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Utilizing
NYS Standards in a Curricular Design for a College Level
Social Studies Methodology Class
Helene
Robbins
Group #9
Commencement
Content Standard # 2
MST-Students
will access, generate, process, and transfer information using appropriate
technologies.
Benchmark
Standards
Content Standards
MST -Information
technology is used to retrieve, process, and communicate information and
as a tool to enhance learning
- Information technology
can have positive and negative impacts on society, depending upon
how it is used.
Social
Studies- Social studies programs should include experiences that provide
for the study of culture and cultural diversity. (From the National Council
for the Social Studies)
- The study of
world history requires an understanding of world cultures and civilizations,
including an analysis of important ideas, social and cultural values,
beliefs, and traditions. This study also examines the human condition
and the connections and interactions of people across time and space
and the ways different people view the same event or issue from a
variety of perspectives. (From the Learning Standards for Social Studies,
The University of the State of New York)
Performance
Standards
- prepare multimedia
presentations demonstrating a clear sense of audience and purpose
- Telecommunicate
a message to a distance location
- access, select,
collate, and analyze information obtained from a wide range of sources
such as research data bases, foundations, organizations, national
libraries and electronic communication networks, including the Internet
- discuss how applications
of information technology can address some major global problems and
issues
Social
Studies
- explore and describe
similarities and differences in the ways groups, societies, and cultures
address similar human needs and concerns
- give examples
of how experiences may be interpreted differently by people from diverse
cultural perspectives and frames of reference
- 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 -compare ways in which people from different
cultures think about and deal with their physical environment and
social conditions
- give examples
and describe the importance of cultural unity and diversity within
and across groups
Content
Standards or Outcomes
At the
end of this three week unit the students will...
1) contact
and correspond (at least three times) with a pen pal from another country.
2) research
through the Internet, various software programs and books the social,
political, economic, cultural and geographical conditions of the pen pal’s
country.
3)create
and present to the class a Power Point slide show (of at least 20 slides)
detailing the information collected and the similarities and difference
of their culture and their pen pal’s.
4)write
a two page reflection which identifies why different cultures throughout
the world develop varying perspectives on contemporary issues.
Enabling
Activities
Day 1
-
Introduce
students to "Katrina", the teacher’s imaginary key
pal from the island of Roarko, through a power point presentation.
(Students will have had previous experience using Power Point.)
-
Invite
students to create their own Key Pal Project.
-
Discuss
various components that may be included in the slide presentation
(geographical, cultural, social, historical, economic and political
background of the key pal’s country; comparison of traditions,
culture, education, social life of the key pal’s country and
their own; itinerary of a trip to the country, including cost of airfare,
hotels, food; etc).
-
What
questions will you want to ask your pal?
-
In
order to develop an understanding of varying perspectives on contemporary
issues, what topics might you discuss
-
with
your key pal?
-
How
will you research the other components?
-
Discuss
possible search engines.
Day 2
- Teacher will
distribute handout of ten possible Key Pal Web Sites (see attached).
- The students
will access several of the web sites choosing at least three advertised
"key pals" .
- At the end of
the lesson students will record the e-mail addresses of at least three
"pals" and begin corresponding with the three individuals.
Day
3
- Students will
write to their three selected key pals.
- Letters should
include biographical information, goals of their projects, questions
that they want to ask their key pal. If time allows, student may
begin their research on the Internet using the search engines, or
possible web sites ( see attached). (Additional lab hours will be
required at this time)
Day
4
- Students will
retrieve letters from their key pals and send return letters.
- Students will
select one key pal to use as a subject for their project.
- Students will
continue collecting research about their key pal’s country and
begin formulating their Power Point presentation. (Additional lab
hours will be required.)
Day
5
- Students will
continue corresponding with their pen pals, researching their topic,
and creating their presentations. (Additional lab hours will be necessary.)
Day
6
- Students will
present their Power Point Projects.
- Students will
write their two page reflections.
Performance
Measures
Students
performance will be evaluating according to the following criterion:
- presentation
of a power point project (grades will be based on the attached rubric)
- active class
participation including evidence of correspondences with key pals
(grades will be based on attendance, teacher observation, and record
of outside laboratory hours.)
- completion of
two page reflection which identifies why different cultures throughout
the world develop varying perspectives on contemporary issues.
Power
Point Presentation Rubric
Unacceptable
(F, D)
Slides presented demonstrating student’s ability to access information
and create a simple 10-20 slide Power Point Presentation.
Acceptable
(C, C+)
Twenty slides demonstrating that the student accessed, generated, processed
and transferred information using appropriate technologies
Proficient
(B, B+)
Twenty slides presented using "Acceptable criterion" plus
- additional correspondence
connections from key pal letters
- using several
background colors and simple graphics on slides
- description of
cultural similarities and differences
Exemplar
(A, A+)
Twenty slides presented using "Proficient criterion" plus
- extensive correspondence
connections from key pal letters including a discussion on different
perspectives on important contemporary issues
- elaborate use
of background colors, graphics, and sound on slides
- itinerary of
imaginary trip to visit key pal, including airfares, hotel accommodations,
etc.
- handout of resources
used to access information, including web sites, books, etc.
Favorite
Web Sites
PEN PALS
http://www.accessone.com/~sams/sampenpa.htm
http://www.europa-pages.co.uk/penpal_form.html
http://www.sftoday.com/enn2/kcpo.htm
http://www.stolaf.edu/network/iecc/
http://www2.waikato.ac.nz/education/WeNET/key/khome.html
http://www.reedbooks.com.au/heinemann/global/global1.html
http://www.mightymedia.com/keypals/
http://ietn.snunit.k12.il/keypals.htm
http://www.neosoft.com/internet/paml/bysubj.html
http://alberti.crs4.it/pen-pal/
http://www.zns.net/penpals/search.html
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