This student-centered unit will lead to a product that the class can use: a game of their own creation. Each individual will learn about a specific aspect (geography, people, etc.) of life in the Middle East as they contribute to their small group. Each small group will then contribute their questions and answers to the class’s game. This process will allow each small group of students to be well-versed on one aspect of life in, or the history of, the Middle East. In playing the game, each student will benefit from the work of his or her peers. This solves the problem of student ownership while addressing several of the standards for the city and state; not to mention the current events issues that we, as Americans, are dealing with.
As an introduction to the unit, the class will read, together two pieces of Middle Eastern literature, one nonfiction and one fiction. We will also try a Middle Eastern food as we listen to Arabic music. Then, the small groups will break out to do their research. This initial phase may take up to two weeks, depending on scheduling. The class will then enter the second part of the unit, working together on the development of the actual game. Although I have dubbed this game “Desert Fever”, I believe that the name should be decided on by the class. Game cards will be generated by the small groups, but as far as the lay out of the game board, the rules, and the means of winning, that should all be determined by the class. The culmination of the unit, one month after introduction, will be the inaugural playing of the game!
In New Haven, units of this nature are expected to comply with district-wide standards. Therefore, the “Desert Fever” unit is aligned with the Social Studies, as well as Language Arts, standards. I am of the opinion that at the elementary level, literacy skills are the most important thing we teach. Done properly, “Desert Fever” should address skills of reading, writing, speaking, and listening.28
In terms of reading skills, Performance Standards 1.1, 1.3, 1.5, and 1.6 prescribe that students read for information and enjoyment, using print and non-print texts that reflect multiculturalism, and that students be led to a point where they will be confident readers. Students are also expected to construct meaning through reading, to summarize relevant information, and to demonstrate an awareness of the customs, values, and beliefs of not only the subject of the reading but, if it is a primary source, of the author, as well. Students should also demonstrate fluency while reading, as well as creating representations (visual, written, etc.) that reflect what they have read. Not only will they read aloud, they will be expected to convey information to others.
In terms of writing skills, Performance Standards 2.1 and 2.2 require students to demonstrate strategic writing skills that ensure successful communication. They must demonstrate content and organizational understanding, and appropriate written language skills. The teacher should also be sure to facilitate the students in using feedback and assessment. It is important that a purpose for writing be established. For example, students will be writing the question cards for the game. If even a few students do not produce their “Desert Fever” cards, then the game has less value. Everyone is needed. It is important that these young writers plan for a specific audience; to do the best possible job they must write multiple drafts, revising along the way.
Developing public speaking skills is also important. Performance Standards 3.1 and 3.2 are geared towards ensuring success in verbal communications. As with the writing, the teacher must help the students to establish that there is a purpose to speaking in front of a large group. In this case, the students will be teaching each other about what they have researched and learned. Improving skills of social interaction is also important. Developing appropriate language and literacy skills as well as appropriate thinking skills is among these performance standards. Before speaking publicly, students must plan out their presentation. They must organize the information in a logical order. Once they are presenting, it is important to remember to look at the audience, to speak clearly, to use appropriate gestures and grammatically correct English, including complete sentences, and to respond to audience questions. The students should be reminded that when they are at the front of the room, they are the teachers!
Perhaps most important of all are the listening skills. Performance Standards 4.1 and 4.2 speak to students learning the appropriate listening skills. Students should listen for enjoyment, but they should also think of themselves as critical listeners. Make clear to them what is at stake if they do not listen. Not only do they need to be respectful, they need to learn from the presenter. To go a step further, they need to be able to pick and choose, identifying the most important details that are being shared. After listening, students are expected to be able to define, identify, and paraphrase those important details. Just as the presenter needs to be able to answer questions, the students in attendance need to be able to ask appropriate questions; they must hunt for further details.
In terms of the Social Studies standards in New Haven, the curriculum guide clearly states that students will:
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Gather historical data from multiple sources.
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Identify the main idea in a source of historical information.
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Write short narratives and statements presenting historical ideas.
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Demonstrate understanding through written, verbal, visual, musical
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and/or technological formats.
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Read about and discuss current events.29
Rather than include objectives with each lesson, I have provided a comprehensive list, followed by the three lesson plans. I believe that this will make abundantly clear what I intend to accomplish with “Desert Fever”.
Knowledge Objectives:
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Students will gain a general understanding of the geography, people, history, governments, and economies of the Middle East.
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Students will describe the geography, people, history, governments, and economics of a particular Middle Eastern country.
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Students will develop a basic vocabulary of Arabic terms.
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Students will become familiar with the Internet and other resources.
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Students will take part in an interdisciplinary unit that makes use of multiple modalities of learning.
Skills Objectives:
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1. To acquire research skills as they read, view, and listen to multiple sources relating to diversity (religious and ethnic), the geography, history, governments, and economics of the Middle East.
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2. To work with various materials in creating an aesthetically pleasing, easy-to-understand board game for their own use (and for use by their peers).
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4. To present information relating to the geography, people, history, governments, and/or economies of a particular Middle Eastern country.
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5. To create a board game following prescribed steps of development.
Attitudinal Objectives:
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1. To contrast their lives with a group of people with whom they (seemingly) have nothing in common.
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2. To gain an understanding of diversity
within
the Middle East.
Experience Objectives:
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To encounter cultural items from the Middle East (food, music, and literature).
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To share a finished product with peers (in essence, to be teachers).
Lesson Plans:
Lesson One
Title: Where in the World... Is the Middle East?
Purpose: To learn where the Middle East is and how to use the compass rose.
Materials: Black and white world maps (with compass rose and a color-coded key for each of the four countries), crayons, “Where in the World Is...?” worksheet, and Middle Eastern music (
Putumayo
produces excellent “world music” compilation discs, several of which feature music from Middle Eastern countries30).
Activities and Procedures:
Before breaking the class into small groups, and distributing the “Where in the World Is...?” worksheet, the teacher will use a globe as a prompt for a discussion on:
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Locating North America
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Locating the United States
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Locating Connecticut
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Locating Asia and Africa
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North, South, East, and West
Working in groups of four or five, the students will each have their own map and crayons. There will be one worksheet for each group. Using the guiding questions on the worksheet (example: “Which country lies west of the Red Sea and east of Qatar, north of Yemen, and south of Iraq?”), students will find the desired country then color it in (using the key on the map for reference); the map will then change hands within the group and the next question will be addressed.
For closure, the students will fill out the “
K
now” and “
W
ould Like to Know” sections of their “KWL” chart. Then the teacher will lead a brief discussion using one (or two, if time permits) of the suggestions listed below:
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Do you know anyone who has lived, or currently lives, in any of these countries? Anywhere in Africa or Asia?
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Why do you think we call this region the Middle East? (if they are having trouble, have them cover the Americas on their map and focus on Europe, Africa, and Asia) it is up to the individual teacher how much they wish to disclose at this point; if the students seem interested, the teacher might want to leave the question unanswered and maybe offer bonus points to the student who hands in the best answer.
Lesson Two
Title: Researching the Game Cards
Purpose: To convert information, taken from a secondary source, into question form.
Materials: Reference books, encyclopedias (might include online and CD-ROM sources), “Game Card Research Sheets”, and a pencil.
Activities and Procedures:
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Before breaking the class into small groups (based on assigned country), the teacher will play a game of “Jeopardy” using answers to questions based on a current event that has relevance for the students (not necessarily Middle East). This will serve as a model of the relative nature of questions and answers.
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Within the small group, each student will be assigned a subject area (geography, education, language, religion, history, government, or economy); some subject areas may require two students.
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Students will take notes on subject matter that they:
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Think is important, and
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Think that their classmates will find interesting.
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Students will take notes on four or five different subject-related facts, using one “Game Card Research Sheet” for each fact. The first part of this sheet is for these notes while the second part, titled “Game Card Questions” is for converting the information into question form.
Students will share one fact/question with the group before storing their sheets into their “Desert Fever” folder. On another day, they will type out their questions, then paste them to the blank Game Card. One student from each group will share one chosen question with the whole class; this will serve as an example for students who are struggling to convert their facts into questions. Later, everyone will share all of their questions, possibly in report form.
Lesson Three
Title: Deciding on a Game Board
Purpose: To select a game board, using democratic methods.
Materials: “Game Board Suggestion Sheet”, construction paper, ruler, and a pencil.
Activities and Procedures:
Following up a class “Game Day” activity (each small group spends a half an hour playing a board game), the teacher will lead a brainstorm session on what a game should have, in terms of layout and parts. Students should be lead to include:
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Squares for player movement
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Start and Finish Lines
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Game pieces
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Dice or spinner?
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Area(s) for Game Cards
2. Using the aforementioned materials, students will design a game board. This will be done individually or in small groups, depending on student preference.
3. Each student, or group of students, will then display their game board design (done on construction paper) at the front of the room. Each student will have the remainder of the day to cast a ballot, voting for their favorite game board. They should also be asked to explain
why
they chose that particular game board.