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Descrição:
Ayiti: The Cost of Life is a role-playing video game in which the player assumes the roles of family members living in rural Haiti. At the start of the game, the player chooses a primary goal for his/her family: achieve education, make money, stay healthy, or maintain happiness. During the course of the game, the player encounters unexpected events and must make decisions that contribute to or detract from achieving the chosen goal.
After students have played the game they will need to reflect upon as well as share their experiences. The discussion questions are designed to explore:
•The correlation between choices made, their respective outcomes, and the constraints faced within the game.
•How the students’ own lives and situations compare and contrast with those of the family members in the game.
The discussion may be carried out face-to-face, or online, both aynchronously using a TIGed discussion forum, and synchronously using TIGed Live Chat.
This activity is part of Global Kids' Virtual Classroom for Ayiti: The Cost of Life. Click here to access the complete teacher's guide.
Alinhamento de Padrões:
- Self-Regulation (2 alinhamentos) [mostrar][Ocultar]
- Family/Consumer Sciences (1 alinhamentos) [mostrar][Ocultar]
- Economics (1 alinhamentos) [mostrar][Ocultar]
- Thinking and Reasoning (1 alinhamentos) [mostrar][Ocultar]
- Geography (1 alinhamentos) [mostrar][Ocultar]
Tópico: Economics - Level IV (Grades 9-12)
Padrão: Understands unemployment, income, and income distribution in a market economy
Benchmark:
Understands that many factors contribute to differing unemployment rates for various regions and groups (e.g., regional economic differences; differences in labor force immobility; differences in ages, races, sexes, work experiences, training and skills; discrimination)
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Tópico: Family/Consumer Sciences - Level IV (Grades 9-12)
Padrão: Understand how knowledge and skills related to consumer and resources management affect the well-being of individuals, families, and society
Benchmark:
Knows techniques (e.g., prioritizing, planning, saving, delegation, evaluation, time allocation) used to manage individual and family resources (e.g., food, clothing, shelter, health care, recreation, transportation)
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Tópico: Geography - Level IV (Grades 9-12)
Padrão: Understands the physical and human characteristics of place
Benchmark:
Knows how social, cultural, and economic processes shape the features of places (e.g., resource use, belief systems, modes of transportation and communication; major technological changes such as the agricultural and industrial revolutions; population growth and urbanization)
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Tópico: Self-Regulation - Level IV (Grades K-12)
Padrão: Sets and manages goals
Benchmark:
Identifies and ranks relevant options in terms of accomplishing a goal
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Tópico: Self-Regulation - Level IV (Grades K-12)
Padrão: Sets and manages goals
Benchmark:
Creates an action plan to achieve long-term goals that includes strategic, practical steps and that accounts for the resources needed to achieve these goals
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Tópico: Thinking and Reasoning - Level IV (Grades 9-12)
Padrão: Applies decision-making techniques
Benchmark:
Evaluates major factors (e.g., personal priorities, environmental conditions, peer groups) that influence personal decisions
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» Adicionar o Alinhamento de um Curriculum Benchmark!
21st Century Skills (Habilidades do Século XXI): (saiba mais)
• Critical Thinking & Systems Thinking (Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems.)
• Global awareness
• Problem identification, formulation and solution (Ability to frame, analyze and solve problems.)
• Social Responsibility (Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace and community contexts.)
Resultados:
Students will be able to:
•Use an online game to understand conditions in contemporary Haiti and how poverty is an obstacle to education.
• Develop problem-solving, critical thinking and such life skills as resource management, budgeting, and planning for the future.
•Learn about ways in which they can advocate for action to confront poverty and increase access to education in Haiti.
Ferramentas & materiais:
-Computers with Internet access
-Ayiti: The Cost of Life
-For online discussions, TIGed virtual classroom with Class Discussions and Class Chat enabled
Tempo solicitado:
20 minutes for face to face or online Live Chat discussion, additional time for asynchronous online dialogue
Processo:
Written for students. You can add this directly to your class as an assignment!
Click on 'Class Discussions' on the left side of the classroom to contribute to a group reflection on playing Ayiti: The Cost of Life. Address at least one of the following questions on the discussion board:
1. Why would parents choose to devote so much effort to sending their children to school?
2. How many of you were able to keep the children in school?
3. What obstacles did you face in trying to keep them in school?
4. How do the situations and options in the game compare with those in your own community?
5. Why might access to education be a challenge in another country?
6. What factors would make it easier for the children in the game to gain access to education? What conditions could be changed and how?
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