Multicultural Multimedia Holiday Project, Author(s): April Martin, Grade Level: Commencement, Subject Area: World History, - Students have spent from September to November learning about the six world religions as well as others, and about other countries and their cultures. This project is to be used during the winter months when most holidays occur as a culminating activity. After the launch, students will pick a partner and a holiday that they would like to research and do for their Multicultural Multimedia Presentation.

Planning Guide

Creating Learner-Focused
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* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

LU Title: Multicultural Multimedia Holiday Project

Author(s): April Martin

Grade Level: Commencement

School Address: St. Lawrence Central

Brasher Falls JR-SR High School

Rt. 11 P.O. Box 307

Brasher Falls, NY 13613

Subject Area: World History

School Fax:(315) 389- 5245 Phone (315) 389-5131

CONTENT KNOWLEDGE

Declarative	Procedural
Students will know that current winter holidays have a religious and cultural background. Students will understand that all religions have a historical base. Students will know what a primary source is and what a secondary source is.	Students will complete research on the emergence of one of the world’s greatest religions (Buddhism, Christianity, Hinduism, Islam, Judaism, and Taoism, - or a branch of one of those) and their topic by filling out a bibliography with hard and soft sources and taking notes on index cards.
Students will understand that different holidays do exist outside the western world (their world).	Students will create a timeline that depicts the origin of the religion/holiday to the present.
Students will understand that the same holiday can be celebrated differently in different parts of the world due to the norms and cultural heritage of that country.	Students will find and use a primary source that supports their position of why the holiday they chose is meaningful.
Students will know that with the passing of time some aspects of a holiday will stay the same (continuity). Students will know that events that have specific ceromony/rituals tie into religion.	Students will use computers and the software "Powerpoint" to create a multimedia presentation. Students will use this presentation tool to make presentations to their classmates, other classes, and parents to show the diversity of other cultures.
Students will know that with the passing of time some aspects of a holiday will change.	Students will create a graphic organizer to highlight the important aspects (past and present) of their holiday.
Students will know the sequence of events for their holiday.
Students will understand that each multicultural holiday will have its own symbol.

ESSENTIAL QUESTIONS

Why did and do people celebrate that holiday?
How has the holiday changed?
What aspects of the holiday have stayed the same?
What makes that holiday meaningful/important today?

INITIATING ACTIVITY

K-W-L
Show the ten minute video "Hanukkah", CENTEF, 1993: "…Viewers uncover the meaning of Hanukkah through artwork and through scenes shot at historic locations. They also witness a modern day celebration of the holiday in a Jewish family’s home. The video tells about the meaning behind gift giving, about the traditional food served and the significance behind the lighting of the menorah."
Invite a guest speaker that can share his or her unique ethnic background and his/her winter holiday customs.

Connection to State Learning Standards

Content Area: World History

Level: Commencement

Benchmarks: Students will use the internet and various software, including Powerpoint, to prepare a multimedia presentation demonstrating a clear sense of audience and purpose.

Benchmarks: Students will use the library and the internet to get to primary sources and secondary research sources.

Standard 2 : MST –Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Standard 1 : (ELA) Language for Information and Understanding

1. Listening and speaking to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Unit Theme: Multicultural Multimedia Holiday Project

Standard 2: World History

1. World history students will use a variety of intellectual skills to demonstrate their understanding of major themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 2: World History

2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

3. Study of the major social, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Benchmarks: Students will understand the origin of the religion and the holiday, how it is celebrated, and its continuity and change to the present. Students will know that cultural diversity exists and examine historical events that influence a particular culture.

Benchmarks: Students will analyze historic events from around the world by examining art, literature, and/or accounts written from different perspectives.

Students will understand the various components of cultures and civilizations including social customs, norms, values, and traditions; religious and spiritual beliefs; and socialization or educational practices.

Learning Experiences

Declarative Knowledge

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Students should know what holiday they want to research and present.

Students should know how to use library and internet to get to primary sources and research sources.

Students should know the origin of the religion and the holiday, how it is celebrated, its continuity and change to the present.

Students should know that cultural diversity exists and examine historical events that influence a particular culture.

Students will know what a primary source is and what a secondary source is.

Students will watch the video "Hanukkah" as described in the Initiating Activity.

Students will do library research.

Students will use computers with the following software: Grolier, Electric Library, and Bookshelf.

Students will use a word web.

Students will use a graphic organizer.

Students will do a sequence chart.

Students will fill out a paper outline of the Powerpoint format.

Students will find a recipe and make that dish.

K-W-L

Socratic questioning method for review.

Librarian will review library sources for the class.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Students will construct a timeline of the holiday’s/religion’s origin (past) to present.

Students will illustrate the holiday’s cultural importance by creating a poster.

Students will analyze historic events from around the world by examining art, literature, and/or accounts written from different perspectives.

Students will use computers to generate (via Powerpoint) a multimedia presentation.

Students will work in partners to collaborate ideas (Think-Pair-Share and Bookends)

Based on what the students have already learned in their text, students will tell what they already know about their holiday/ religious background.

Pictograms

Mnemonics

Students will use a word web.

Students will use a graphic organizer.

Students will do a sequence chart.

Students will fill out a paper outline of the Powerpoint format.

Students will use computers to investigate the Internet for appropriate sources of information.

Students will place facts on index cards to organize thoughts and develop a timeline.

Students will use computers and the software Powerpoint to pull together a multimedia presentation.

Peer teaching

Peer evaluation

(Think-Pair-Share) This strategy encourages individual thought before pairing up to discuss the information.

(Bookends) This strategy has the partners discuss their ideas before researching. The partners would then discuss any new information learned.

Students’ visual will help other students remember their holiday (pictograms and mnemonics).

Using Powerpoint, the student pairs will teach other students about their holiday and why it is important. After the presentation the students will write down what they were taught and rate the presentation.

Students will use a word web to highlight the importance of their holiday. The web will cover the origin of the religion/holiday, the continuity and change of the holiday, and the present day practices now.

Students will take their index note cards and plug them into a graphic organizer.

Students will be given a timeline outline (sequence chart) to plug their information in the appropriate manner.

Students will use their index cards to sort and organize their information to fit the paper outline of the Powerpoint format.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

… the various components of cultures and civilizations including social customs, norms, values, and traditions; religions and spiritual beliefs; and socialization or educational practices and the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.

Classifying

Inductive Reasoning

Constructing Support

Analyzing Perspectives

Students will take the index cards (each index card has one bit of information from their research) and arrange and classify them to fit the representations of the Powerpoint model that includes a timeline, graphic organizer, and the overall format. In doing this they will break down the information (analyze) and then formulate (synthesis) it to mesh with the timeline, the graphic organizer, and the overall format of their multimedia presentation.

In producing the Powerpoint presentation, the students will examine and determine why the holiday they chose is important today.

The student pairs will choose one primary sources that they will cite in their Powerpoint presentation to support their position of why/how the holiday is meaningful today.

Planning Guide Global Studies

Unit: Multicultural Holiday Project

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
Students will choose a partner and together they will decide and select any winter holiday from any other country to do a historical investigation. They will research, present, and teach other students about it. Students will use their research information and create their own slide presentation using Powerpoint to show their fellow students why their holiday is meaningful.	[ x ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ x ] Invention (creating something to meet a need or improve on a situation)	Products/Performances Poster (exploratory assessment) Index cards (one note/card) Master bibliography sheet Recipe/food preparation (motivational/extra credit) Multimedia Powerpoint presentation
		Criteria for evaluation Students will receive a calendar with due dates on it. On due dates work will be checked and evaluated. Students will be given a rubric for each evaluation. Presentation Rubric – students will be given the following Rubric, Multicultural Multimedia Holiday Powerpoint Presentation Rubric, before they apply the program software. Students’ grades will be based on this rubric.

Rubric:

Multicultural Multimedia Holiday Powerpoint Presentation Rubric

RUBRIC	Exceptional 25 points	Commendable 20 points	Acceptable 15 points	Unsatisfactory 10 points
Information	All information is there and the holiday is thoroughly covered and supported	Most information is there and the holiday is thoroughly covered	A great deal of information is not clearly connected to the holiday	Not enough information; information does not support holiday
Organiza-tion and Coherence	Holiday is clearly stated & developed; essential question is fully answered and supported with more than one primary source cited	Holiday is stated in a logical manner & developed; essential question is somewhat answered and supported with one primary source cited	Holiday is stated & somewhat developed; essential question is loosely answered and has one primary source cited	Holiday is stated & loosely developed; essential question is not answered and has one primary source cited
Creativity	Very original and surprising presentation; immediately captures the audiences’ attention	Original and interesting presentation; captures the audiences’ attention	Little originality in presentation; barely captures the audiences’ attention	No originality in presentation; repetitive; does not captures the audiences’ attention
Components of Presentation	More than 8 slides in total presentation More than 5 slides Animated More than 3 slide types Timeline Recipe Essential Question fully answered, "Why is that holiday celebrated today?" Background/ history given Bibliography includes more than 3 hard & 3 soft sources	More than 6 slides in total presentation 2 Slides Animated More than 2 slide types Timeline Recipe Essential Question answered, "Why is that holiday celebrated today?" Incomplete background/ history given Bibliography includes 3 hard & 3 soft sources	More than 4 slides in total presentation 1 Slide Animated 2 Slide types Incomplete Timeline Incomplete Recipe Essential Question partially answered, "Why is that holiday celebrated today?" Extremely incomplete background/ history given Bibliography includes 2 hard & 2 soft sources	Less than 4 slides in total presentation No slides Animated 1 Slide type Incomplete Timeline Incomplete Recipe Essential Question not answered, "Why is that holiday celebrated today?" No background/ history given Bibliography includes 1 hard & 1 soft source

Have You Considered These Yet?

Assessment Modifications:

Exploratory Assessment (near beginning to check for understanding and to make sure the student is on track): Students will create a poster to illustrate the holiday.

End Assessment-Motivational-Extra Credit:

Students will find an ethnic recipe that is eaten during the time of the religious holiday and make it.

Students will develop a worksheet that asks questions (that cover the world history standards) about their presentation. The tenth grade students will view the presentation independently in the library and answer the questions. The 9^th grade students will then collect the worksheets and check them for understanding then return them to the 10^th graders. This will act as a review of information for the 10^th graders and all participating in this activity will receive extra credit.

Unit Schedule/Time Plan:

Library Research: one week (five 40 minute periods)
Poster, Timeline, Classifying, and Organizing Information: two weeks (ten 40 minute periods)
Learning the Powerpoint software program: two days (two 40 minute periods)
Applying the Powerpoint software program: one week (five 40 minute periods)
Presenting the Powerpoint Project to the Class (two 40 minute periods)
Revising and Enhancing the Multimedia Multicultural Presentation: (three forty minute periods)
Presenting Multimedia Multicultural Holiday Powerpoint Presentation for International Night: one evening

Written Overview: Students have spent from September to November learning about the six world religions as well as others, and about other countries and their cultures. This project is to be used during the winter months when most holidays occur as a culminating activity. After the launch, students will pick a partner and a holiday that they would like to research and do for their Multicultural Multimedia Presentation. Students will receive a sheet with some multicultural holidays on it and have already covered the six major world’s religion in class. Students will know that the goal of the presentation will be to inform and teach other students (classmates and other Global II students) about the holiday they chose. Students will receive a calendar so that they will understand what is expected of them and when. Students will be shown a mini demonstration of the versatility of the Powerpoint slideshow. Students will spend five days in the Lib rary researching hard and soft sources (Internet). Students will be given a short paper copy of Powerpoint to be used as a base to give the students guidance in what kinds of information they should be researching for. The librarian will give a review lesson on how to use the internet, the school’s research software, and the libraries books as tools for research. Students will be given a master bibliography sheet that will be filled out with five hard sources and five soft sources listed (one example of each will be on the sheet to model this). This will be checked and graded at the end of the research week. Students will code each index card to the master bibliography sheet. Each index card will have one fact noted on it and a number to correspond it with its source on the master bibliography sheet. Student pairs must write a minimum of forty index cards. The index cards will be checked and graded at the end of the research week. After one week, the students will be given two days an d a weekend to make a poster to advertise their holiday. This poster will include the name of the holiday, when it is celebrated, and why it is important. The poster project is an exploratory assessment; the teacher will use it to make sure the students are on the right track. Students will be given two different paper copies of Powerpoint, one a more elaborate presentation that they will use their research index cards to fill in before they go in to the computer lab to learn Powerpoint, and another on helpful hint as to how to make a good presentation. The students will learn how to use the software program Powerpoint in two forty minute periods; this will be taught the teacher and the computer teacher to give the students more individual attention. For the next five days student pairs will type in their information and create their slide show and will bring the rubric each day. The teacher will help when needed and monitor progress. Extra opportunities to use the computer lab are made available to the students (study halls and after school). The students will present their multimedia multicultural holiday to the class using the distance learning room. The students who listen to the presentation will provide feedback (they will write down one fact they learned, one aspect of the presentation they liked, and one question they have about the presentation). The teacher will grade the presentation and give suggestions for improvement. The students will have 6 weeks to revise their multimedia multicultural holiday Powerpoint presentations independently and will be given three days of class time to have access to the library and computer lab to enhance their projects. These projects will be self-timed to be on display for the school’s International Night. Extra credit will be given to any student that prepares an ethnic dish from their project for International Night. The students will be evaluated on their improved presentations using the same rubric.

Overview of the Procedure:

Class ( 2 periods)

Launch – video
Pick a partner
Pass out sheet with multicultural holidays and a calendar with due dates
Pick a holiday
Show a mini demonstration of the versatility of the Powerpoint slideshow

Library (7 periods)

The librarian will give a review lesson (internet, the school’s research software, and the libraries books as tools for research)
Students will be given a short paper copy of Powerpoint
Students will be given a master bibliography sheet
Students will be given 20 index cards for research notes
The index cards will be checked and graded
Students will make a poster to advertise their holiday
The poster project is an exploratory assessment
Students will be given two different paper copies of Powerpoint

Computer Lab (7 periods)

The students will learn how to use the software program Powerpoint in two forty minute periods
For the next five days student pairs will type in their information and create their slide show and will bring the rubric each day

Presentation (2 periods)

The students will present their multimedia multicultural holiday to the class using the distance learning room
The students who listen to the presentation will provide feedback
The students will be graded based on their rubric

Revision and Presentation (3 periods and 1 night)

The students will have 6 weeks to revise their multimedia multicultural holiday Powerpoint presentations independently
The students will be given three days of class time to have access to the library and computer lab to enhance their projects
These projects will be self-timed to be on display for the school’s International Night
Extra credit will be given to any student that prepares an ethnic dish from their project for International Night
The students will be evaluated on their improved presentations using the same rubric