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Module 1: Time Continuity and Change | Introduction | Duration | Pre-requisites | Differentiation | Processes | Curriculum-Outcomes | Resources | Lessons | Assessment | Time Continuity and Change are the primary foci in this module. Over 5 lessons students are introduced to interactions between systems, economy and business, decision-making, citizenship, government and access to power through analysis of key areas of information technological dependence in western societies. In this module students will research the changes that information technology brings or may bring to our lives. Working either independently or in groups (based on Teacher / or student preference) students will choose from amongst options including housing, communication, entertainment, daily responsibilities, transportation, medical advances, currency/money exchanges or government policy, and then research these areas.
Approximate Duration: Three weeks 1.
Students have a working knowledge of basic research skills. 2.
Students have a working knowledge of word processing skills. 3.
Students have a working knowledge of accessing Internet Explorer
/ Netscape Navigator.
Modifications
for Differentiated Instruction:
For
the special needs student: Examples
of modification techniques include: extending time on computer,
extending time requirements for completion of assignments, providing a
template, dictating information to a scribe, reducing the number of
areas to research and offering of individual teacher or instructional
aide assistance.
For
the gifted student: The
advanced student will be encouraged to organize their research so as to
consider not only the positive points of technological change, but also
to pay particular attention to the the antithesis. The
advanced student may choose to explore in detail an advanced technology idea. The
advanced student will also be encouraged to analyse the implications of one of the technological advances. They will
extensively research and critically think
about how these advances will negatively impact their community and/or
society. 1. Students will brainstorm information technology changes and consider whether or not they represent advances, are destructive or are simply new clothes for old. 2.
Students will surf the web to find sites that relate to their
research advances. 3.
Students will gather and interpret the information for their
project following a research method which includes: questioning,
planning, researching, analysing, synthesizing, and evaluating. 4. Students will analyse the data they have found and then evaluate the implications of the historical changes. 5. Students summarise their findings in a 250 word (approx) essay The Core Questions in this module should be based on the following:
Core
Learning Outcome: TCC
6.2 Students use their own research focus to analyse changes or
continuities in the Asia-Pacific region.
Discretionary
Learning Outcome: BY6.3
Students make reference to values and peer-generated visions of
preferred futures to suggest how they might contribute to creating
better futures. Resources: See Below or view Resource List Introduction to Unit. What is Information Technology? An Introduction to Information Technology from a historical perspective. Resources Resource 1 Timeline PDF File. Information Technology from a historical perspective. Resource 1a Computing History Web Links Information technology in Industry and Education. Information Technology and government. Resources Resource 2 Government and the Internet Web Links In this and the following lesson students research a system of technology (eg: communications, security, or other electronic networks) in relation to how these systems operate in either a regional, national or international area. Resources Resource 3 Systems Web Links Students continue research of system structures for information technology (eg: communication, security, international distribution of information) and begin to develop a written summary (approx 250 words) of how these systems operate in a regional, national or international area. Resources Resource 4 Report Proforma 1. Students continue research of system structures for information technology and conclude a written summary (250 words) of how these systems operate in a regional, national or international area. Resources Resource 5 Global Region Maps Nth America | Africa and Europe | South America | North Asia (including USSR) | Asia Pacific | Asia | Assessment Module 1: Students formulate a Core Question related one of the core or discretionary learning outcome questions and then write a two hundred and fifty word essay in which they answer the question they have posed. This essay will form a component of their later group work. For a marking mechanism see Module 1 Assessment This module is developed on the premise that students will be informed of the outcomes by which they will be assessed, before they commence the unit. This allows students to consider from the beginning what process they wish to take through this course and be fully informed. All criteria, both learning outcomes and assessment instruments should be supplied to each student.
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