Dyad+19

Social Studies: students will need to know: Social Studies: assist students with the politcal and social impact of terrorism in the United States. || Social Studies: students will list and elaborate on the political and social impact of terrorism on the United States. || PBI Instructional Plan / NLI 2012 (Friday Institute-NCSU) Creators: Robert Horn and Todd Plummer   Robert B. Glenn High School
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || Should the United States continue current levels of foreign aid to fight the "War on Terror?" ||
 * II. How are new literacies featured in your compelling question? || Proper web searches, google docs: spreadsheets, wiki, online presentation tools: glogster, prezi, and animoto. ||
 * III. How will you organize or group your students for the PBI? || We will organize students into groups of four or five and each assigned a country. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Mathematics: students will need to know:
 * how to use a search engine to research and gather data
 * create a scatter plot graph using a spreadsheet
 * create a line of best fit within the scatter plot
 * definition of terrorism
 * use a wiki
 * digital presentation tool of choice: glogster, Prezi, animoto ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Teacher specification on proper web searches, how to evaluate sites, bookmark resources for students to access, coming to teacher after each step to make sure progress is being made. Have students go in a step-by-step process so teacher can tell students are following checklist. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Mathematics: assist how to analyze the economic data and organize that data in order to compare each countries impact against terrorism.
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Mathematics: students will analyze the data by creating a spreadsheet, a graph, and a compare and contrast of the moneys coming in to their country from the United States and going out from their government.
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The students will create a digital presentation product that answers the compelling question:
 * Should the United States continue current levels of foreign aid to fight the "War on Terror?"** ||

**I. Compelling Question:** Should the United States continue current levels of foreign aid to fight the "War on Terror"?

**II. Rationale:** The world has changed since 9/11. It is important for students to understand and reflect upon the events of that tragic day, but also to discuss the consequences (economically, politically, and socially) on a more global scale, international terrorism. Students will in the end make a prediction regarding the future impact(s) of terrorism.

**III. Standards/Objectives: **


 * **Algebra I:** Common Core - Students must represent data on a scatter plot and describe how the variables are related.
 * **World History:** Essential Standard 8 - Analyze global interdependence and shifts in power in terms of political, economic, social and environmental changes and conflicts since the last half of the twentieth century. Special focus on the United States "War on Terror".


 * IV. Resources: **
 * ** Algebra I **
 * [] **


 * ** World History **
 * [] **


 * V. Instructional Plan: **


 * ====**Math**: (Linear Regression Model)====
 * 1) ====Students will work in groups and be assigned a country.====
 * 2) ====Students will go to the assigned website and locate their country and copy the data to a Microsoft Excel Worksheet.====
 * 3) ====Students will view an instructional video on how to create a Linear Regression Model.====
 * 4) ====Once students create their model they will use the model to predict the United States spending in foreign aid for the 2011 fiscal year.====
 * 5) ====The students will describe how they made their predictions using the Linear Regression Model and the using trend of events in the country.====


 * ====**Social Studies (World History)**:====
 * 1) ====**Activating Strategy** – Students will view a short **Animoto @http://tinyurl.com/cprtl69** which contains images of Terrorism. This will be followed by a class discussion revolving around the following questions:====

c) How has terrorism affected life in the United States?

 * 1) ====Students will work in groups to research the political and social impact of the “War on Terror” in the United States.====
 * 2) ====Students will also research why we are sending foreign aid to their assigned country. In other words, what is the problem in that country regarding terrorism.====
 * 3) ====After conducting research (both math and social studies), groups will post their findings on the “Impact of Terrorism” Wiki Page.====
 * 4) ====Once all of the groups have posted their information on the Wiki page, the groups will then view all of the information gathered.====
 * 5) ====Each group will creatively synthesize the information in a group digital presentation using the Web 2.0 tool of their choice keeping in mind the following question:====
 * ====**Should the U.S. continue current levels of foreign aid to fight the “War on Terror?”**====

US Foreign Aid and the War on Terror Project.doc

 * VI. Assessment/Rubric: **

**Note to Instructors:** **Bob Horn's technology product** used to enhance instruction is found in Part IV (the resources section) and is the Linear Regression video. **Todd Plummer's technology product** used to enhance instruction can be found in Part V (the instructional plan section) in the "activating strategy". It is the animoto video clip.
 * Digital Presentation Rubric.xls **
 * Wiki Page Rubric.xls **

*Bob Horn created the chart and graph on p.1 and Todd Plummer created the information on the remaining pages.
 * Note:** The information found in the link below would be posted on a Wiki page that would already be set up for the students. This “technology product” represents only Part I of our project. Other Wiki pages would contain similar information on the other assigned countries. In Part II of the assignment, students would “creatively synthesize” the information from all of Wiki pages (countries) and create a digital presentation using the digital tool of their choice to answer the compelling question: **Should the United States continue current levels of foreign aid to fight the "War on Terror?"**