Mapping Countries Connect o In the last lesson, we researched clothes in different countries and nations.

. Now we are going to share what we learned. o When I learn something about another country or nation, it helps me to know where in the world that country or nation is. Introduce globe and map o Find a country/nation on the globe For example, I did my research on Egypt. I learned about where it is. Now I am going to show everyone where it is on the globe. o Find a country/nation on a map Because not everyone can see the globe, I am going to glue the pictures I printed on this map where Egypt is so everyone can see and remember. I learned that in Egypt both men and women wear galabeyas, which look like dr esses. I printed off a photo of a girl in a galabeya going to a party and a boy in a galabeya going to work. I am going to label these photos Egypt and glue these photos on the map so we can remember what people in Egypt wear. Have students share o Have students find a country/nation on the globe in groups and share it with the class o Have students share what they learned about clothes in their country/nation of research with the class and label and glue their photos to the map Scaled Graphing and Comparison Individual Scaled Bar Graphs o Model how I question my thinking Hmmmmm. I used to think it was weird for men to wear skirts and dresses. Now, when I look at our maps, I see nine countries where men wear skirts and dresses. I know these are only some of the countries around the world where mean wear skirts and dresses because we did not research ALL the countries in the world. If so many men around the world wear skirts and dresses, it must be okay. So maybe it isnt weird for boys to wear skirts and dresses . Based on our research, I wonder how many men around the world might wear dresses and skirts. o Tell the students about how many men are in each country. o Model how to use this information to make a scaled graph. It says that Egypt has around 40 million men. Wow. That is a huge number. I definitely cannot graph that high if I mark my graphs by ones. I remember that we learned about scaled graphs. Maybe that will help. I wonder if I mark by millions how many that would be. That would be 40 different mill ions. That is still high. What if I mark my graph by 5 million? Then I would only have to make 9 graph marks for: 0 million, 5 million, 10 million, 15 million, 20 million, 25 million, 30 million, 35 million and 40 million. That I can draw on a graph. I will mark this on my y-axis which goes up and down, and label this axis or line, number of men who could wear dresses. On my x-axis, which goes left to right, I will label the line Countries/Nations. I will pick a place where I can put Egypt. Over the spot that says Egypt, I will color a bar all the way up to the 40 million mark on my graph paper. o Make scaled bar graphs Give students the number of men in each of their countries Have students take graph paper Help students think about an appropriate scale to use Have students make a bar with the country they researched Group Scaled Bar Graph o Combine all the graphs Now that we each have a graph for a country, lets make a giant graph on the floor. I already marked the floor with tape. o Choose a scale Whose country has the most men? Egypt has 40 million men and India has 500 million men, which country has more? India. So we should use that to make our scale. If I have ten spaces on my graph, how many million should each mark on the graph be? 500 million divided by ten is 50 million, so I will mark each line as 50 million. o Make bars for each country I want to show how many men are in Egypt so I will label this first spot on the x -axis, or left to right line, Egypt. Now I will make a bar with red paper. I know there are 40 million men in Egypt, but the first mark says 50 million, that means my paper has to be shorter than the first mark. Have students come up by country group to say how many million men could wear dresses in their assigned country. Have students make a bar for their country, with a different color paper per country. o Compare the numbers Ask students which country has more men who could wear dresses Ask students how many more men one country has than another country Ask students which country has fewer men who could wear dresses Ask students how many fewer men one country has than another country o Compare totals Have students add up the total men who could wear dresses just from these nine countries Wow. We looked at nine countries where men can wear dresses and found there are over a billion men who could wear dresses in just these countries. I bet if we looked at all the countries we would find even more. One billion is such a large number. Do you think it is bigger than the number of people in Madison? What about Wisconsin? What about the United States?

Provide students with numbers for comparison Tell students that there are about 150,000 men in Madison Tell students that there are about 6 million men in Wisconsin Tell students that there are about 150 million men in the United States Ask what this means So if I know over a billion men could wear dresses around the world, probably more if I looked at all the countries, and I know a lot of these men are native people from America or move to America. Does that mean that there are a lot of men who could wear dresses or skirts in America? What makes me think there are a lot of men who could wear dresses or skirts? If so many men in America could wear dresses or skirts, it is weird for boys to wear dresses? If so many boys in America could wear dresses or skirts, should I be seeing boys wearing dresses or skirts in books, on tv and in stores?