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描述
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.
This activity is part of Global Kids' Virtual Classroom for Ayiti: The Cost of Life. Click here to access the complete teacher's guide.
标准队列
- Self-Regulation (2 队列) [展示][隐藏]
- Family/Consumer Sciences (1 队列) [展示][隐藏]
- Economics (1 队列) [展示][隐藏]
- Thinking and Reasoning (1 队列) [展示][隐藏]
- Geography (1 队列) [展示][隐藏]
题目 Economics - Level IV (Grades 9-12)
标准： Understands unemployment, income, and income distribution in a market economy
基准:
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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题目 Family/Consumer Sciences - Level IV (Grades 9-12)
标准： Understand how knowledge and skills related to consumer and resources management affect the well-being of individuals, families, and society
基准:
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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题目 Geography - Level IV (Grades 9-12)
标准： Understands the physical and human characteristics of place
基准:
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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题目 Self-Regulation - Level IV (Grades K-12)
标准： Sets and manages goals
基准:
Identifies and ranks relevant options in terms of accomplishing a goal
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题目 Self-Regulation - Level IV (Grades K-12)
标准： Sets and manages goals
基准:
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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题目 Thinking and Reasoning - Level IV (Grades 9-12)
标准： Applies decision-making techniques
基准:
Evaluates major factors (e.g., personal priorities, environmental conditions, peer groups) that influence personal decisions
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» 增加课程基准：
21世纪技能 (学习更多)
• 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.)
结果：
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.
工具和材料
-Computers with Internet access
-Ayiti: The Cost of Life
-TIGed virtual classroom with Student Blogs enabled
时间限制：
20 minutes
过程：
Written for students. You can add this directly to your class as an assignment!
After playing the game, reflect upon and share your experiences.
The goal of this reflection is to explore
•The correlation between choices made, their respective outcomes, and the constraints faced within the game.
•How our own lives and situations compare and contrast with those of the family members in the game.
Write a blog entry responding to the following questions. You may also comment on others' blogs in response to the game.
1. What was it like playing the game?
2. What was the game about and how would you describe it to a friend?
3. Which primary objective did you select, and why?
4. What types of decisions did you have to make about the family members while playing the game and trying to achieve your objective?
5. What strategies did you use? For example, did you combine work and school, or did you send everyone to work? Which worked? Which did not?
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主页
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