Title III Technology Literacy Challenge Grant

Learning Experience

LEARNING CONTEXT

Purpose of Focus of Experience

The purpose of this experience is to familiarize students with PowerPoint while studying for their regent’s exam in Global Studies.

Connection to Standards

Social Studies

Standard 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, development, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

• Students will distinguish between the past, present, and future by creating multiple-tier questions that display important events and developments from world history across time and place.
• Students will find questions that will draw from different times and places to understand historical events.
• Students will investigate key events and developments and major turning points in world history to identify the factor’s that brought about changes and the long-term effects of these changes.
• Students will develop questions that explain the dynamics of cultural change and how interactions between and among cultures have affected various cultural groups throughout the world.

Standard 3: Students will use a variety of intellectual skills to

demonstrate their understanding of the geography of the interdependent world in which we live -- local, national, and global – including the distribution of people, places, and environments over the Earth’s surface.

• Students will find questions that will show the development and interaction of social/cultural, political, economic, and religious systems of the world.

Connection to Standards

Technology

MST 2: Students will access, generate, process, and transfer information using appropriate technologies.

• Students will prepare a multimedia presentation using Power Point.
• Students will obtain accurate and relevant information from a range of sources (Internet sites given in class).

MST 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

• Students will understand computer programming (Power Point) and design their game, "Who WANTS To Be A Globalnaire?" using relevant global studies questions for the Regents.

ELA

Standard 1: Language for Information and Understanding

• Students will collect data, facts, and ideas related to the Global Studies Regents.
• Students will use oral and written language that follows the accepted conventions of the English language to transmit information.

Essential Question

How can writing "Regents" questions to play a game, help you prepare for the Regents?

Content Knowledge

Declarative Knowledge -- Students will be able to:

• Know people, places, dates, events that are important in Global Studies
• Know how to make a presentation using PowerPoint
• Understand how to choose facts to use for questions that will be relevant to the Regents
• Store this information to use on the Regents

Procedural Knowledge -- Students will be able to:

• Locate information
• Write multi-tier questions
• Use PowerPoint
• Use the performance checklist in grading their work

Procedure

1. Students (3) will be paired with a partner that knows how to use Power Point
2. Students will be told that they are going to design their own game show, "who Wants to be a Globalnaire?" ( same as Millionaire)
3. Students will be given directions on what types of questions they must have for their game ( checklist): ½ class period
4. Students will be given the rubric that will be filled out by them, their peers, and teacher on how their Power Point presentation will be graded (rubric) : ½ class period
5. Students will have 2 weeks to make up the 15 questions and complete the Power Point presentation: Media Center passes will be given and teacher will be available in the Media Center every Multi Purpose Period
6. Every third day the teacher will check to see where the students are
7. Students must complete their rubric, and a reflection letter (attached)
8. Students will present (play) their game: 3-7 presentations per day
9. The class and teacher will fill out the performance checklist after playing or viewing the game
10. The teacher will collect the groups’ performance checklist, reflection letter, and topic checklist. Also, the class performance checklist to use for the final grade

Acquisition Experience

1. Launch Activity: "Four Corners" - Played like "Who Wants To Be A Millionaire?" (Students will be given multiple choice questions and go to the corner with the letter of their choice for $100-$1,000,000)
2. Students will be given a topic checklist of the types of questions needed for their game. This will also help students stay on task (attached), and will be used for part of their grade
3. A performance checklist will be given for grading the group’s game and presentation. The group, the teacher, and the students in the class will use this. An average of these scores will be used for their grade
4. A list of resources will b given to the students to use for writing their questions (attached)

Extending and Refining Experience

1. Class will meet in groups of four to discuss if they found this activity to be helpful in reviewing for the Regents
2. They will answer the questions (attached) honestly
3. Each group then will report back to the class
4. A vote will be taken on whether this should be done next year, and if so with what modifications

Instructional/Environmental Modifications

1. Students with special needs could complete this with their Resource Room teacher - however the grouping of three students should help with this
2. Resource Room Teachers will be given all the hand-outs
3. Students with special needs could be given questions to write that would be easy to access on the Internet or with the use of their text book
4. This game could be done with any subject

Time Required

1. Class time - 2-3 days:

1. 1 day to go over the rules for the game and the performance checklist, topic checklist, and reflection piece for their presentation

2. Class time: 1-2 days to play the "game"
1. Teacher time ( ???) - time to look at:

1. the group’s checklist - every third day
2. the group’s performance checklist and reflection letter
3. the class grading of the performance checklist
4. look over the Regents’ grades and compare to class averages

Resources

1. PowerPoint software
2. Video Projector
3. Teacher(s) who are adept at Power Point
4. Students who are adept at Power Point
5. List of relevant Websites (attached)
6. Old Regents exams

Assessment

1. Checklist: to tell them exactly what type of questions their game must include (attached)
2. Performance checklist: to tell how the presentation will be graded (attached)
3. Reflection letter: To describe their strengths and weaknesses (attached)
4. Class discussion/reflection: to decide if this should be part of next year’s class(attached)
5. Regents Results: look to see if grades were better

Reflection

I decided to do this learning experience to make studying for the Global Regents fun and relevant. I know that studying for this Regents is hard and often the lower ability students just keep reading over the Baron’s Regents Book without making any connections. I felt by writing the questions, and then playing the "game", students would be learning while having fun.

I also wanted students to see all the possibilities of using PowerPoint. Power Point could now be used in other class presentations.

I feel that the standards and indicators I chose are important for their academic success. The ELA and Social Studies standards and indicators will be assessed in their Global Studies Regents, and in English 11, and U.S. history during their junior year. Research has shown that for these skills to be learned, they must practice (do) them at least four times a year. Here is another fun, yet meaningful way to practice these skills.

I feel using PowerPoint (MST Standard) will be helpful after leaving school. This will be a skill that they can use when ever having to make a presentation - college interview, college courses, job interview, or in their job

I have not completed this with a class yet. I am waiting to do this closer to the time of the Regents. I will write this piece later as to how to improve this experience. I feel the students’ feedback will be very valuable.

Names: _________________________________

_________________________________

_________________________________

15 Questions Checklist

• You must have 15 questions.
• 5 questions - easy to fairly easy
• 5 questions - medium
• 3 questions - difficult
• 2 questions - very difficult

CHECKLIST

TOPICS: GAME QUESTIONS # (1-15)

1. Ancient World: (2)

• Trade Route (Silk Road) ___________
• Han Empire __________
• Roman Empire __________
• Religion

• Hinduism __________
• Buddhism __________
• Judaism __________
• Islam __________

2. Expanding: (2)

• Tang Dynasty __________
• Song Dynasty __________
• Byzantine Empire (effects on Russia) __________
• Islamic culture on global history __________
• Islamic laws __________
• Medieval Europe (Feudalism) __________

3. Global Interaction: (2)

• Ming Dynasty __________
• Ottoman Empire __________
• Absolutism - leaders __________

4. Age of Revolution: (3)

• Enlightenment in Europe __________
• French Revolution __________
• Latin American Independence

movement leaders __________

• Unification of Italy __________
• Agrarian Revolution __________
• Industrialization __________
• Imperialism __________
• China - Opium wars, Boxer Rebellion __________
• Russo-Japanese War __________

TOPIC: GAME QUESTION # (1-15)

5. Crisis and Achievement: (2)

• World War I - causes and impacts __________
• Russia Revolution __________
• Bolshevik Revolution __________
• Stalin __________
• Lenin __________
• Sino-Japanese War __________
• World War II - key individuals, events __________

6. The 20^th Century: (3)

• Cold War __________
• Marshall Plan __________
• Truman Doctrine __________
• NATO __________
• Chinese Communist Revolution __________
• Great Leap Forward __________
• India Independence - key leaders, events __________
• Africa Independence - key leaders, events __________
• Middle East conflicts - leaders, events __________

7. Global and Interactions (1)

• Social and political changes __________
• Ethnic and religious tensions __________
• Economic issues __________

Please list any topics that were hard to find questions on:

Please list any good resources you found for finding questions:

Names:

REFLECTION LETTER

1. Describe how easy or hard it was to write and find the questions. Give 3-4 examples.

2. Tell how you think you could use Power Point again, and was it difficult to use. Give 3-4 examples.

3. If we were to do this again, we would:

4. We think this was a worthwhile or useless project because: (give 3-4 reasons).

PowerPoint Presentation Checklist

Group Name: ________________________________ Scorer: _________________________

YES No

1. There were 15 questions ranging from easy

to average to very hard. ______ ______

2. There were the right number of questions

asked from each topic. ______ ______

3. Answers came up as they were said. ______ ______

4. Answers were taken away as needed. ______ ______

5. The questions and answers were easy to see. ______ ______

6. There were no spelling or grammar mistakes. ______ ______

7. The questions would help in studying for

the Regents. ______ ______

8. A variety of bullet points styles were used and

they were in proper form. ______ ______

9. Each slide was fully developed. All contents

were relevant and in proper proportion. ______ ______

10. The "host" was easy to hear. ______ ______

11. The "host" informed the player of lifelines. ______ ______

12. The "host" would make the player feel unsure

of their answer at times. ______ ______

TOTAL NUMBER OF YES: ______X8 +4 = _________(grade)

WWW Listing of Historical Primary Sources

History Page Web Site Content

Hendrick Hudson High www.watpa.org/hhsd/primary.htm Primary sources School Primary Source used in Social

Documents Studies

_____________________________________________________________________________________

Professional Political http://www. Politicalcartoons.com Political

Cartoonists Index Editorial

cartoons in the

world

_____________________________________________________________________________________

Euro-docs: http://www.lib.byu.edu/rdh/eurodocs Primary

Historical

documents

from Western

Europe - by

country &

period

_____________________________________________________________________________________

Ancient World Web http://www.julen.net/aw Meta index

to all things

ancient

_____________________________________________________________________________________

Medieval Sourcebook http://www.fordham.edu/halsall/ Primary texts

sbook.htm from the

Middle Ages - 32 pages of links

_____________________________________________________________________________________

Exploring Ancient World http://eawc.evansville.edu/www/ Links to the

Cultures index.hum ancient world

_____________________________________________________________________________________

Gateway to World History http;//Library.ccsu.ctstateu.edu/ Links to world

-history/world-histroy history sites

_____________________________________________________________________________________

Social Studies Web http://www.execpc.com/dboals/ 25 pages of

boals.html links to vast

amounts of

Internet

resources

Students’ Reflection:

1. We felt that the time it took us to create this game was worthwhile or not worthwhile because:

A.

B.

C.

• We feel this will or will not help us prepare for the Regents because:

A.

B.

C.

• The best part of this project was:

• The worst part of this project was:

• The performance checklist was or was not helpful because:

A.

B.

C.

• We feel comfortable using PowerPoint and could use it again with:

A.

B.

C.