Monday November 12, 2007
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Reading Response
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Game reviews
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Contemporary Social Studies Teaching
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Digital Stagville Project
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General
Monday November 12, 2007
Sunday November 11, 2007
Game Playing LP
Darfur is Dying is game that provides a window into the experience of the refugees in the Darfur region of LESSON PLAN NCSCOS Goal 6: The learner will investigate social and economic organization in various societies throughout time in order to understand the shifts in power and status that have occurred. Objectives: Objectives: Trace the development of internal conflicts due to differences in religion, race, culture, and group loyalties in various areas of the world. Materials: BBC article on Darfur Crisis Current event form Computer with internet access (optional) Reflection sheet (optional) Review/Focus: Review the general geography of Africa, including where the Darfur region of Procedure: Distribute the article on Have each student read the article and then complete the current event assignment: Summarize the article (1-2 paragraphs) Answer the following questions: 1. How does this story relate to social studies? (Be specific) 2. Is this story important for people to know about? Explain your answer in detail. 3. Explain what information in this article you feel is the most important. Why is it important? 4. Explain what information in this article you feel is the least important. Why isn?t it important? 5. What reaction do you have to this story? Explain in detail. 6. What is genocide? 7. Does what is happening in 8. What other examples of genocide can you think of (past or present)? 9. What responsibility does the world have to respond to the crisis in Assessment: Students will submit the current event assignment as a classwork grade. An optional extra credit homework grade is available. Game Play: The game Darfur is Dying is unreliably accessed due to the WCPSS internet filter system. Due to this, students will have the opportunity to play the game at home to earn extra credit points. The students will complete a reflection sheet that answers the following questions: 21st Century Skills 1. Critical thinking 2. Systems thinking 3. Problem identification 4. Social responsibility
Tuesday November 06, 2007
Google Earth Lesson
My contemporary teaching in social studies lesson will be used with my third grade students. We will use Google Earth to research environmental issues located in different regions in the world. Students will locate different places and observe how different communities around the world are making a difference to help the environment.
Objectives: Students will be able to identify environmental issues globally.
Students will be able to use an online program to enhance their knowledge of both computers and environmental issues.
Students will be able to compare and contrast different communities around the world.
Students will research environmental issues.
Students will be able to brainstorm solutions to resolve environmental issues
21st century skills that will be addressed include: understanding the role of media in society, exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems, ability to frame and solve problems, staying open to new ideas and perspectives, transforming learning from one domain to the other, exercising personal responsibility, acting responsible with the interests of the larger community in mind, demonstrating ethical behavior
Materials Required: Google Earth, Laptop, LCD projector
Day 1: I will introduce the different environmental issues that are occurring globally by showing students pictures from www.timemagazine.com. I will than introduce the key vocabulary that is needed in order to understand the content of the lesson. We will discuss the consequences and resolutions to these issues. Students will identify possible concerns in North Carolina and brainstorm a list of solutions. We will use this list to compare and contrast the results after we collect data using Google Earth.
Day 2: Using the LCD projector, I will show students how to navigate Google Earth. We will explore earth.google.com/scholastic to access places around the world that are involved in committing themselves to environmental issues. As a whole class, we will explore different places around the world and observe how they are making a difference to help the environment. As we navigate, students will take notes on what the different areas are experiencing and their plans to create solutions. Students will organize their notes in an orderly fashion and compare notes with a partner.
Day 3: Students will reflect on what they learned from the previous day. They will share their reflections in their research groups. We will discuss the differences in communities we looked at and what they are doing to help change the world. We will then brainstorm a new list of solutions to help the environmental issues in North Carolina. Students will develop a plan and create a brochure that raises awareness of environmental issues. The brochure will include a description of an environmental issue in North Carolina and a potential solution to the problem.
Closing/Assessment:
I will close the lesson my having students share their brochures. Their final product will be an assessment of what they learned about developing solutions. During the lesson, students will compare and contrast the different geographical regions and the different environmental issues/solutions that e is characteristic to each region. I will use this to assess their knowledge in distinguishing the differences.
Extension Activity:
Google Earth will be at the computer center for students to explore during center rotations. They will be able to locate different areas independently and research their own topics such as climate change, historical monuments and landmarks, etc.
Posted by crcantel ( Nov 06 2007, 11:14:51 PM EST ) Permalink Comments [0]
Thanksgiving Day Holiday Webquest
Kelly Maxwell
ECI 525 Contemporary Social Studies Project
Location ? Smith Elementary School, Raleigh, NC
Mrs. Stallings 1st grade class (1 - 40 minute Social Studies lesson)
November 19 ? 20, 2007 *tentative dates
Objectives - NC Standard Course of Study ? 1st grade Social Studies
Competency Goal 4 - The learner will explain different celebrated holidays and special days in communities.
4.01 Recognize and describe religious and secular symbols/celebrations associated with
special days of diverse cultures.
4.03 Recognize and describe the historical events associated with national holidays.
Competency Goal 5 - The learner will express geographic concepts in real life situations
5.02 - Investigate key features of maps
Goals ? The students will be able to:
1. The journey the Pilgrims took on the Mayflower as they came to America
2. Understand the reasons why the Pilgrims came to America
3. Why we celebrate Thanksgiving Day
4. Culture and daily life on Plymouth Rock
Materials -
1. Computer with internet access
2. Projector
3. Evaluation handout for each student
Process -
The teacher will create a Webquest site to present a multimedia presentation to help 1st grade students learn about the Mayflower Pilgrims coming to America and the reasons why we celebrate the Thanksgiving Day holiday. The teacher will begin by discussing with the class their ideas on believes about Thanksgiving and why we celebrate the holiday. Then the teacher will introduce the concept of the Pilgrims and there adventure to America on the Mayflower to the students. Then give the students the opportunity to share in what they believe the Pilgrims did and any information they may know about the Pilgrims.
Once these concepts have been introduced the teacher will then use the webquest to show the students a couple of website that can give them a visual of the journey the Pilgrims took on their way to Plymouth Rock. The teacher will explain how many days the journey took, and then explain to them the rationale of the time it takes in modern time. Once the students understand how and why they came to America the teacher will then continue presenting the webquest and show them the concepts of directions that the pilgrams would have taken on their voyage.
The last part of the webquest will be to introduce the students to life on Plymouth Rock as the pilgrims lived. This would help the students understand life and culture of the area in the 1600?s. By presenting them with jobs and dress that were a part of everyday life on Plymouth Rock, it would allow them the opportunity to understand the differences in life between the Pilgrims and modern day.
The lesson will then wind down by having the teacher lead a discussion about what the students learned from the presentation. The teacher will encourage the students to play a role play situation of them taking the identity of a pilgrim, and write down three different things that they would do if they were Pilgrims.
Evaluation
The students will be evaluated by their participation during the presentation. They will also be presented with a worksheet for the students to fill in the answers to given questions to determine how much they learned. The teacher will also use the students role playing answers to determine how successfully the students were able to comprehend the reasons we celebrate Thanksgiving and the role the pilgrims played in the creation of the holiday.
Websites:
Introduction
http://www.scholastic.com/scholastic_thanksgiving
Voyage
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
Daily Life
http://www.scholastic.com/scholastic_thanksgiving/daily_life/index.htm
21st Century Skills
Thinking/Problem Solving
Critical Thinking
Communication
Google Maps Lesson Plan
NCSCOS
Grade 3 Social Studies Objectives
Competency Goal 4: The learner will explain geographic concepts and the relationship between people and geography in real life situations.
4.01 Distinguish between various types of maps and globes.
4.02 Use appropriate source maps to locate communities.
4.03 Use geographic terminology to describe and explain variations in the physical environment as communities.
Competency Goal 6: The learner will recognize how technology is used at home, school, and in the community.
Student Objectives
1) To define direction words.
2) To use direction words (north, northeast, east, southeast, south, southwest, west, and northwest) and approximate distance to locate places in the treasure hunt.
3) To use Google Maps to locate local landmarks using clues.
Materials
1) A computer for each student or each pair of students.
2) Recording sheet.
3) Pre-made URL (http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1) It may be necessary to log on to computers before the lesson and put this in the bookmarks.
Statement of Objectives
TWS (the teacher will say): Today we are going to use our knowledge of direction words to locate areas on a map using Google Maps. Google Maps are maps of real places that can be written on on the Internet. You could even make one. For our activity today I have made a map of our local area. You may see places on the map that you have been to before, such as Pullen Park, the Science Museum, and Crabtree Valley Mall). You could be told which direction to go or you may be asked to tell me the direction you will have to travel.
Procedure
1) TWS: Before we begin, what are our direction words? (Ask for student volunteers or call on students. North, northeast, east, southeast, south, southwest, west, and northwest).
2) TWS: Who can write the direction on the compass rose on the board? (draw a rose on the board and ask students to fill it in).
3) TWS: Now we are going to use Google Maps to practice using these direction words. You may look at the board if you need to for help. Using the Internet Browser type in http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1 (or go to bookmarks). Before you begin the scavenger hung click on ?Hybrid? in the top right corner of your map. This will allow you to see the road names as well as a satellite image of the area.
4) TWS: We will start our scavenger hunt here at school. Find Barwell Road Elementary school on the map. It is the one furthest to the southeast. Click on the blue marker. It looks like an upside down raindrop. When you click on it a dialogue box will pop up with the title of the location, a description, and a clue for your next stop. (If you have a projection screen available show this to the students. Otherwise, walk them through the process once they all have their own computers).
5) Read the first clue aloud to the students: ?Travel northwest along Rock Quarry Road, And you will find a rockin? place. You?ll need a ticket to get in, But you?ll see singers face to face.? Discuss using the compass rose and think about places in the area that could be described by the clue. Maybe go to another place that is in the same direction and discuss why that location may not be a good answer (for instance, going to the capitol building is also northwest but it is not off of Rocky Quarry Road and you would not likely see singers there).
6) Locate the first stop, Walnut Creek Ampitheater, and read the next clue. Demonstrate how to record your first stop on the recording sheet. Instruct students to use the directions and the clues to locate all the places on the scavenger hunt and to record their answers.
7) Students will navigate the remainder of the scavenger hunt independently or with partners. TTW (the teacher will) circulate the room and monitor student understanding.
Closing
TWS:
? Now that you have completed the scavenger hunt, tell me some of the things you had to know in order to find the locations. (direction words, facts about Raleigh, knowledge of communities and public places).
? Were there places you recognized?
? Were there places you did not recognize?
? How is the Google Map different from a paper map?
Assessment
1) Informal assessment: Teacher monitoring
2) Formal assessment: Completed recording sheets
Recording Sheet Sample: answers:
Start: Barwell Road Elementary School
Stop 1: _________________ Walnut Creek Ampitheater
Stop 2: _________________ RDU International Airport
Stop 3: _________________ Crabtree Valley Mall
Stop 4: _________________, _________________ RBC Center, travel southwest
Stop 5: _________________, _________________ Pullen Park, travel southwest
Stop 6: _________________ Cameron Village
Stop 7: _________________ Legislature Building
Stop 8: _________________ Capitol Building
Stop 9: _________________ Museums
Stop 10: ________________, _________________ Barwell Road Elementary,
travel southwest
Posted by akhager ( Nov 06 2007, 04:12:22 PM EST ) Permalink Comments [0]
Google Maps Scavenger Hunt Lesson
By Alice Hager
By Alice Hager
NCSCOS
Grade 3 Social Studies Objectives
Competency Goal 4: The learner will explain geographic concepts and the relationship between people and geography in real life situations.
4.01 Distinguish between various types of maps and globes.
4.02 Use appropriate source maps to locate communities.
4.03 Use geographic terminology to describe and explain variations in the physical environment as communities.
Competency Goal 6: The learner will recognize how technology is used at home, school, and in the community.
Student Objectives
1) To define direction words.
2) To use direction words (north, northeast, east, southeast, south, southwest, west, and northwest) and approximate distance to locate places in the treasure hunt.
3) To use Google Maps to locate local landmarks using clues.
Materials
1) A computer for each student or each pair of students.
2) Recording sheet.
3) Pre-made URL (http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1) It may be necessary to log on to computers before the lesson and put this in the bookmarks.
Statement of Objectives
TWS (the teacher will say): Today we are going to use our knowledge of direction words to locate areas on a map using Google Maps. Google Maps are maps of real places that can be written on on the Internet. You could even make one. For our activity today I have made a map of our local area. You may see places on the map that you have been to before, such as Pullen Park, the Science Museum, and Crabtree Valley Mall). You could be told which direction to go or you may be asked to tell me the direction you will have to travel.
Procedure
1) TWS: Before we begin, what are our direction words? (Ask for student volunteers or call on students. North, northeast, east, southeast, south, southwest, west, and northwest).
2) TWS: Who can write the direction on the compass rose on the board? (draw a rose on the board and ask students to fill it in).
3) TWS: Now we are going to use Google Maps to practice using these direction words. You may look at the board if you need to for help. Using the Internet Browser type in http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1 (or go to bookmarks). Before you begin the scavenger hung click on ?Hybrid? in the top right corner of your map. This will allow you to see the road names as well as a satellite image of the area.
4) TWS: We will start our scavenger hunt here at school. Find Barwell Road Elementary school on the map. It is the one furthest to the southeast. Click on the blue marker. It looks like an upside down raindrop. When you click on it a dialogue box will pop up with the title of the location, a description, and a clue for your next stop. (If you have a projection screen available show this to the students. Otherwise, walk them through the process once they all have their own computers).
5) Read the first clue aloud to the students: ?Travel northwest along Rock Quarry Road, And you will find a rockin? place. You?ll need a ticket to get in, But you?ll see singers face to face.? Discuss using the compass rose and think about places in the area that could be described by the clue. Maybe go to another place that is in the same direction and discuss why that location may not be a good answer (for instance, going to the capitol building is also northwest but it is not off of Rocky Quarry Road and you would not likely see singers there).
6) Locate the first stop, Walnut Creek Ampitheater, and read the next clue. Demonstrate how to record your first stop on the recording sheet. Instruct students to use the directions and the clues to locate all the places on the scavenger hunt and to record their answers.
7) Students will navigate the remainder of the scavenger hunt independently or with partners. TTW (the teacher will) circulate the room and monitor student understanding.
Closing
TWS:
? Now that you have completed the scavenger hunt, tell me some of the things you had to know in order to find the locations. (direction words, facts about Raleigh, knowledge of communities and public places).
? Were there places you recognized?
? Were there places you did not recognize?
? How is the Google Map different from a paper map?
Assessment
1) Informal assessment: Teacher monitoring
2) Formal assessment: Completed recording sheets
Recording Sheet Sample: answers:
Start: Barwell Road Elementary School
Stop 1: _________________ Walnut Creek Ampitheater
Stop 2: _________________ RDU International Airport
Stop 3: _________________ Crabtree Valley Mall
Stop 4: _________________, _________________ RBC Center, travel southwest
Stop 5: _________________, _________________ Pullen Park, travel southwest
Stop 6: _________________ Cameron Village
Stop 7: _________________ Legislature Building
Stop 8: _________________ Capitol Building
Stop 9: _________________ Museums
Stop 10: ________________, _________________ Barwell Road Elementary,
travel southwest
Posted by akhager ( Nov 06 2007, 04:12:22 PM EST ) Permalink Comments [0]
Monday November 05, 2007
Project Lesson Plan
The Political Machine Lesson Plan
Grade Levels: 9, 10,
11, 12
Subject(s):
- Civics and Economics
Duration: 43-minute class period
Description: This class simulation spotlights the Electoral College
Process and the power of money and special-interest groups in Presidential
Campaigns. The activity is designed to add technology to the classroom, in
order to reinforce what has already been taught. This is designed to serve as a review before
a test and/or quiz.
Students will learn
Goals:
- To enhance students'
knowledge of the Presidential Election Process. - To engage students in an
interactive simulation analyzing the Electoral Process. - To inform students about
Special-Interest Groups and Campaign Fundraising.
4.01 Examine the structure and organization of political
parties.
4.02 Describe the election process and the qualifications
and procedures for voting.
4.03 Analyze information on political issues and
candidates seeking political office.
4.04 Demonstrate active methods of promoting and
inhibiting change through political action.
Objectives: Students will be able to:
- Locate states within the
States - Recall political demographics
of the states, during the simulation. - Use Electoral College map to
identify key ?battleground? states, during the simulation. - Formulate creative strategies
for obtaining at least 270 Electoral votes. - Relate other students? political
strategy, and compare how much money was spent in the campaign.
Materials:
- LCD Projector
- Laptop Computer
- Copies of the Electoral
College Map (Each Student)
Procedure:
As the simulation begins, students will serve as the political strategists for
their presidential candidate. Therefore,
they will decide which states to visit, where to build campaign headquarters,
how much money to spend and fundraise, and which talk show invitations to
accept. In addition to these duties,
they will also decide where to purchase campaign advertisements.
Assessment: I plan to examine
students' contribution throughout the simulation. Students write a reflection about
the election results of the simulation. In addition to this paper, students
will be asked to complete a 10 question quiz on the U.S. Presidential Election
Process.
Project Plan
Summary/Closure (10-15 minutes): Discuss the experience of 3rd World farmer. Was it what students expected? What were some of the hardships they had to overcome? How did they survive? Put the transparency of the Venn diagram up on the overhead. Have students state what they thought were comparisons between the game and the actually economy of South America and what they thought was different between the two.
Assessment: Have students complete Venn diagram for homework if not already done so in class. Use Venn diagram as a participation grade.
Posted by slcarte2 ( Nov 05 2007, 06:55:37 PM EST ) Permalink Comments [0]
Project Plan: ECI 525
Lesson Goal(s): To introduce students to the farming and agriculture economy of
Instructional Objectives:
- Students will play the game 3rd World Farmer to illustrate the life a farmer might have in
South America - Students will engage in a class discussion comparing and contrasting the game to what they already know about the farming economy in
South America. Students will complete a Venn diagram comparing the game with prior knowledge. - Students will be able to explain how the allocation of specific resources requires economic systems to make important decisions regarding the production and distribution of goods and services.
NCSCoS Standards (6th grade):
Competency Goal 5: The learner will evaluate the ways people of
- Objective 5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of
South America and Europe.
Competency Goal 6: The learner will recognize the relationship between economic activity and the quality of life in
- Objective 6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
Materials:
- Class set of laptops/access to computer lab with internet capabilities
- 30 copies of Venn Diagram activity
- Overhead projector
- Transparency of Venn Diagram
Focus/Review (10-15 minutes): Review what students already know about the economy of
Student Activity (25-30 minutes): Students will play the game 3rd World Farmer. Explain to students that some may not be able to finish the game due to time constraints. The longer you play, the better your farming community is doing. As students are playing the game, they should be filling out the appropriate circles in the Venn diagram activity. How is 3rd World Farmer different from the economy in
Summary/Closure (10-15 minutes): Discuss the experience of 3rd World farmer. Was it what students expected? What were some of the hardships they had to overcome? How did they survive? Put the transparency of the Venn diagram up on the overhead. Have students state what they thought were comparisons between the game and the actually economy of South America and what they thought was different between the two.
Assessment: Have students complete Venn diagram for homework if not already done so in class. Use Venn diagram as a participation grade.
Posted by slcarte2 ( Nov 05 2007, 06:55:37 PM EST ) Permalink Comments [0]
Instructional Plan
I plan to present to my class the Stagville informational website. My class will be Amanda Long?s ninth grade social studies class. For the introduction, I would ask the class to discuss the word ?slavery? and the definition of the word ?slave?. The purpose of this discussion is for the students to understand that the enslaved peoples at Stagville were in fact highly skilled artisans and builders. I would highlight the differences between the slave quarters at Stagville with that of the typical slave quarters of the American South. My goal is to present Stagville as a unique plantation of the Southern states.
I would walk the class through each section of the website discussing its implications of southern enslaved life. I would have a sheet with questions that would be answered during the presentation. By navigating through each link I could tell the story and historical significance of Stagville. Although I would highlight each link, I would focus on the history of the enslaved peoples and their architectural skills. This is shown through the links to the buildings of Horton Grove and the Great Barn. There would be a short discussion of the implications of these buildings in reference to enslaved life at Stagville. We would discuss our ECI 525 theories and insights on Stagville but would allow for the students to formulate some of their own opinions on enslaved life at Stagville.
To conclude, I would go over the questions sheet as a follow up to the presentation. These would consist of questions linking to enslaved life on the plantation. I would then hand out a survey sheet asking the students to ?grade? our class website. The purpose of this is for the students to give us feedback on how well the information was presented. In addition this would highlight whether the information was clear and concise and easy enough for middle and high school students to understand the content. We would discuss what was missing on the website. Perhaps this would include topics they wanted to know more about. I would also ask if they would use this site in a research project or as a source for background knowledge before visiting Stagville.
Instructional Materials:
-Computer and demonstration screen to present our ECI 525 Stagville Digital History Project
-Survey Sheets
-Question Sheets to answer during the presentation
Posted by rsbumgar ( Nov 05 2007, 12:29:30 PM EST ) Permalink Comments [0]
Sunday November 04, 2007
Contemporary Teaching in Social Studies Project
Posted by tsrhue ( Nov 04 2007, 11:38:23 AM EST ) Permalink Comments [0]
Ayiti: The Cost of Life Lesson Plan
Description:
Ayiti: The Cost of Life is a role-playing video game in which the player assumes the roles of family members living in rural Haiti. At the start of the game, the player chooses a primary goal for his/her family: achieve education, make money, stay healthy, or maintain happiness. During the course of the game, the player encounters unexpected events and must make decisions that contribute to or detract from achieving the chosen goal. The game takes about 25 minutes to play, so students will be encouraged to play multiple times. At the end of the game, students will take an online quiz to help them reflect upon what they learned during game play. After students have played the game they will discuss their experiences with the class.
Lesson Outline:
Day 1: I will provide some background information about Haiti. I will also show the students the basics of game play using an LCD projector.
Day 2: Students will play Ayiti in the computer lab.
Day 3: Classroom discussion about their experiences playing Ayiti.
Objectives:
Students will be able to:
? Use an online game to understand conditions in developing nations (specifically in contemporary Haiti) and how poverty is an obstacle to education. (NC Competency Goal 5).
? Develop problem-solving, critical thinking and life skills such as resource management, budgeting, and planning for the future. (NC Competency Goal 6).
Tools & Materials:
? Computers with Internet access
? Ayiti: The Cost of Life. URL www.costoflife.org
? Map of Haiti (I will also use Google Map to show the topographical difference between Haiti and the Dominican Republic)
21st Century Skills:
? Critical Thinking & Systems Thinking (Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems.)
? Global awareness
? Problem identification, formulation and solution (Ability to frame, analyze and solve problems.)
? Social Responsibility (Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace and community contexts.)
Discussion Questions:
1. What was it like playing the game?
2. What was the game about and how would you describe it to a friend?
3. Which primary objective did you select, and why?
4. What types of decisions did you have to make about the family members while
playing the game and trying to achieve your objective?
5. What strategies did you use? For example, did you combine work and school, or
did you send everyone to work? Which worked? Which did not?
6. Why would parents choose to devote so much effort to sending their children
to school?
7. How many of you were able to keep the children in school?
8. What obstacles did you face in trying to keep them in school?
9. How do the situations and options in the game compare with those in your own
community?
10. Why might access to education be a challenge in another country?
11. What factors would make it easier for the children in the game to gain access to
education? What conditions could be changed and how?
Posted by tsrhue ( Nov 04 2007, 11:38:23 AM EST ) Permalink Comments [0]
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Game play of Civilization III is not intended to be a one or two period lesson. It is an ongoing and evolving activity designed to reinforce contextual concepts introduced in class. Game play will be conducted at least once a week at the conclusion of a daily lesson. Time devoted to game play will vary from 15 minutes to possibly 30 minutes or longer depending on time available for any given class period.
Game play will be used to reinforce or introduce specific objectives of the Standard Course of Study for United States History. These objectives include, but are not limited to 1) Objective 1.03 - Assess commercial and diplomatic relationships with Great Britain, France, and other nations (conflict, trade, and diplomacy); Objective 2.01 - Analyze the effects of territorial expansion (Manifest Destiny); 3) Objective 6.01 - Examine factors that led to the United Sstates taking an increasingly active role in world affairs (imperialism); Objective 6.03 - Describe how the policies and actions of the United States Government impacted the affairs of other nations (intervention, conflict, imperialism); Objective 8.01 - Examine the reasons why the United States remained neutral at the beginning of World War I, but later became involved (neutrality, trade, conflict, militarism); and Objective 10.01 - Elaborate on the causes of World War II and reasons for United States entry into the war (aggression, dictatorship, authoritarianism, conflict, diplomacy, democracy. Other concepts which will be addressed through game play include Civics Objective 1.02 - Trace and analyze the development of ideas about self-government in British North America (types of governments) as well as geography's influence upon city development, trade and defense.
Numerous 21st Century skills will be utilized throughout the extended game play. Students will be forced to make complex choices, analyze and solve problems, be responsive to different ideas, work collaboratively, transfer learning from one domain to another, and increase core knowledge in the Social Studies.
Procedures: Students will be taught how to play the game during an introductory session led by the teacher. Students will also be introduced to the Data/Game Log Sheets they will use to record and analyze the game play of each game play session. The Civilization III Log Sheet has four main parts:
Starting and ending years; Events (things that occurred today); Big Ideas for the Day ( Built aCity, Improved a city, Acquired a skill, Trade, Built something in a city, Change in government,Change in city management, Acquired knowledge; Explored, Conflict, Discovery, and Concepts); Things you learned today (What was the most important thing that happened? What was fun or not fun about playing the game? Would you have done anything differently? What plans do you have for your civilization? How did the game play relate to concepts discussed in class? What do you not understand or want to know more about?
The game will be played as a whole class activity with students taking turns at the computer. The game will be projected on an interactive whiteboard with a data projector. As the game plays, tudents will discuss and provide suggestions to the individual game controller on decisions to be made or which actions to take. At the conclusion of game play for the class period, students will complete their Civilization III log sheets and turn them into the teacher. A teacher led discussion will follow each game play session as the students complete the log sheets. A teacher led discussion will review previous game play prior to the start of a new session of game play.
Evaluation of student learning will consist of four parts: 1) the individual student log sheets which are maintained by the teacher in a binder for each student; 2) teacher led discussion of game play to determine if knowledge transfer has occurred; 3) a teacher observation journal containing entries for each session of game play, and 4) video recording of student interaction during game play. All segments will be evaluated by the teacher to determine what, if any, knowledge transfer has occurredbetween game play and classroom instruction.
Posted by japrober ( Nov 12 2007, 01:11:50 PM EST ) Permalink Comments [1]