2010+Social+Studies

**Interactive Holocaust Museum Website (1-2 weeks)**
 * Scenario #1**

For this assignment, students designed and created an Interactive Holocaust Museum (Website). The objective was for students to create a site that would be a memorial to Holocaust victims and survivors. First, students brainstormed what elements they wanted their site to include: title, pages, text, related resources, student created work, victim stories, video, photos, etc. Then, students were assigned parts of the site to design and develop based on what the class determined should be included on their sites. Students used Internet search engines and websites to gather information for each part of their page that they were creating. Students used Microsoft Word to organize their notes and source information. Students used templates on __edu.glogster.com__ to create their pages. An alternative to Glogster.com would be for teachers to use Google pages or some other website creator. Materials used: laptops, computer lab, Internet access, and Microsoft word. Full Lesson Plan [|Student Sample.pdf]


 * Scenario #2 **
 * Concept Mapping with Inspiration- 5 themes of Geography **

This lesson introduces students to concept mapping. Since it was used for a social studies class, this particular map will cover the 5 themes of Geography and their relation to world countries, which the students had been studying for some time. This lesson has the students using Inspiration to create their maps, instead of with paper and a pen, sticky notes, index cards, etc. Before beginning concept mapping, students must have some familiarity with the general topic to be mapped. They may have read about the topic in their textbook, watched a video, listened to a lecture, etc. The more experience they have had with the topic, the better. It helps to have the initial exposure to this technique concern a topic to which the students have had more than a mere introduction, i.e., one with wh ich they are somewhat comfortable.

1. Explain to the students that a concept map is a written representation of the relationships among major concepts, ideas, objects or activities. Then model the creation of a map for them. 2. Explain that there are many correct ways to map the same set of concepts. The better the students understand the concepts and how they are related, the better the map students can draw. Studying and thinking about the concepts they want to map will make the map richer as well as more accurate. 3. Each student generates some of the most important concepts related to the topic to be mapped. 4. The students direct the teacher to arrange and rearrange the concepts they've chosen and then to draw links connecting concepts to show relationships. Encourage them to note when arrows are needed to clarify the direction of a relationship. 5. Throughout this process, encourage discussion about which concepts should be included, which should not, and in what ways they can relate. 6. Now save and print out the map. [|Student Sample]
 * First, using Point & Type, make a list of major concepts to include on the map.
 * Under each major concept, list more specific concepts to form a cluster of related ideas.
 *  Draw links connecting the major ideas to one another.
 *  Write labels on the lines that describe how one concept links to another.
 * Draw cross-links that relate concepts in one part of the map to concepts in another part of the map. Cross-links should have an arrowhead that indicates the intended direction of the relationship.
 * Label these lines to describe the connections.
 * Scenario #3**
 * Making a presentation with Keynote- Use Inspiration Web to create Keynote-5 Themes of Geography**

Keynote includes all the tools that students need to create effective and well-designed presentations. They start by choosing a professionally designed theme. Each theme offers a selection of templates with coordinated fonts, layouts, tables, charts, and image placeholders. Keynote opens with a title slide that's ready to go. Students can easily add music, photos, and movies to their slides with the Media browser. And when they're ready to make a presentation, the Presenter display mode allows them to keep track of it with confidence. Students will use their country concept map, and organize their ideas into a Keynote Presentation. For each important concept, students will make a slide and include information and a picture or a graph. Students will also include a slide with a voice over. ﻿[|Student Sample]  ﻿    **Scenario #4** **Using Propaganda** Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. In recognition of Women’s History month, students will research a notable woman. Students demonstrate creative thinking, construct knowledge, and develop innovative products using technology. Students selected a notable woman to research and prepare a Keynote presentation. They were given guidelines and expectations and asked to prepare a storyboard prior to computer work. [|Student Sample]       **Scenario #5** **Facing History - Geography of Me** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">As part of the “Facing History and Ourselves: Holocaust and Human Behavior” unit, students complete a concept map entitled, “The Geography of Me.” The concept map consists of five circles, and within each, students write the appropriate information about themselves by answering questions under each theme: history, language, culture and customs, resources (economics), and beliefs. Students will complete this activity utilizing inspiration software.Additionally, if time permits, students will type their “Where I’m From” poem on Word. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> [|Full Lesson Plan] <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> [|Concept Map Sample]  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> [|Poem Sample]      **<span style="font-family: Arial,Helvetica,sans-serif;">Scenario #6 **   **Ancient Rome**    <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Students read the chapters from the textbook on Ancient Rome. Then, they used the Pages program to simulate what an Ancient Roman newspaper front page may have looked like. They were to have a designated amount of articles and pictures, and were to include a works cited portion. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> [|Full Lesson Plan] <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Student Sample]  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Rubric]        **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Scenario #7 ** **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Podcast about the America's ** a) The students were given an opportunity to expand their knowledge of the Americas (North, Central and South), after the final discussion of each chapter from the textbook. Each student could select their favorite region to research, whereby they would use the “High Five Method, ” or the Five Themes of Geography to gather their facts. b) Next the students were placed into groups based on similar selected regions. Each student was given access to a laptop, helpful websites and all library resources. The students had to decide on the most important information and the format that should be used to produce their media presentation. c) The students attempted to draw backgrounds for each area researched, so that during the oral presentation the visual would enhance the reality of each region’s landforms or special features. Still camera snapshots were to be used to transfer images to the Podcast site. However, time was a factor and a change in the plans was conducted so that the project would be completed on time. d) Therefore, the students had to use pictures from Clip Art and the Web, because of their unfinished hand drawn artwork. <span style="font-family: Arial,Helvetica,sans-serif;">This scenario allows students to: <span style="font-family: Arial,Helvetica,sans-serif;">· Recognize the details of each theme and their importance to our world <span style="font-family: Arial,Helvetica,sans-serif;">· Create a document that is easy to read and understand <span style="font-family: Arial,Helvetica,sans-serif;">· Formulate technology skills required to make the project including the use of research tools, facilitating an unfamiliar website, and cut and paste (pictures). <span style="font-family: Arial,Helvetica,sans-serif;">Students will create an imaginary country and draw a map of it on a blank piece of paper. Additionally, students will add details to the map. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. [|Student Sample] [|Student Sample]          **Scenario #9** **Six Regions of Tennessee** <span style="font-family: Arial,Helvetica,sans-serif;">This lesson introduced the study of The Five Themes of Geography. This lesson could also be used as a culminating activity. This scenario allows students to: · Recognize the details of each theme and their importance to our world · Create a document that is easy to read and understand · Formulate technology skills required to make the project including the use of research tools, facilitating an unfamiliar website, and cut and paste (pictures). <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Students will make use of Tennessee History text and research notes to complete this activity. **Scenario #10** **Famous Tennessean** <span style="font-family: Arial,Helvetica,sans-serif;">Project addresses the following ISTE standards: 3. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 6. Students demonstrate a sound understanding of technology concepts, systems, and operations. · Using research and AppleWorks, my seventh grade social studies students created a folder depicting information on famous Tennesseans and how their beginnings in Tennessee led some of them to remain in Tennessee and others to leave. · Students were given a list of famous Tennesseans to choose from. · Students were given a fact sheet containing specific information to help guide their research. · After researching their person, students had to put their information onto a manila folder. · Students were given a copy of the rubric used to assess the project. This lesson followed a study of Tennessee. Students were able to learn about the accomplishments of ordinary citizens like themselves who went on to accomplish great things. This scenario allows students to: · Recognize the importance Tennessee and her people have played throughout history. · Create a document that is easy to read and understand · Formulate technology skills required to make the project including the use of research tools, word processing, and cut and paste (pictures). [|Rubric] [|Selection List]         **Scenario #11** **World History**  Using KEYNOTE, my sixth grade World History classes created a slideshow to display their knowledge and concepts of previously learned material in World History about the major religions of the world. Their booklet had to have 3 components: the founders/leaders, major belief, and an interesting fact. They then added pictures. Students met in pairs to research the material prior to beginning the project. Whole group instruction was given on the basics of KEYNOTE and an example was shown to students for project expectations. The computer lab was used. A rubric was used to evaluate product components. This lesson allowed student to: *Formulate technology skills required to make the program including, but not limited to planning, formatting, editing, and researching. **Scenario #12** **Podcasting - Landforms**  <span style="font-family: Arial,Helvetica,sans-serif;">Students work in groups of two or three to research one major landform or body of water. These can be chosen by students, assigned by teacher, or randomly drawn from a basket. On day one, students conduct research, find pictures, write a script, and decide who will read each part. On day two, students record the podcast and add pictures to the podcast. If a third day is available, some students may also want to add music or sound effects. Podcasts should be saved as QuickTime movies to be shared in class. With parent permission, podcasts can also be published on the teacher’s website. <span style="font-family: Arial,Helvetica,sans-serif;">[|Full Lesson Plan] <span style="font-family: Arial,Helvetica,sans-serif;">[|Podcast Directions]  <span style="font-family: Arial,Helvetica,sans-serif;">[|Rubric]  <span style="font-family: Arial,Helvetica,sans-serif;">[|Student Sample 1]  <span style="font-family: Arial,Helvetica,sans-serif;">[|Student Sample 2]     <span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">﻿    **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">﻿ **  **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">Scenario #13 **    **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">Demographics **  **<span style="font-family: Arial; font-size: 12pt; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">Part 1: S ** tudents are presented with 18 countries, organized into six groups of three. Students choose one country from each group to research for a total of six countries. Students are given a chart with the countries listed down the side and the following suggested demographics listed across the top: population, population growth rate, literacy rate for men and women, life expectancy for men and women, and per capita GDP. The online textbook has most of the information under resources/atlas. When you click on a country, a great deal of information appears, including demographics. **<span style="font-family: Arial; font-size: 12pt; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">. **   **<span style="font-family: Arial; font-size: 12pt; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">Part 2: ** Students choose one country on which to focus. They create a PowerPoint highlighting the demographics of the chosen country. On each slide, the student defines a demographic term, states the number for the country, and describes what that number might mean for the country. For example: Literacy rate tells the percentage of people over the age of 15 that can read. A literacy rate of 99% for both men and women probably means that most people are able to attend school. The teacher can determine the number of slides required and students can choose the demographics to highlight. This project can be easily modified. For struggling learners, the teacher can require research for just one or two countries. In some cases, demographics can even be provided and the student can just complete the PowerPoint. For advanced students, two countries can be compared or contrasted on the PowerPoint. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[|Full Lesson Plan]
 * This project took 3 sixty-minute class periods. [|Full Lesson Plan] [|Student Sample]          **Scenario #8** **Themes of Geography**
 * Create a booklet on major religions using technology
 * Interact and collaborate with peers to contribute and produce an informational document by drawing from previously learned material

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[|Handout]

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[|Student Sample Word Processing]

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[|Student Sample PowerPoint 1]

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px;">[|Student Sample PowerPoint 2]

<span style="font-family: Arial,Helvetica,sans-serif;">The seventh grade students analyzed the concepts of renewable and nonrenewable resources and evaluated current global issues regarding conservation. Students demonstrated knowledge of these resources as well as possible implications of local and global resource use through the Comic Life software.
 * Scenario #14**
 * Renewable and Non-Renewable Resources**

[|Full Lesson Plan] [|Student Sample]

Students in seventh grade collaborated with the Bon Lin Middle School Beta Club to market a campaign to raise awareness and funds for Haitian relief following the massive earthquake on the island of Hispaniola. Students created signs and posters that were placed all around the school’s hallways bulletin boards. [|Full Lesson Plan]
 * Scenario #15**
 * Fundraiser Awareness for Haiti Relief**


 * <span style="font-family: Arial,Helvetica,sans-serif;">Scenario #16 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Investigating Myths **

<span style="font-family: Arial,Helvetica,sans-serif;">USPI: 6.5.spi. 17 recognize the significant mythologies of the Sumerians, Egyptians, Greeks, and Roman Using Comic Life students will demonstrate understanding of selected Greek myths. The students were assigned a partner and given copies of selected Greek myths. Each group was given a copy of the following instruction sheet. [|Student Sample] [|Student Sample]

<span style="font-family: Arial,Helvetica,sans-serif;">I had originally intended to have the students create Powerpoint for incorporation in to a larger project involving multiple applications. I started out by assigning the students vocabulary words that are all assessed on the 7th grade and Social Studies TCAP. After the students opened Powerpoint, it became apparent that the majority of the students did not posses basic font manipulation skills. At that Point I decided to focus on Technology Operations and Concepts. I asked students to create slide for each word. They were to changed and create colorful font and animate the words. They would then use search engines to find definitions for the selected vocabulary words or they could use a classroom set of flashcards I made for TCAP. Because of the nature of the content in 7th grade social studies, which happens to focus on geography, I wanted learners to use clip art and or pictures as examples for the vocabulary words. Students soon found out that it was difficult to access and use many pictures or clip art examples because of copyright infringements. This led to a discussion about what was ethical and legal use of materials on the Internet. Many students were not even aware of the concept of intellectual property so it was a valuable discussion. The construction of the slide shows was a good opportunity for me to instruct students in animating slides, slide management, (most of them had to be shown how to add a new slide for instance,) and how to save their work into files. I used flash drives and taught many of the students how to properly use and eject external hard drives as well as how to save their work on to the drives. I also used this opportunity to show the students how to display and use the formatting palette. The end result was that the learners were excited about creating the slide shows and many displayed the student’s unique creative abilities. <span style="font-family: Arial,Helvetica,sans-serif;">[|Full Lesson Plan] <span style="font-family: Arial,Helvetica,sans-serif;">[|Student Sample]
 * Scenario #17** **PowerPoint**
 * <span style="font-family: Verdana,Geneva,sans-serif;">Scenario #18 **

<span style="font-family: Verdana,Geneva,sans-serif;"> To prepare the foundation for an in-depth study of the Holocaust and what events in history occurred to allow it to take place, my students compiled data from the Internet. They created spreadsheets and learned various formulas and capabilities of the Excel program and demonstrated an understanding of how the Excel program works and how to manipulate the worksheets for their individual purposes. <span style="font-family: Verdana,Geneva,sans-serif;">Full Lesson Plan

**<span style="display: inline !important; font-family: Chalkboard; margin-bottom: 0.0001pt; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding: 0px; text-indent: -0.25in;">Scenario #19 ** <span style="font-family: Verdana,Geneva,sans-serif;">IWeb, IPhoto

<span style="font-family: Verdana,Geneva,sans-serif;"> My 7th Grade Geography class needed to learn the major landforms and bodies of water of North and South America. I chose a web page format and used the idea of a Turkey Journal. First the students had to write a creative story about how they found a fictional turkey. Next they had to write five stories about their turkey and the adventures they had in at least five countries. These stories had to include a tourist attraction, the major landform of the country and the main body of water. The final entry would be about Thanksgiving Day and what happened to the turkey! Students would eventually have seven entries on their web page. After all this pre work was completed, the students created a web page where they blogged about their adventures that they had with their fictional turkey. Each page had to have several pictures of the landforms and any other interesting facts about the country.

<span style="font-family: Verdana,Geneva,sans-serif;"> At first the students were a little daunted about all the information they needed to know in order to have a presentable web page. However, after the 3rd day, most of them had mastered the program and had amazingly creative web pages. We not only focused on several Geography SPI’s and ISTE standards, but this lesson also integrated several Language Arts SPI’s as well.

<span style="font-family: Verdana,Geneva,sans-serif;"> This lesson did take three full days. I think that having the students learn the program first, then using what they learned to implement their own work is the best way to teach technology at my school. I also found out that using a template with all the necessary blocks mapped out was the best way to go. Next time I will definitely do this, then when students want to use this program again, they will at least know how a web page should look. <span style="font-family: Verdana,Geneva,sans-serif; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">

<span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Scenario #20** <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Geography 7th grade**

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Project SPI’s**

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.1.1-** Recognize cultural definitions

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.2.3-** Define demographic concepts

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.4.4-** Identify political leaders from selected contemporary settings

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> Using Pages, I-Photo, and the Internet my students created a travel brochure for one of the following countries: Canada, Mexico, Brazil, Colombia, or Argentina. The goal of the project was for the students to learn about the culture and demographics about a country of their choice. Before we went to the computer lab students were told to find as much knowledge on their country as they could from their book. In the computer lab they were introduced to Pages and the brochure template that had already been made for the project. Using the internet they were to find pictures that would entice travelers to visit their country. These pictures were downloaded into I-Photo and put into the travel brochure. In the brochure were demographic facts about each country that had to be looked up and inserted into the brochure. These facts included the current leader, the current population, what type of government system they have, etc. All of these facts and pictures were put together into a finished brochure advertising their country. <span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> I think the lesson went well as far as kids learning how to use Pages and I-Photo. They found ways to arrange the pictures and change font style and color to make the brochure their own. It taught them several things about a country that at the beginning of this project they had no knowledge of. <span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> The drawback of this project was the community use of I-Photo. I had students who used pictures other classes had put into I-Photo that while looked good were not a picture of their country, for example I had a student have a picture of Niagara Falls on his Brazil project because he thought it looked good. Another drawback was that this project was a bit too complicated for my lower students. They struggled to understand how everything goes and struggled to keep pace and finish the project.

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">[|Student_Sample]

<span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**Scenario #21** <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> **Geography 7th grade**

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.3.3-** Identify the major river systems of TN

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.3.5-** Select the natural resources found in the 3 grand divisions of TN

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">**7.2.5-** Select the major resources, industrial, and agricultural products for the three grand divisions from a map of TN

<span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> Using Inspiration my students were to make a webbing of TN regions, TN rivers, and TN natural resources. The purpose of this project was to have students understand how diverse the divisions of TN are and to learn what is located in each division. Ahead of using computers they were to separate and sort the regions, rivers, and resources of TN into the three grand divisions. They were given a day to learn how to use inspiration, and most picked it up quickly. During the actual work time of the project, the students made the webbing using TN as the main idea and splitting it into the three grand divisions. Using their work the students organized all the objectives into web design. Many students were able to design their webbing using pictures from inspiration and change up shapes and designs to fit their unique space. <span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> This project was great from a standpoint that it taught the students where in TN major rivers, regions, and resources are. It also gave them knowledge on how to use Inspiration. <span style="font-family: Verdana,Geneva,sans-serif; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;"> This project did not have many drawbacks as it was a good simple project that everyone could understand. The only drawbacks would be that students could not always find pictures they wanted from inspiration. The lines in webbing also were not always neat so it was hard to tell if the student knew what went in what region.

[|student_sample] **Scenario #23**
 * ISTE Standards: **
 * Creativity and Innovation: **Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * Digital Citizenship: ** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
 * Technology Operations and Concepts: ** Students demonstrate a sound understanding of technology concepts, systems, and operations.


 * SPIs: **
 * 7.1.1 **Recognize cultural definitions (language, religion, customs, political system, economic system).
 * 7.1.2 **Locate cultural information on a thematic map (language, religion, customs, political system, economic system).

**<span style="display: inline !important; font-family: Chalkboard; line-height: 0px; margin-bottom: 0.0001pt; margin-left: 0px; margin-right: 0px; margin-top: 0px; overflow-x: hidden; overflow-y: hidden; padding: 0px; text-indent: -0.25in;">﻿ ** My seventh grade social studies students created a handout using Comic Life, to display their understanding and facts about the five major religions of the world. In order to complete this project, students spent time learning about the religions through class discussion and teacher created power points. During this time students were to take their own notes by completing a graphic organizer. The first day of the project, students were assigned a specific religion. Students then were given a template to organize their information. They were to divide the information into five areas and be able to answer the following questions: 1. Who is the god of each religion? What does each religion read to understand their belief system? 2. What is the place of worship called for each religion? What is the belief system that each religion follows? 3. What are the major holidays recognized for each religion? What are the specific symbols recognized for each religion? 4. In what country(s) or region(s) of the world are members of each religion mainly located? What are the people of each religion called? 5. List interesting facts. The second day, students were introduced to the Comic Life program. Students were given three templates to choose from. One thing we discovered is if you decide to change the template, it will create a new page. Make sure to delete the page that is not wanted or it will print all pages. Together as a class, we entered the heading using the lettering. The students loved the noises that it would make when you enlarged it. I would suggest that the volume is down on all computers. Next, I showed the students how to add the text using the text box. The students then were able to finish their project. They could customize it by changing the fonts and the shapes of the sections. The students enjoyed using the computers and the Comic Life program. It is an easy program for the students to use. They were able to display the information in a fun and creative way.

[|scenario_1_example_1.jpg] <span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">