Lesson Plan #2

Italy
Introduction:
Italy is a remarkable place of history, architecture, people, culture, and is rightfully nicknamed the living
art gallery. This lesson has a large emphasis on bringing in many current affairs and news articles. This
allows the students to make strong connections to the issues Italy is currently facing.

Objectives:
Content/Knowledge:
1. Students will be able to describe the culture of Italy
2. Students will be able to identify the different land forms and historical sites of Italy
3. Students will be able to explain who Benito Mussolini was and what impact he had on
the nation of Italy
4. Students will be able to elaborate on the financial crisis in Italy

Process/Skills:
1. Students will be able to construct a brochure for a city in Italy using Microsoft Publisher
2. Students will be able to watch a powerful speech by Benito Mussolini declaring war on
France and Great Britain
Values/Dispositions:
1. Students will be able to work as a team to complete required tasks
2. Students will be able to make personal connections to other parts of the world
3. Students will be able to reflect on feelings towards a speech by Benito Mussolini

Standards:
State Illinois Learning Standards
16.A.3b Make inferences about historical events and eras using historical maps and other
historical sources.
15.A.3d Describe the causes of unemploy-ment (e.g., seasonal fluctuation in demand, changing
jobs, changing skill requirements, national spending).
15.B.4b Analyze the impact of current events (e.g., weather/natural disasters, wars) on consumer
prices.
18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media,
art and architecture in developing pluralistic societies.
14.A.3 Describe how responsibilities are shared and limited by the United States and Illinois
Constitutions and significant court decisions.
15.C.4a Analyze the impact of political actions and natural phenomena (e.g., wars, legislation,
natural disaster) on producers and production decisions.

National National Council for the Social Studies Standards

.
I.A Explore and describe similarities and differences in the ways groups, societies, and
cultures address similar human needs and concerns;
2.
I.C describe ways in which language, stories, folktales, music, and artistic creations serve
as expressions of culture and influence behavior of people living in a particular culture;
3.
II. D identify and use various sources for reconstructing the past, such as documents,
letters, diaries, maps,textbooks, photos, and others;
4.
III.A construct and use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
5.
III. C use appropriate resources, data sources, and geographic tools such as atlases, data
bases, grid systems, charts, graphs, and maps to generate, manipulate, and
National National Standards for Geography
1.
How to use maps and other geographic representations, geo-spatial technologies,
and spatial thinking to understand and communicate information.
17.

How to apply geography to interpret the past.

6.

How culture and experience influence people's perceptions of places and regions

Common Core: ELA: Social Studies

CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.

1.

Blue Hat Process:

a. Teacher Instructions
1. Instructor will hand out a schedule and plan of action for the class period
2. Instructor will go through plan of action and explain the purpose of each learning station
3. The instructor will then go through the instructions for each station that the students will
be completing and discussing the expectations for group work
b. Resource
1. Document 1-1: Schedule of class period
2. Document 1-2: Instructions and Groups
c. Student Activity
1. The students will receive a schedule of the class period and instructions for each task
they will be completing during the learning stations.
2. The students will listen to instructions for each learning station
3. The students will also recognize what groups they will be working with

2.

White Hat Objective:

a. Teacher Instructions
1. Before the instructor dismisses the students to begin the learning stations, the instructor
will be providing the basic physical and human geography content of Italy through a
lecture.
2. Instructor will hand out a chart to the students that they will take notes on
3. Instructor will give lecture on the basic foundations of the physical and human
geography of Italy
4. Instructor will show map of Italy and image of Sistine Chapel
b. Resource
1. Document 2-3: Chart for notes
2. Document 2-1: Lecture Notes
3. Document 2-2: Italy Map and Sistine Chapel
c. Student Activity
1. The students will be using their charts to take notes on the instructors lecture
presentation

3.

Station 1: Red Hat Intuitive:

a. Teacher Instructions
1. Instructor will have provided station with a laptop with a YouTube video ready to play
2. Instructor will have provided station with transcribed copies of speech
3. Instructor will also have provided station with biography
4. Instructor will have also provided station with a reflection guide that will be done
individually
5. Instructions for the station are also provided at the station by the instructor
b. Resource
1. Document 3-1: Station Instructions
2. Document 3-2: Transcribed Speech
3. Document 3-3: YouTube Video
4. Document 3-4 Reflection Guide

c.

4.

5.

6.

5. Document 3-5: Bio of Mussolini

Student Activity
1. As a group students will read of station instruction
2. Students will look over short biography of Benito Mussolini
3. Students will watch YouTube video and read transcribed speech provided
4. They will then answer two reflection questions individually
5. The group leader will collect reflections and give them to instructor when completed

Station 2: Black Hat Negative:

a. Teacher Instructions
1. At station two the instructor has provided four of a BBC news article on the negative state
of the Italian Economy.
2. The instructor has also provided the station with a list of discussion questions that the
group should prior to reading and after reading
b. Resource
1. Document 4-1: Discussion Questions & Instruction
2. Document 4-2:Article on Economy
c. Student Activity
1. In their station groups the students will discuss at least two of the prior-to-reading
questions on the discussion question hand-out
2. In their groups the students will take turn popcorn reading the article until it is finished.
3. Students will then discuss all three of the post reading discussion questions from the
discussion questions hand-out
Station 3:Yellow Hat Positive:
a. Teacher Instructions
1. At station number three the instructor has placed a copy of the instructions for this
station
2. The instructor has also provided the station with two different, positive news stories with
two copies of each.
b. Resource
1. Document 5-1: Group Instructions
2. Document 5-2: Article One
3. Document 5-3: Article Two
c. Student Activity
1. As a group the students will read the instructions. The students will be doing a think-pairshare activity
2. The students in the group of five will each read one of the two news stories individually.
They may write notes or questions down if they need to.
3. The two students who read the one article will pair up and discuss that article and the
three that read the other article will discuss their article
4. Then the entire group will come together to present what their articles were about and
host further discussion
Station Four: Green Hat Creative:
a. Teacher Instructions
1. Instructor will have provided five laptops for the stations
2. The instructor will have also provided the instruction, requirements, rubric and group
assignment hand-out
b. Resource
1. Document 6-1: Instructions, Group Assignments, Rubric
2. Five Laptops
c. Student Activity
1. Using Microsoft Publisher each group will be making a brochure for an assigned city
2. The leader will be in charge of putting brochure together while the other four group
members will aid leader and focus on the research of information

Document 1-1
Schedule of Class: November 19th 2014
Block A: 9:05- 12:00
Plan of Action and Instruction: 9:05-9:20
Lecture: 9:20- 10:00
First Station Rotation: 10:10-10:30
Second Station: 10:30- 10:50
Third Station: 10:50- 11:10
Fourth Station: 11:10- 11:30
Extra Time to finish Pamphlets: 11:30-12:00

Document 1-2

Instructions for Italy Learning Stations

1.
2.
3.
4.
5.
6.
7.
8.

There are four different stations

Each stations has a different activity with specific
instructions for each stations
You will have 20 minutes at each station
At the end we will have time to finish any activities your
group did not finish in the allotted time.
Before starting any station, as a team, make sure each
member understands the directions.
If there are any questions at any time please raise your
hand.
The leader of the group is bolded and the number above
correlates to the first station you begin at
When the 20 minutes is up the leader will bring all
completed hand-outs (if any) to the instructor.

(1)
Ben
Samantha
Carlos
Abby
Rose

(3)
Luke
Tanya
Phillip
Rachel
Cheyenne

(2)
Lexie
Paul
Megan
Joe
Evan

(4)
Courtney
Jason
Melissa
Travis
Ethan

Document 2-1

Lecture Notes:
Peninsula- Boot Shaped
Mediterranean Sea Surrounding
Mountains
Dolomite Mountains
Apennine Mountains
Po River- Fertile farming
Major cities and population: Rome, Milan, Naples, Genoa, Venice
Climate: North similar to Midwest, can get snow and south has Mediterranean climate
Sicily and Sardinia Sicily is largest island in Mediterranean
Active volcanoes and earthquakes
Vatican City- Roman Catholic Church, Worlds smallest country
San Marino- Independent Republic
Industry: Northern Italy- clothes, shoes, cars
Industry Southern: Food, olives, wine fruits, tomatoes (irrigation)
Tourism as a strong industry
70% live in cities- North Rome and Naples and the south is more rural
Population 58 million
Capitol is Rome
Language Italian, different dialects: Sardinian, Neapolitan ,Sicilian etc..
Roman Catholic & Islam
Art- classical, roman, renaissance, baroque, neoclassical
Colosseum, leaning tower of Pisa , Sistine chapel
Michelangelo, Raphael, Donatello, Botticelli, Da Vinci
Wine, cheese and pasta are important part of Italian meals. Pasta comes in a wide range; penne, spaghetti, linguine,
fusilli and lasagna.
In the North of Italy, fish, potatoes, rice, sausages, pork, and different types of cheeses are the most common
ingredients. Pasta dishes with tomatoes are popular, as are many kinds of stuffed pasta, polenta and risotto.
In the South, dishes are dominated by tomatoes either served fresh or cooked into sauce and also includes
capers, peppers, olives and olive oil, garlic, artichokes, eggplant and ricotta cheese.
Italians celebrate Christmas and Easter.
November 1 commemorates Saints Day, a religious holiday during which Italians typically decorate the graves of
deceased relatives with flowers.
Many Italian towns and villages celebrate the feast day of their patron saint. September 19- feast of San Gennaro,
the patron saint of Napoli.
April 25 is the Liberation Day, marking the 1945 liberation ending World War II in Italy in 1945.

Document 2-2

Document 2-3
Physical Geography

Culture

Document 3-1

Station One Instruction:

As a group look over the biography

Please watch the video and follow along with your transcribed copy of his speech
It is suggested you read and watch the video more than once
You will then complete reflection guide individually

Document 3-2

Soldiers, sailors, and aviators! Black shirts of the revolution and of the [Fascist] legions! Men and
women of Italy, of the Empire, and of the kingdom of Albania! Pay heed!
An hour appointed by destiny has struck in the heavens of our fatherland. (Very lively cheers).
The declaration of war has already been delivered (cheers, very loud cries of War! War!) to the
ambassadors of Great Britain and France. We go to battle against the plutocratic and reactionary
democracies of the west who, at every moment have hindered the advance and have often endangered the
very existence of the Italian people.
Recent historical events can be summarized in the following phrases: promises, threats, blackmail, and
finally to crown the edifice, the ignoble seige by the fifty-two states of the League of Nations. Our
consience is absolutely tranquil. (Applause). With you the entire world is witness that Fascist Italy has
done all that is humanly possible to avoit the torment which is throwing Europe into turmoil; but all was
in vain. It would have suffieced to revise the treaties to bring them up to date with the changing needs of
the life of nations and not consider them untouchable for eternity; it would have sufficed not to have
begun the stupid policy of guarantees, which has shown itself particularly lethal for those who accepted
them; it would have sufficed not to reject the proposal [for peace] that the Fuhrer made on 6 October of
last year after having finished the campaign in Poland.
But now all of that belongs to the past. If now today we have decided to face the risks and the sacrifices
of a war, it is because the honor, the interests, the future impose and iron necessity, since a great people is
truly such if it considers sacred its own duties and noes not evade the supreme trials which deternin the
course of history.
We take up arms to resolve, after having resolved the problem of our land frontier, the problem of our
maritime frontiers; we want to break the territorial chains which suffocate us in our own sea; since a
people of forty-five million sould is not truly free if it does not have free access to the ocean.
This gigantic struggle is nothing other than a phase in the logical development of our revolution; it is the
struggle of peoples that are poor but rich in workers against the exploiters who hold on ferociously to the
monopoly off all the riches and all the gold of the earth; it is the struggle of the fertile and young people
against the sterile people moving to the sunset; it is the struggle between two centuries and two ideas.
Now that the die are cast and our will has burned ourships at aour backs, I solomnly declare that
Italy does not intend to drag into the conflict other peoples bordering her on land or on sea. Switzerland,
Yugoslavia, Greece, Turkey, Egypt take note of these my words and it depends on them
and only on them whether or not they will be rigorously confirmed.

Italians!
In a memorable meeting, that which took place in Berlin, I said that according to the laws of Fascist
morality, when one has a friend, one marches with him to the end. (Duce! Duce! Duce!). This we have
done with Gernamy, with its people, with its marvelous armed forces. On this eve of an event of century
wide scope, we direct our thought to the majesty of the King and Emperor (the multitudes break out in
great cheers for the House of Savoy) which as always has understood the soul of the fatherland. And we
salute with our voices the Fuhrer, the head of great ally Germany (The people cheer Hitler at length).
Proletarian and Fascist Italy stands up a third time, strong, proud, and united as never before. (The crowd
cries with one single voice: Yes!) The single order of the day is categorical and obligatory for all. It
already spreads and fires hearts from the Alps to the Indian Ocean; Victory! (The people break out into
raucous cheers). And we will win, in order finally to give a long period of peace with justice to Italy, to
Europe, and to the world.
People of Italy!
Rush to arms and show your tenacity, your courage, your valor!

Document 3-3
Mussolini Speech

Document 3-4

Why do you believe the people of Italy attached themselves to Mussolini like he was a God?

How did reading and listening to the speech make you feel? Please describe any and all emotions felt during.

Document 3-5
Benito Mussolini
Dictator (18831945)
NAME
Benito Mussolini
OCCUPATION
Dictator
BIRTH DATE
July 29, 1883
DEATH DATE
April 28, 1945
PLACE OF BIRTH
Dovia di Predappio, Forl, Italy
PLACE OF DEATH
Mezzegra, Italy
AKA
Benito Mussolini
FULL NAME
Benito Amilcare Andrea Mussolini
NICKNAME
"Il Duce" ("the Leader")
"Iron Perfect"
Benito Mussolini created the Fascist Party in Italy in 1919, eventually making himself dictator prior to World War
II. He was killed in 1945.
Mussolini - The Bully (TV-14; 03:51) Born in northern Italy in 1883, Benito Mussolini grew up with an unloving
father and became a bully who clung to Socialist values and defied authority.
Synopsis
Born in 1883 in Dovia di Predappio, Forl, Italy, Benito Mussolini was an ardent socialist as a youth, following in
his father's political footsteps, but was expelled by the party for his support of World War I. In 1919, he created the
Fascist Party, eventually making himself dictator and holding all the power in Italy. He overextended his forces
during World War II and was eventually killed by his own people, on April 28, 1945, in Mezzegra, Italy.

Early Life
Born on July 29, 1883, in Dovia di Predappio, Forl, Italy, Benito Amilcare Andrea Mussolini was the eldest of three
children. His father, Alessandro, was a blacksmith and an impassioned socialist who spent much of his time on
politics and much of his money on his mistress. His mother, Rosa (Maltoni), was a devout Catholic schoolteacher
who provided the family with some stability and income.
As a youth, Benito Mussolini showed much intelligence, but was boisterous and disobedient. His father instilled in
him a passion for socialist politics and a defiance against authority. Though he was expelled from several schools for
bullying and defying school authorities, he eventually obtained a teaching certificate in 1901 and, for a brief time,
worked as a schoolmaster.
Impassioned Socialist
In 1902, Benito Mussolini moved to Switzerland to promote socialism, and quickly gained a reputation for his
magnetism and remarkable rhetorical talents. While engaging in political demonstrations, he caught the attention of
Swiss authorities and was eventually expelled from the country. In 1904, Mussolini returned to Italy and continued

promoting a socialist agenda. He was briefly imprisoned and, upon release, became editor of the organization's
newspaper, Avanti (meaning "Forward"), which gave him a larger megaphone and expanded his influence.
The Break with Socialism and Rise to Power
Mussolini initially condemned Italy's entry into World War I, but soon saw the war as an opportunity for his country
to become a great power. His change in attitude broke ties with fellow socialists, however, and he was expelled from
the organization. He joined the Italian army in 1915 and fought on the front lines, reaching the rank of corporal
before being wounded and discharged from the military.
After the war, Mussolini resumed his political activities, criticizing the Italian government for weakness at the
Treaty of Versailles. He organized several right-wing groups into a single force and, in March 1919, formed the
Fascist Partythe movement proclaimed opposition to social class discrimination and supported nationalist
sentiments, hoping to raise Italy to levels of its great Roman past.
Capitalizing on public discontent, Mussolini organized a para-military unit known as the "Black Shirts," who
terrorized political opponents and helped increase Fascist influence. By 1922, as Italy slipped into political chaos,
Mussolini declared that only he could restore order and was given the authority. He gradually dismantled all
democratic institutions, and by 1925, had made himself dictator, taking the title "Il Duce" ("the Leader"). To his
credit, Mussolini carried out an extensive public works program and reduced unemployment, making him very
popular with the people.
Military Exploits
In 1935, determined to show the strength of his regime, Benito Mussolini invaded Ethiopia. The ill-equipped
Ethiopians were no match for Italy's modern tanks and airplanes, and the capital, Addis Ababa, was quickly
captured. Mussolini incorporated Ethiopia into the new Italian Empire. In 1939, he sent support to Fascists in Spain
during the Spanish Civil War, hoping to expand his influence.
Impressed with Italy's early military successes, German dictator Adolf Hitler sought to establish a relationship with
Benito Mussolini; he was flattered by Hitler's overtures and interpreted the recent diplomatic and military victories
as proof of his genius. By 1939, the two countries had signed a military alliance known as the "Pact of Steel."
Influenced by Hitler, Mussolini instituted discrimination policies against the Jews in Italy. In 1940, Italy invaded
Greece with some initial success.
With Italy's resources stretched to capacity, many Italians believed the alliance with Germany would provide time to
regroup. But Hitler's invasion of Poland and declaration of war with Britain and France forced Italy into war, and
exposed weaknesses in its military. Greece and North Africa soon fell, and only German military intervention in
early 1941 saved Mussolini from a military coup.
Italy's Defeat and Mussolini's Demise
In 1942, at the Casablanca Conference, Winston Churchill and Franklin D. Roosevelt devised a plan to take Italy out
of the war and force Germany to move its troops to the Eastern Front against the Soviet Union. Allied forces secured
a beachhead in Sicily and began marching up the Italian peninsula. With pressure mounting, Mussolini was forced to
resign and arrested; German commandos later rescued him. Mussolini then moved his government to northern Italy,
hoping to regain his influence. On June 4, 1944, Rome was liberated by Allied forces, who marched on to take
control of Italy.
Mussolini and his mistress, Claretta Petacci, attempted to escape to Switzerland, but were captured by the Italian
underground on April 27, 1945. They were executed the following day, on April 28, 1945, in Mezzegra (near
Dongo), Italy, and their bodies were hung on display in a Milan plaza. The Italian masses greeted Mussolini's death
without regret. Mussolini had promised his people Roman glory, but his megalomania had overcome his common
sense, bringing them only war and misery.

Document 4-1

Instructions for Station Two

Please answer the prior to reading questions below

Please popcorn read article with your group. Write down notes if needed
Please answer and discuss the post reading questions with your group

Prior to reading discussion questions:

1. By just reading the title, what do you believe this article will be about?
2. By just looking at the pictures and bolded terminology do you believe this article will
be positive or negative?
3. Have you heard in the news over the past few years anything about Italys crippling
economy?
Post reading questions:
1. Of all of the economic issues presented which one do you believe has the biggest strain
on the Italian economy?
2. What do you believe Italy can do to stimulate their economy?
3. Do you believe that Italy will slowly recover in the next couple years?

Document 4-2

Italy's economy: The mountain Matteo Renzi must climb

By Andrew Walker BBC World Service economics correspondent

One of Matteo Renzi's priorities will be to boost Italy's economic growth

For the new Italian government, led by Prime Minister Matteo Renzi, the big
task will be to breathe new life into the Italian patient.
It is the third largest economy in the eurozone, one that has underperformed
since the single currency was established 15 years ago, and for a decade before
that.
So how big is the challenge?
Italy is not alone in having problems in the eurozone, but some comparative data
shows Mr Renzi's new team will have a serious task on their hands.

If we go back to the turn of the century and look at the total growth achieved up
to last year, we find that both Germany and France have managed 15% (using
GDP figures for whole years up to 2013).
That yields an average of about 1% per year, which is not impressive.
Spain, even after the financial crisis in which it was one of the eurozone's
casualties, is 18% ahead of where it was in 2000, and Ireland is more than 30%
up.
Italy's total growth in the same period is approximately nothing. In fact, using
figures from the International Monetary Fund's (IMF) database, the economy was
slightly smaller last year than it was in 2000.
That makes Italy unique in the eurozone.

Italy's economy has shrunk slightly since 2000

Behind the jobs figures

Ahead of the financial crisis, Italy's economy did expand, albeit modestly, and
then went into reverse. Switching to quarterly data, it is still 9% below the peak it
reached before the crisis.

It is also a pretty dismal picture if you look at GDP per capita, which gives a
somewhat rough and ready indication of living standards. In Italy that measure
fell by nearly 7% between 2000 and last year. Greece, Cyprus and Portugal have
also seen falls, but not so large.
Unemployment in Italy is high, at 12.7% in December. That is above the
eurozone average, but less than half the dismal figures for Greece and Spain.
But the Italian jobs situation is arguably worse than the unemployment figures
suggest. People who aren't looking for work are not counted as unemployed.
Instead we can look at the percentage of the working age population who do
have jobs. In Italy that is 55.6% (in the third quarter of last year).
That's a long way below the eurozone average of 63.8%. Spain and Greece are
the only eurozone countries with a figure below Italy's.

Italian unemployment is arguably worse than official statistics suggest

Big debtor
Italy's general economic weakness lies behind another problem - government
debt.

There are several ways of measuring it - in cash terms or as a percentage of

GDP and either gross or net, which involves deducting state-owned financial
assets.
Italy is one of the largest eurozone debtors on all these measures, though it
doesn't take number one spot on any.
To take one example, according to IMF estimates the Italian government's gross
debt is now more than 130% of annual GDP. Greece is much worse.
Sluggish growth makes this problem harder to tackle. It reduces tax revenue and
stronger growth would mean that any given debt in cash terms would be a
declining burden relative to GDP.
Debt is the total that the Italian government owes. It reflects what you might call
the sins of the past, debts built up by previous governments. Its current annual
borrowing needs are not especially high compared to the rest of the eurozone.
And there is one measure where Italy is, believe it or not, best in the region.
If you take out interest payments, you get what is called the primary deficit or
surplus. Most countries have primary deficits, but Italy has a surplus which,
according to IMF estimates, even beat Germany last year.

Only just over 55% of Italy's working age population have jobs

Growth priority?
The last two and a half years have been kind to Italy in one important respect.
Government borrowing costs have come down dramatically from the
unsustainable levels they hit in late 2011.
The effective interest rate on 10-year Italian government debt went to well
over 7% then. Now it is about half that, a level that is manageable.
The improvement was partly due to the departure from government of Silvio
Berlusconi and then the European Central Bank president Mario Draghi
committing to do "whatever it takes" to preserve the euro.
The reform agenda for Mr Renzi's government is about addressing these
problems. Faster growth appears to be his priority and there are signs that he
might be willing to let government borrowing rise in the short term.
It is worth spelling out that Italy remains by any measure a rich country and many
people envy many things about the quality of life there.
But compared with its neighbours and the rest of the world it has slipped. Italy
could be a lot richer.

Documenr 5-1

Station Three Instructions:

Two students will read one news article and the other three will
read the other news article
You will read your news article individually and you may write
down any notes if needed
Then the group of three will discuss their article and the group of
two will pair up and discuss their article
Once those discussions are complete, the two groups will share
what their article was about and have further discussion on the
news stories as a whole group

Document 5-2
TECH 11/24/2014 @ 12:34PM 8,227 views

First Female Italian Astronaut Samantha

Cristoforetti Arrives At The Space Station
By: Bird- Aine Parnell- Contributer
Article
Italys first female astronaut Samantha Cristoforetti was welcomed aboard
the International Space Station with smiles and hugs today.
Although Cristoforetti, who flew to the station in an agreement between her
countrys space agency ASI and the European Space Agency, has yet to tweet from
space, ESA has released a video clip of her entrance onto the ISS
Cristoforetti and her crewmates Terry Virts of NASA and Roscosmos Anton
Shkaplerov blasted off from Baikonur cosmodrome in Kazakhstan on a Soyuz
transport craft late last night local time and docked with the station just under six
hours later.
They were welcomed aboard the orbiting science laboratory by NASA station
commander Barry Wilmore and Russian cosmonauts Yelena Serova and Alexander
Samokutyaev.
Cristoforetti will be living and working on the station for the next five months,
during which the first half of Expedition 42 will set off home and Virts will take
over command for the start of the overlapping Expedition 43
The Italian astronaut was assigned to the mission more than two years ago and has
spent that time learning how to control the stations robotic arms and perform all the
scientific experiments for her tour, as well as how to handle any emergencies that
might pop up. She also learned to fly the Soyuz capsule that took them to the ISS, a
hurdle every crew member has to clear, and had to go through a two-week
quarantine period before setting off.

According to ESA, Cristoforetti was one of the first women to apply as soon as the
Italian air force opened to women and shes logged over 500 hours in military
aircraft. She was one of six chosen from 8,000 applicants to join the ESA astronaut
corps in 2009
While onboard the station, her main tasks will be to run science experiments that
cant be performed on Earth and maintain the microgravity lab that will be her
second home. Her scientific programme includes experiments in biology and human
physiology as well as radiation research and technology demonstrations
She will also be the prime operator for the undocking of ESAs final Automated
Transfer Vehicle (ATV), the stations largest unmanned support craft. ATV Georges
Lematre is the fifth in the series and was named after the Belgian astronome ISSThe
space agency announced it would be discontinuing its ATVs back in 2012, as parts
for the crafts became obsolete and European member states lost the appetite for the
million-dollar spaceships.

Document 5-3

Italian startup makes clothes from oranges

Date: 19 Nov 2014
By: Italian Good News
Article

How two friends invented a sustainable, vitamin-based textile

Can you wear citrus, be fashionable and respect the environment at the same time? Now its possible
thanks to two Sicilian girls keen on fashion and sustainable development: Adriana Santocito, 36-yearold fashion designer, and Enrica Arena, 28-year-old communication specialist.
Their adventure started in 2011, in a shared flat in Milan. Adriana and Enrica, non-resident students,
dreamed of changing the world by using the resources of their homeland.

Sicily is one of the largest producers of lemons and oranges, but every year more than 700,000 tons of
waste are created by the Italian citrus industry. So why not use that waste to make a new eco-friendly
textile?
Adriana started experimenting in the lab of the Polytechnic Institute of Milan, extracted cellulose from the
already squeezed fruit and turned it into textile fibre. Then she used nanotechnologies to capsulate citrus
essential oils and fix them between the fibres. The result is a fabric releasing vitamin C on the skin.
Adriana and Enrica called it Orange Fiber as their startup and in 2013 they patented it.
In order to attract funds they entered startup competitions and won several awards. Supported by experts,
they proved the projects feasibility, developed a business model and found their first private investors a
group of Sicilian citrus entrepreneurs. Then an incubator (iPoin Trentino) decided to accept and support
their project. So their idea has turned into an industrial reality. In September the new textile spun with silk
was presented during Milan Fashion Week.

In addition to giving new life to citrus waste, orange textile reduces carbon emissions and environmental
impact of the traditional textile manufacturing methods (taking a large amount of water, fertilizers and
chemicals). Furthermore, its good for the body. The microcapsules can resist up to 20 washes but Orange
Fiber founders have started working on a refill system.
Maybe they wont change the world, but theyve certainly found a response to an environmental issue and
a way to improve the textile industry.
The first collection will be ready for market in February 2015. The next step will be the
internationalization of the project.

Document 6-1

Station Four Instructions: Italy Brochure Project

1.
2.
3.

4.
5.

You will be creating a three-fold brochure using Microsoft Publisher

Your groups have been assigned a city that this brochure will be designed for
Within your brochure your will need to fulfill several requirements
a. City Name and Capitol
b. Population of City
c. Lead official/Government Head
d. Physical geography (ex. Climate, Mountains, Rivers, Industry)
e. Human Geography (ex. Culture of city
f. Three Places to visit
g. Three Historical Facts
h. Two interesting Facts
i. Location on Map (Image)
j. Two more Images
The leader of the group will be in charge of constructing the brochure and the other group members are
responsible for aiding leader in construction and research
You must place the link to any internet source use on the back page of the brochure

Suggested Websites:
Google Images
National Geographic
Library of Congress
If it does not look like a reliable website DO NOT USE IT, AND NO WIKIPEDIA.

Organization and
Neatness
Grammar

Requirements

3
Brochure has appropriate
formatting and neatly
organized information
No spelling or grammatical
errors
All requirements are met

2
Brochure is organized
and formatting is
acceptable
No more than two
spelling or
grammatical errors
Missing one or two
requirements

1
Formatting is confusing and
information is not
organized
Several spelling or
grammatical errors
Missing several
requirements

(1) Rome
Ben
Samantha
Carlos
Abby
Rose

(3) Naples
Luke
Tanya
Phillip
Rachel
Cheyenne

(2) Milan
Lexie
Paul
Megan
Joe
Evan

(4) Florence
Courtney
Jason
Melissa
Travis
Ethan