1. Thematic Unit “Exploring Board Games” By: Amy Dotson

2. Essential Information Grade Level: 9th grade Grade Level: 9th grade Content Area: World History Honors Content Area: World History Honors Goals: To help the students retain and solidify the information they have learned about the "New World" explorers by creating a fun and educational board game. Goals: To help the students retain and solidify the information they have learned about the "New World" explorers by creating a fun and educational board game. 21st Century Skills: The students will use their creativity and the materials available both in and outside of class to construct their explorer board game. 21st Century Skills: The students will use their creativity and the materials available both in and outside of class to construct their explorer board game. Evaluation: The students will evaluate each others explorer board game with a printed rubric sheet I will supply. In addition to the peer grades, I will also grade the assignments and average the class score against my score for the final points the student will be awarded. Evaluation: The students will evaluate each others explorer board game with a printed rubric sheet I will supply. In addition to the peer grades, I will also grade the assignments and average the class score against my score for the final points the student will be awarded. Resources: The students will be able utilize any resources at their disposal, however, their text books, lecture notes, and explorer packet will probably prove to be the most helpful for them to study in this activity. Resources: The students will be able utilize any resources at their disposal, however, their text books, lecture notes, and explorer packet will probably prove to be the most helpful for them to study in this activity.

3. Introduction/Background This case investigates the explorers of the “New World”. This case investigates the explorers of the “New World”. The scenario is that the student is hired by the Parker Bros. game company to create a board game which is both fun and educational. The scenario is that the student is hired by the Parker Bros. game company to create a board game which is both fun and educational. Students will pick a famous explorer from their history book, information packet, or class lecture notes. Students will pick a famous explorer from their history book, information packet, or class lecture notes.

4. Introduction Cont. The case finishes with a complete board game based on a famous explorer created by a team of two students. The case finishes with a complete board game based on a famous explorer created by a team of two students. The students will then “market” their game to the rest of the class. The students will then “market” their game to the rest of the class. Student teams rotate through the class created games, evaluating each others work. Student teams rotate through the class created games, evaluating each others work.

5. Objectives Become more familiar with the history of a famous “New World” explorer. Become more familiar with the history of a famous “New World” explorer. Use critical thinking skills to create a historically accurate educational board game. Use critical thinking skills to create a historically accurate educational board game. Students use their creativity to make the game both fun and educational. Students use their creativity to make the game both fun and educational.

6. Objectives Cont. Students will be able to defend and market their game to the rest of the class. Students will be able to defend and market their game to the rest of the class. Be able to fairly evaluate their own work and the work of their fellow students. Be able to fairly evaluate their own work and the work of their fellow students.

7. Learning Model Graphic

8. Learning Model Explanation This model was chosen to supply the students with a visual representation of the reasoning behind the construction of the lesson. This model was chosen to supply the students with a visual representation of the reasoning behind the construction of the lesson. As a teacher, I want the students to be able to utilize concrete ideas as well as abstract ideas. By incorporating the creation of a board game into the history lesson on the explorers of the "New World", the learners are able to connect the more abstract concepts of the explorers personality and history and the concrete board game. As a teacher, I want the students to be able to utilize concrete ideas as well as abstract ideas. By incorporating the creation of a board game into the history lesson on the explorers of the "New World", the learners are able to connect the more abstract concepts of the explorers personality and history and the concrete board game.

9. Learning Model Cont. The board game incorporates the direct/purposeful experiences of the creation and playing of the board game with the students' knowledge of the history of their chosen explorer. It also allows the students to have dramatized and contrived experiences in the physical making and playing of the game as well as using pictures and visual symbols in their construction of the game board. The board game incorporates the direct/purposeful experiences of the creation and playing of the board game with the students' knowledge of the history of their chosen explorer. It also allows the students to have dramatized and contrived experiences in the physical making and playing of the game as well as using pictures and visual symbols in their construction of the game board. By combining the students' motor skills with their cognitive skills the learner is able to retain the information because they are able to connect the abstract data with the concrete experience of designing a board game and presenting it to the class. By combining the students' motor skills with their cognitive skills the learner is able to retain the information because they are able to connect the abstract data with the concrete experience of designing a board game and presenting it to the class.

10. Curriculum Map ProblemAnalysis What do I know? What resources do I need? What questions do I have? Field Insights Gather information about your chosen explorer. Resource Develop- ment Use book, packet, and lecture notes to make sure explorer facts are accurate. Test Points Make sure the rules to your game are clear and that your game is “playable”. Proposals Market your game to the rest of the class.

11. Example of a Board Game Project This youtube video is a fun example of a board game that was created for an environmental awareness class. The students can watch the short video to perhaps gain some inspiration for their own board game about explorers. This youtube video is a fun example of a board game that was created for an environmental awareness class. The students can watch the short video to perhaps gain some inspiration for their own board game about explorers.

12. YouTube Video http://www.youtube.com/watch?v=1H-TVl1a-3U

13. Lesson Outline I. Welcome the students to class and take attendence while they answer the QOD (question of the day) written on the white board. QOD: Name one explorer of the "New World" we have discussed in class and list two important facts about their career as explorers. QOD: Name one explorer of the "New World" we have discussed in class and list two important facts about their career as explorers. II. Have the students share their answers to the QOD with the student next to them and then ask a few of the students to share with the rest of the class. Make sure to call on students who do not always share with the rest of the class. Make sure to call on students who do not always share with the rest of the class.

14. Lesson Outline Cont. III. Handout the rubric for the board game project so the students will be able to know what is expected of them before the project is due. Explain the project to the students, group them into teams of two and explain the board game. Explain the project to the students, group them into teams of two and explain the board game. The students will pick an explorer they have studied either in the packet, in the text, or during lecture to base their board game on. The students will pick an explorer they have studied either in the packet, in the text, or during lecture to base their board game on. Explain how the board game should be set up i.e. the essential elements of the game (game pieces, directions, a game board, clue cards that are educational). Explain how the board game should be set up i.e. the essential elements of the game (game pieces, directions, a game board, clue cards that are educational). Tell the students the game will be due in one school week and that they will be "marketing" the game to the rest of the class on the day that it is due. Tell the students the game will be due in one school week and that they will be "marketing" the game to the rest of the class on the day that it is due. The "marketing" will be a 3-5 minute presentation during which the students will try to convince the rest of the class that their game is the best. The "marketing" will be a 3-5 minute presentation during which the students will try to convince the rest of the class that their game is the best.

15. Lesson Outline Cont. IV. Let the students begin working on their game board assignment while I am walking around the room answering any questions they might have on the project. V. Remind the students again of the due date of the project and release them to their next class when the bell rings.

16. That’s All Folks!