing important or unique cultural icons
of the country or population of origin.
The images are not varied or interesting,
and the captions are nonexistent. Final presentation The final presentation is neat and
finished on time. The final presentation is legible and
finished on time. The final presentation is on time but
sloppy, or neat, but late. The final presentation is sloppy and
late.
Grade points: A = 30-36
B = 23-29C = 16-22
D = 9-15
Congratulations! You have conducted research on five countries of the world that were little known to people in the western hemisphere during the last century. You have made informed decisions using information gathered from printed and electronic resources, sharing and comparing it in a collaborative and cooperative mode. You have created graphs, displays of carefully selected images, and read maps. Through this process, you have become knowledgeable about people whose histories, lifestyles and customs are very different from your own.
As different as these people may appear to be, we share with them the common bond of humanity and our one earth. Fact-finding such as that which you have just completed helps to broaden our outlooks and helps each of us to become more tolerant and understanding.
Junior Worldmark Encyclopedia of the Nations [Timothy L. Gall and Susan Bevan Gall, editors]. New York, U*X*L: c1996. 9 v.
ISBN 078760741X
LC CARD # 95036739
*****
The World Book Encyclopedia of People and Places. Chicago : World Book, c1994. 6 v.
ISBN 0716637936
LC CARD # 93060511
*****
National Geographic. "Caspian Region / Afghanistan / Pakistan" map originally featured in the May 1999 National Geographic Magazine. Double-sided, folded. ID #: 69032, $8.99 each.
National Geographic Maps
P.O. Box 4357
Evergreen, CO 80437-4357
Summary:
This WebQuest "explores" the five Central Asian countries which declared their independence from the former Soviet Union in the early 1990s. Topics to be researched are geography, topography, populace, recent political history and the culture of many diverse ethnic groups.
Students conduct research using print and electronic resources, collecting, comparing, analyzing, and synthesizing information. Students use a map, create graphs, make a visual presentation, collaborate, make informed decisions and arrive at a conclusion. There is no one correct conclusion.
The web pages originating in the countries researched are written in the formal English of educated scholars. Also, some pages are translated into English by persons whose first language is not English, resulting in nonstandard word usage. Therefore, this WebQuest is most appropriate for English language proficient high school students.
Lesson Plan:
Grade Level: 10-12, English language proficient
Curricular Areas: Social Studies, Geography
Interdisciplinary Connections: Language Arts, Art
Goal/Purpose: Students will
Length of Project: All estimates are dependent upon local conditions, including ready access to the Internet and class time available to work on creating graphs and visuals.
Introduction: Introduce Web Quest and print and Internet resources. Create country groups and determine "experts." (Before determining "experts," review the requirements of each section in Location Process. Different levels of ability are required for different sections, allowing heterogeneous ability groupings. Ex., Country size and borders is simple reporting; Population sections require drawing graphs and analyzing the information contained therein. Later in the project, Tajikistan has few links to cultural sites, so it may be a good country choice for struggling students.) Suggested time: 1 day
Expert Research: Experts gather information from web sites. (Extra time may be needed to create graphs.) Suggested time: 2-3 days
Experts Collaborate and Compare: Subject experts meet together to share and compare information and answer the questions. Suggested time: 1-2 days
Country Groups Reassemble: Country groups assemble to determine and articulate the pros and cons of their country hosting the embassy or office. Suggested time: 1-2 days
Final Meeting: Meeting is held to collaboratively determine locations of embassy and satellite office. The teacher or a student can be the moderator. Discussion can be stimulated by the facts listed on the chart papers. Consensus is preferred, but a vote may be taken, if necessary. Suggested time: 1-2 days
Cultural Museum Research: Web sites are investigated for images of common or unique cultural icons. (Kazakhstan's list is lengthy; Tajikistan's list is short.) The images are prepared for viewing. (This may be a longer process depending upon the medium chosen.) Suggested time to completion: 5-10 days.
Final Presentation: Presentation of the cultural images. Suggested time: 1-2 days
*****
Student Process Guides are useful to instruct students about processes for interacting with data and with each other. The following guides may be helpful with this WebQuest.
Teacher Guide #2: Using Photographs in the Classroom
SOCIAL STUDIES STANDARDS (adapted from Ten Thematic Strands in Social Studies of the National Council of Social Studies [NCSS]):
Culture: Students build an understanding of adaptation, assimilation, acculturation, diffusion and dissonance among social groups.
People, Places, and Environment: Students build an understanding of location and geography, and relate them to public and international policy.
Global Connections: Students build an understanding of national and global decisions, interactions and consequences, global ecology, human rights, and peace.
STANDARDS FOR ENGLISH LANGUAGE ARTS (sponsored by National Council of Teachers of English and IRA)
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g.,libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Ancient history/Archaeology
Climate/weather
Commonwealth of Independent States (CIS)
Education
Environment, natural resources and endangered species
Central Asian traditional music including instruments and sound recordings
Study of religions including Islam, Russian Orthodox, shamanism, etc.
Silk Road
I wish to thank my colleagues at Roberto Clemente Middle School, School District of Philadelphia, PA, who have provided guidance, mentoring, common sense and support: Pat Mazzuca, Principal; Carol Hamilton, Literacy Specialist; Evelyn Rosen, Social Studies Coordinator; Joyce Arnosky, Program Support Teacher; Migdalia Torres, Supportive Service Assistant; Ron Walker, Technology Leader, Bruce Stern, Technology Teacher, and Thurman Martin, III, Technology Assistant. Thanks also to Catherine Wester, Library Technology Coordinator; fellow school librarian Magna Diaz, whose invitation to present at her multicultural workshop for the PA School Librarians' Association led to the creation of this WebQuest; Meredith Morris, Adult Librarian, District of Columbia Public Library, for a great list of subjects generated through stream of consciousness at the kitchen table; William Vetter, for guidance in cultural sensitivity. Most importantly, my husband, Michael, has been very tolerant of my absence "in situ," while working on this project.
*****
The following sites have given permission for this page to be linked to theirs:
<bdodge@mail.sdsu.edu> WebQuest template and Process Guides
webmaster@kazakinfo.com
Erica.Pelino@lonelyplanet.com
bruno_decardier@yahoo.com <www.kirgistan.info>
info@stantours.s5.com
worden@humanrightswatch
jburke@euraisianet.org
<Dave@countryreports.org> Permission for use of flags and national anthems
wvetter@ipfw.edu
<welcome to.kazakstan> Blanket permission under FAQ
<AlexisRaphael@washington.edu> Also, blanket permission at content.lib.washington.edu/use-info.html
burditt@okstate.edu
jonathan@barthphoto.com
<turkmen@mindspring.com> Turkmenistan Embassy
farzad@turkmens.com
greglas@aya.yale.edu <www.chaihana.com>
Larry@asiarecipe.com
ronocal@lr.net <www.rugreview.com>
gulistan@earthlink.net <home.earthlink.net/%7Egulistan/uzbek.html> Uzbek dance
mapzones.com
<http://sympatico.animfactory.com/af_animals_camels_variant_page_jerry_camel_walking.html> free animated camel gif
*****
As of 4/2/03, permission to link has been requested from the following sites and is considered pending:
www.turkmenistan-travel.com
www.kz
www.president.kz
www.thenationalanthems.com
www.dutar.com
www.sport-horses.org
*****
When requesting permission to link, the following e-mail addresses were returned with fatal errors in March, 2003.
webmaster@chinavista.com (can't create output file)
http://park.org/kazakhstan/horse.html (feedback is closed)
http://freenet.bishkek.su/kyrgyzstan/cult.html (unable to locate server mail)
fashimbo@colo-net.com (host unknown)
webcorp@webcorp.com (user unknown)t
*****
No contact information could be found on the web site for:
http://www.president.kz
www.wizweb.com/-susan/kyrgyz/pictures.html
Revised 6/9/03