Student View

KEY STANDARDS

RH.6-8.1, RH.6-8.2, RH.6-8.6, RH.6-8.7, RI.6-8.3, RI.6-8.10, SL.6-8.1, SL.6-8.4

CURRICULUM CONNECTIONS

• Use this article to spark a discussion about the ways in which time zones can affect trade, travel, and communication among countries.

• Reinforce geography skills with the map-reading activity.

Before Reading

1. STUDENT ENGAGEMENT
​(10 MINUTES)

Have students respond to the following prompts: What are time zones? Under what circumstances might people need to know what time it is in other parts of the world? Have a few students share their responses with the class.

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Read & Analyze

2. INDEPENDENT READING
(15 minutes)

Have students read the article on their own, then answer the map questions.


3. FULL-CLASS DISCUSSION
(15 MINUTES)

Have students write their answer to each question, or use these prompts to guide a discussion.

  • Has China always had just one time zone?
    (No. Prior to 1949, China had five time zones. But after Communist ruler Mao Zedong came to power that year, he ordered that all of China keep the same time as a way to promote nationalism within the country.)
  • How did railroads lead to a standardized system of time zones?
    (By the late 19th century, railroads were making travel easier in the U.S., but differing local times from city to city led to confusion for passengers and train operators. So, in 1883, U.S. and Canadian railroads adopted a standardized system of time zones. One year later, at a conference in Washington, D.C., officials created a worldwide system of 24 standard time zones.)

Extend & Assess

4. U.S. TIME ZONES

Have students complete the skills sheet Reading a Map: U.S. Time Zones.

DIFFERENTIATING

Lower Level Allow students to work in small groups to complete the map activity in the article.

Higher Level Have students come up with five additional map questions for their peers to answer.

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