|
|
 |
 |
|
| Informatie |
Beschrijving:
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.
This section will suggest possible actions your students can undertake to make a difference.
This activity is part of Global Kids' Virtual Classroom for Ayiti: The Cost of Life. Click here to access the complete teacher's guide.
Standaarden Richtlijn:
- Health Education (5 richtlijnen) [show][verschuilen]
- Self-Regulation (2 richtlijnen) [show][verschuilen]
- Family/Consumer Sciences (1 richtlijnen) [show][verschuilen]
- Economics (1 richtlijnen) [show][verschuilen]
- Thinking and Reasoning (1 richtlijnen) [show][verschuilen]
- Geography (1 richtlijnen) [show][verschuilen]
Onderwerp: Economics - Level IV (Grades 9-12)
standaard: 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)
|
Onderwerp: Family/Consumer Sciences - Level IV (Grades 9-12)
standaard: 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)
|
Onderwerp: Geography - Level IV (Grades 9-12)
standaard: 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)
|
Onderwerp: Health Education - Level IV (Grades 9-12)
standaard: Knows and uses health care terminology
Benchmark:
Understands the basic structure of medical words
|
Onderwerp: Health Education - Level IV (Grades 9-12)
standaard: Knows and uses health care terminology
Benchmark:
Knows the origins of eponyms (e.g., Lou Gehrig’s disease, Guillain-Barre syndrome)
|
Onderwerp: Health Education - Level IV (Grades 9-12)
standaard: Knows and uses health care terminology
Benchmark:
Knows occupationally specific terms relating to body systems, surgical and diagnostic procedures, diseases, and treatments
|
Onderwerp: Health Education - Level IV (Grades 9-12)
standaard: Knows and uses health care terminology
Benchmark:
Uses medical and dental dictionaries and multimedia resources
|
Onderwerp: Health Education - Level IV (Grades 9-12)
standaard: Knows and uses health care terminology
Benchmark:
Knows how to translate medical terms to conversational language to facilitate communication
|
Onderwerp: Self-Regulation - Level IV (Grades K-12)
standaard: Sets and manages goals
Benchmark:
Identifies and ranks relevant options in terms of accomplishing a goal
|
Onderwerp: Self-Regulation - Level IV (Grades K-12)
standaard: 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
|
Onderwerp: Thinking and Reasoning - Level IV (Grades 9-12)
standaard: Applies decision-making techniques
Benchmark:
Evaluates major factors (e.g., personal priorities, environmental conditions, peer groups) that influence personal decisions
|
» Voeg een Curriculum Benchmark Richtlijn toe!
21ste Eeuw Bekwaamheden: (leer meer)
• Global awareness
• Information and Communication Skills
• Social Responsibility (Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace and community contexts.)
• Thinking and Problem-Solving Skills
Uitkomsten:
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.
Tools en Materialen:
-Computers with Internet access
-Ayiti: The Cost of Life
Tijd Vereist:
At least one hour, depending on the action project(s) selected.
Proces:
Written for students. You can add this directly to your class as an assignment!
Take Action with one of the following steps, or your own ideas.
1. Write a letter to your Congressional or Senate Representatives to find out what they are doing to improve access to education for children in Haiti. http://www.vote-smart.org/index.htm
2. Create a petition, collect signatures, and send them to any of the following U.S. government offices or agencies calling for programs that increase access to education for Haitian children:
•The Embassy of the United States in Haiti
U.S. Ambassador to Haiti
Ms. Janet A. Sanderson
Boulevard Harry Truman no. 5
Bicentenaire–Port-au-Prince, Haiti
•USAID/Port-Au-Prince
Department of State
Washington, DC 20521
Tel: 509-223-3805
Fax: 509-223-9603
Write a letter of inquiry to the Haitian Ambassador to the United States or United Nations to find out about the current status on access to education in Haiti:
•His Excellency Ambassador, Raymond Joseph 2311 Massachusetts Avenue, NW,
Washington DC 20008
Telephone: (202) 332-4090
Fax: (202) 745-7215
E-mail: embassy@haiti.org
http://www.haiti.org
•Ambassador Leo Merores
Permanent Representative of the Republic of Haiti to the UN
801 Second Avenue, Suite 600
New York, NY 10017
Tel: 212-370-4840
Fax: 212-661-8698
Email: Haiti@un.int
www.un.int/haiti
3. Introduce your peers to the game and educate them about the United Nations Convention on the Rights of the Child.
4. Raise funds to support a local organization in Haiti such as the Maison Fortuné Orphanage in Hinche which is working to provide food, shelter, clothing and education to orphaned Haitian children. Also review the document "Organizational Contacts in Haiti" or do a search of TakingITGlobal's database to find more organizations in Haiti.
5. Write a few paragraphs about what you learned playing the game and post it as a blog entry. Be sure to select 'Class & TIG' visibility and 'Haiti' as the country that your entry is about, so that Global Kids can include your contributions to their compilation of student action on Ayiti.
You may also send your entry by email to Global Kids to post on its website. Email to: info@globalkids.org with “Ayiti Action” in the subject line.
6. Educate your peers and members of your community by writing an article on poverty as an obstacle to education in Haiti in your school or community newspaper.
Bijlagen:
• Organizational Contacts in Haiti
• United Nations Convention on the Rights of the Child
|
|
|
|
 |
|
Beginpagina
TIGed
