Together in the GCC 

A Regionally Collaborative Project

Project Dates: January 31st - March 3rd

Creator: Randi Wilkinson, RVIS Bahrain

Participating Teachers and Schools: RVIS/Bahrain - Amy O’Meara & Luke Meinen, TAISM/Oman - Christopher Lang, Brian Kuti, Abby Newman. ISG Jubail/ Saudi Arabia - Alexis Snider, Tonia Lopez, Steve Rampling, VIS/Qatar - Margo Tripsa, Cindy Natiello, Al Bayan/Kuwait - Aaron Shelby (Instructional Coach), Jaber Al Anazi, UAE - none at this time

      Stage 1- Desired Results

ISTE Standards:

Research and Information Fluency

  • Students apply digital tools to gather, evaluate, and use information

Communication and Collaboration

  • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others

Digital Citizenship

  • Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

AERO Social Studies Standards

Geography

  • Define regions by their human and physical characteristics
  • Identify why particular locations are used for certain activities.

Society and Identity

  • Compare and contrast how groups and cultures are similar and different in meeting needs and concerns of their members
  • Students will understand social systems and structures and how these influence individuals

Time, Continuity, and Change: 

  • Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships.
  • Describe changes in society (e.g., political, social, cultural).

Culture: Students will understand cultural and intellectual developments and interactions among societies.

  • Describe how cultural contributions from various groups have formed a national identity.
  • Describe advantages and disadvantages associated with cultural diversity.

Connections and Conflict:  Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, and diplomacy.

  • Explain the major ways groups, societies, and nations interact with one another (e.g., trade, cultural exchanges, and international organizations).

Government

Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

  • Identify the elements of major political systems (e.g., monarchy, democracy, constitutional monarchy, dictatorship).
  • Describe the organization and major responsibilities of the various levels of governments.
  • Explain what citizenship is

Language Arts Standards

Writing Process:

  • Determine audience and purpose for self-selected and assigned writing tasks.
  • Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

Writing Applications:

  • Write informational reports that include facts, details and examples that illustrate an important idea.
  • Write formal and informal letters that include important details and follow correct letter format.

Research

  • Select and summarize important information and sort key findings into categories about a topic.
  • Create a list of sources used for oral, visual, written or multimedia reports.

Communications Oral and Visual

  • Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.
  • Organize presentations to provide a beginning, middle and ending and include concrete details.
  • Clarify information in presentations through the use of important details from a variety of sources, effective organization and a clear focus.

Transfer

Learners will be able to....

  • describe the geography, culture, population, industry, history, environment, and government of their own country.
  • describe the geography, culture, population, industry, history, environment, and government of the other 5 GCC countries.
  • tell what the GCC is and why it was formed.
  • cite sources used for research
  • create and add pins to a collaborative Google Map
  • create presentations appropriate for audience and purpose
  • synthesize information from shared presentations to inform final project
  • collaborate appropriately with peers, both in class and long distance
  • Show an understanding of digital citizenship during long distance interactions

Meaning

UNDERSTANDINGS (broad statement)

Learners will understand that...

  • Societies create and adopt systems of governance to address human needs, rights, and citizen responsibilities.
  • The causes and effects of connections among societies through trade, international exchange and diplomacy.

Essential Questions

Learners will keep considering...

  • What is the GCC?
  • Why was the GCC formed?
  • Who belongs to the GCC?
  • What do the GCC countries have in common?
  • How is each GCC country governed?
  • How has the GCC Countries’ location changed and impacted development over time?

Acquisition

Learners will know…

  • the countries in the GCC are Bahrain, Kuwait, Oman, Qatar, United Arab Emirates, and Saudi Arabia
  • the GCC was formed in 1981 for both political and economical benefits
  • their Gulf Countries have a different types of Monarch Governments
  • the Gulf Countries have always benefited from their proximity and cooperation
  • how governments of the GCC cooperate to meet needs and wants of its peoples
  • the Gulf Countries have a rich cultural history
  • the Gulf Countries have changed in many ways through cultural and technological developments
  • what citizenship means in terms of membership in, and allegiance to, a country or a union of countries.
  • the elements of the a monarchy political system.
  • the organization and major responsibilities of the various levels of governments of their residing country and the GCC.
  • the country leaders and national government representatives.

Learners will be skilled at...

  • Using research skills to find out about their home Gulf Country
  • accessing the Together in the GCC website and using the project’s online tools
  • learning from other groups’ presentations to gather information about other countries and collecting notes to inform final project
  • collaborating online with other students about the project’s content, but not sharing personal information

Stage 2- Evidence

Code

Transfer

Meaning Making

PERFORMANCE TASK(S):

  1. Week One: Students will research the GCC in teams at their school. It is up to each teacher to decide how their students will organize and/or showcase this learning. Students will play a shared Kahoot game that covers GCC trivia. The Kahoot site creates a report on the individual scores for each game. We will all have the login details on the Kahoot account it is made on so that we can access those reports. It is important that the students use a unique name so that teachers can pick out their students’ scores. See this video tutorial on playing Kahoot through Google Hangouts.
  2. Week Two and Three: School teams will research their own country and specific cities or areas to create presentations containing details of the cities and areas within their countries. We will schedule Google Hangouts between classrooms for teams to present their presentations to at least one other class via Google Hangouts on Air. The type of presentation is up to the teacher.
  3. Week Four and Five: Teams need to choose 10 cities they think are best suited for the train stops within the 6 GCC countries. When choosing the cities, they would need to consider the cities' geographical interests, cultural interests, population, industry interests, historical interests, and environmental interests. Teams would create Google Maps with the stations and present their route and city choices in a video (or screencast). The videos would hopefully include visuals and evidence to persuade the audience of their route.

Learners will show that they understand by evidence of…

  • Formative Assessments:
  • Observation and Discussion
  • Other suggestions for week 1, 2 or 3 research:
  • Create slideshow to organize and present
  • Create green screen ‘news report’
  • Blog post or research paper about GCC
  • Create a nonfiction book about the GCC
  • Summative Assessments:
  • Final project from weeks 4 and 5 (see above)
  • **Rubric to come


OTHER EVIDENCE:

Learners will show they have achieved Stage 1 goals by…

  • Discussion around project guidelines, tools, and content
  • *This is dependant on what the teacher decides to do in order to learn the GCC material and perhaps what other subject area(s) he or she wish to include

Stage 3- Learning Plan

Learning Events

Optional - Week Zero: Introductions (Jan. 24th-28th)

Hook/Motivator:

  • Ask students if they have any friends or relatives in other Gulf countries.
  • Tell them that during this next Social Studies unit, we will be making friends with other 4th Graders in Bahrain, Kuwait, Saudi Arabia, Qatar, Oman and the UAE. We will be learning from each other and sharing our learning through an online collaborative unit called, “Together in the GCC”.

Introducing the platforms and going over guidelines:

  • Review Digital Citizenship expectations, including what is okay to share, when it is okay to contact and converse with students from other schools, how to write friendly emails/messages with a greeting, how to share the workload and the need for extra communication when working on a collaborative project, how to cite sources used in research

Week One: The GCC (Jan. 31-Feb. 4)  

Whole Group Instructional Activities

  • Explain to the students that this week they will gathering information about The Gulf Cooperation Council. Possible resources include using web-based resources (see a few gathered articles in the shared GCC file), informational books?

Small Group Activities:

  • Working in small groups, students research The GCC using the guiding subtopics:
  • The founding of the GCC and involved and interested countries
  • Details of a shared currency
  • Details about the different types of monarchies within the GCC
  • The benefits of being part of the GCC
  • The benefits of having a train connect the GCC countries
  • Examples of times when GCC countries have supported each other
  • The GCC’s main stated objectives
  • Difference between the ‘Arab States of the Persian Gulf’ and The GCC
  • The GCC’s interest and participation in shared sport competitions

  • Suggestions:
  • Student teams could create a slideshow presentation to teach the others about a topic (make sure you give credit to your text and image sources)
  • Students could create newscasts to teach a topic to their peers
  • Students could create a ThingLink Image about a topic complete with embedded videos, facts, and links to articles
  • Students could interview knowledgeable community members and include the voice or video recording in their presentation
  • Research and search engine tricks could be taught and practiced by completing a list of questions taken from the notes below.  Collaborative note taking via Google Docs and/or Diigo would be a valuable addition to the lesson.

  • Once the research is completed, groups can present and discuss their research findings. Teacher may choose to have a mock oral quiz or Jeopardy game to prepare kids for the Kahoot game. Because this is only a week, the students are allowed to use their notes during the games.
  • Classes will schedule Google Hangouts to play the shared Kahoot game and test their knowledge of the GCC

Differentiation Suggestions:

  • For students needing English language support:
  • Before beginning the research, students will go over the research questions with the teacher, highlighting key words and phrases to use when doing the research
  • While researching, students will pick out the important words from the website/informational book and put them into sentences using their own words. If necessary, students can use dictionaries in their native languages or Google Translate for unfamiliar words or phrases
  • Students may also be paired with high level/native English speaking students who can help them record the information in their own words
  • Other differentiation ideas:
  • The amount of research questions can be divided among the students in the group, so that the amount of research required by individual students is more manageable.

Week Two and Three (Feb. 7th - 18th)

Instructional Activities

  • Explain to the students that this week they will gathering information about the a particular area or city within their home country. The information gathered will help them and others to decide which areas or cities are best for train stations. Possible resources include web-based resources, informational books, teacher frontloading, first person accounts (guest speakers), field trips (“real life” or virtual). The research topics are the area’s:
  • geographical interests/features
  • cultural interests/features
  • population interests/features
  • industrial interests/features
  • historical interests/features
  • environmental interests/features
  • religious interests/features

Assessment/Performance Task

  • Teams will create presentations to showcase the details of a city or area within their country. Other teams will use these presentations to make an informed decisions on the best places for train stops.

  • We will schedule Google Hangouts on Air (for recordings to be available for student access or teacher assessment) between classrooms so that teams can present to other classrooms in the GCC countries

  • Because this is a broad topic with a lot of information that may be difficult to find in “kid-friendly” language, teacher frontloading, and knowledgeable guest speakers (Arabic teachers, expats who have lived in the country for more than 10 years) could provide first hand accounts of the topics. Also going on field trips to the areas would provide opportunities for valuable learning about the areas features that would support a train station.

Differentiation Suggestions:

  • For students needing English language support:
  • Before beginning the research, students will go over the research questions with the teacher, highlighting key words and phrases to use when doing the research
  • If going on field trips, students can take photos/videos of things related to the research. Later, they can write about them in the Google Doc. They can insert the photos and write a caption to go with it. T

Week Four and Five (Feb. 21st - March 3rd)

Whole Group Instructional Activities

  • Explain to the students that this week they will gathering information about the cities and areas in the GCC countries and deciding on the best locations for GCC Train Stops. Possible resources include recorded Google Hangouts, shared student presentations, Google Maps and Google Earth( other resources if necessary could include: web-based resources, informational books, teacher frontloading, first person accounts (guest speakers), field trips (“real life” or virtual)).

  • Students will  learn how to create a Google Map and share it with their team member to collaboratively complete the task.

  • Students will learn how to communicate with their team members at other schools via Google Hangouts, Google Apps (Drive, Slides, Docs, email, maybe create a Google Plus Group for team members to collaborate). A reminder of netiquette and when/where to communicate with group members
  • Participating teachers will pair their small groups up with ONE other classes’ small groups to make the communication (and monitoring of) easier. The paired teachers will decide based on their students strengths and needs who should be paired with who.

Small Group Activities:

  • The small group activity will be to decide on the train stops and create a map and slideshow with the areas/cities and route, while also providing reasons for their decision.  
  • The slideshow can be ‘presented’ on a Google Hangout on Air with all the members participating to describe their plan. The presentation could also be created on WeVideo (a collaborative video making site); pictures and details of the map and cities could be added with voice over descriptions or captions.
  • Use this Google Spreadsheet (3rd sheet) to document the date, time, and class you are presenting to
  • **Rubric to come soon!

Optional - Week Six: Project Celebration and Wrap up ( March. 6th-10)

Whole Group Instructional Activities

  • Debrief about what went well, what was learned about the content, what was learned about collaboration, what was learned about Digital Citizenship
  • Use conversations to fuel individual reflective posts

Independent  and Small Group Activities:

  • Optional: blog post or vlog post reflections about what they have learned.
  • It would be nice to combine some of the reflections (videos or quotes) to create and share a final culminating video for the final farewell and celebration

Resources / Materials:

Notes from 2015/16 Planning:

(Look below for the Atlas. This section was to document the changes we decided on)

  1. Date Range
  1. January 31 - March 3

  1. Week 1: Schools will research the GCC in teams at their school
  1. Randi will put together an initial list of questions so that teachers can prepare their research goals
  1. I am hoping that anyone who knows about the GCC can also add questions
  2. Throughout the week, teachers can add questions if new/interesting information surfaces; other teachers will need to check the document that week to make sure they are setting up their class for success on the trivia game
  1. We will schedule Google Hangouts between the classes to play a trivia game to test their GCC Knowledge
  1. We will use Kahoot so that the scores can be saved and used as an assessment if teacher chooses
  2. We will create a sign-up sheet with timings
  3. Teachers can sign up their classes to verse another class using Kahoot via Google Hangouts
  1. at least once, but more is an option
  2. if bandwidth is an issue, you may just have to play the game with another class at your school

  1. Week 2 and 3: School teams will research their own country and specific cities or areas.
  1. Teams will create Presentations to showcase the details of the cities and areas within their countries
  2. Other teams will use these presentations to provide information when deciding on train stops
  3. Topics for research:
  1. What are the area’s:
  1. geographical interests/features
  2. cultural interests/features
  3. population interests/features
  4. industrial interests/features
  5. historical interests/features
  6. environmental interests/features
  7. religious interests/features
  1. We will schedule Google Hangouts between classrooms
  1. teams will present their presentations to at least one other class via Google Hangouts on Air
  1. again, we’ll have a signup sheet with times
  1. recordings of the Google Hangouts will be available for students to access when researching train stops

  1. Week 4 and 5? (two weeks are needed right?)
  1. Task: Teams need to choose 10 cities they think are best suited for the train stops within the 6 GCC countries. When choosing the cities, they would need to consider the cities' geographical interests, cultural interests, population, industry interests, historical interests, and environmental interests. Teams would create Google Maps with the stations and present their route and city choices in a video. The videos would hopefully include visuals and evidence to persuade the audience of their route.
  2. How should we share these final products? Should there be a ‘winner’ and should we share the products with others outside our schools?
  3. create ‘mixed’ teams consisting of members from each participating school
  1. team members will communicate at school using gmail, google chat?, google docs, and Google hangouts (if scheduled via teacher and supervised at school)
  2. teachers will all help to create even teams
  1. Have students on class list coded as:
  1. SN - support needed
  2. IW- independent worker
  3. AW - Advanced level worker
  1. Teachers will provide student job descriptions within the teams, but will choose the project manager for each team
  1. Jobs:
  1. Project Manager
  2. ?
  3. ?
  1. We still need a rubric for this final project
  2. Should we make some sort of reflection video?
  1. perhaps get short clips or quotes from kids about what was hard? rewarding? etc.
  2. You could send these to me (Randi) and I will create a video to show everyone at the end?