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=__INTRODUCTION__=

This lesson is anchored in English Language Arts and the 10th grade Social Studies curriculum. Students, working in groups of four, will create a documentary to promote awareness of world hunger. The documentary will highlight the causes and effects of world hunger, the countries and regions where hunger is prevalent and present possible solutions to the world hunger problem. The documentaries will be created using Microsoft's PhotoStory, a free download, and will include: photographs, text, sound, music and video clips. In addition, each student will prepare a written assignment answering two questions pertaining to their webquest role.

=**//__NEW YORK STATE LEARNING STANDARDS / CORE CURRICULUM__//**=

Unit 8: Global Connections and Interactions B. Economic Issues 1. World Hunger Students should understand that as global economic systems become more interdependent, economic decisions made in one nation or region have implications for all regions. Economic development for all nations depends upon a wise use of globally scarce resources.
 * __Social Studies Content Understandings:__**

Listening & reading performance indicators: · Synthesize information from diverse sources and identify complexities and discrepancies in the information. · Use a combination of techniques to extract salient information from texts. · Make distinctions about the relative value and significance of specific data, facts, and ideas. Speaking & writing performance indicators: · Present a controlling idea that conveys and individual perspective and insight into the topic. · Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument.
 * __English Language Arts:__**
 * //Standard 1: Students will read, write, listen, and speak for information and understanding.//**

Speaking & writing performance indicators: · Make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position. · Monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience.
 * //Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.//**

Listening & speaking performance indicators: · Engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them. · Express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation. Reading & writing performance indicators: · Use a variety of print and electronic forms for social communication with peers and adults. · Make effective use of language and style to connect the message with the audience and context.
 * //Standard 4: Students will read, write, listen, and speak for social interaction.//**

Indicator 1: Recognizes the need for information. Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making. Indicator 3: Formulates questions based on information. Indicator 1: Determines accuracy, relevance and comprehensiveness. Indicator 2: Distinguishes among fact, point of view, and opinion. Indicator 4: Selects information appropriate to the problem or question at hand. Indicator 1: Organizes information for practical application. Indicator 2: Integrates new information into one’s own knowledge. Indicator 3: Applies information in critical thinking and problem solving. Indicator 4: Produces and communicates information and ideas in appropriate formats. Indicator 1: Shares knowledge and information with others. Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions. Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions. Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.
 * __Information Literacy Standards:__**
 * //Standard 1: The student who is information literate accesses information efficiently and effectively.//**
 * //Standard 2: The student who is information literate evaluates information critically and competently.//**
 * //Standard 3: The student who is information literate uses information accurately and creatively.//**
 * //Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.//**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. d. Identify trends and forecast possibilities.
 * __National Educational Technology Standards:__**
 * //1.//** **//Creativity and Innovation//**

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. Students: a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. d. Contribute to project teams to produce original works or solve problems.
 * //2.//** **//Communication and Collaboration//**

Students apply digital tools to gather, evaluate, and use information. Students: b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. Process data and report results.
 * //3.//** **//Research and Information Fluency//**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.
 * //4. Critical Thinking, Problem-Solving & Decision-Making//**

=__PROCESS__=

> 4. **__Written Assignment__**: Each individual member of the group must submit in writing answers to the **questions** listed on the Process page for their specific role. Responses should be typed, double spaced, Times Roman font (12 pt), and must be **at least three paragraphs** in total for the questions listed, and in some instances, possibly longer in order to fully answer the questions. > 5. The next step is for your group to get together and discuss what you have learned in your roles and apply the answers to the core questions from the Task page. > 6. Finally, each group will be responsible for a 5-10 minute **__PhotoStory documentary__**. See the PhotoStory [|tutorial] for help in creating the documentary. The documentary should consist of a summary of the food problem in the chosen country as well as creative solutions that will alleviate hunger and suffering. Each group should include information from the four roles, focusing on their analysis of the historical, political, and nutritional situation, as well as any current events that are taking place right now. Documentaries should include: photographs, text, sound, music and video clips, and should contain at least 20 slides.
 * 1) Students will work in teams of 4 students.
 * 2) Students will choose a role (Historian, Politician, Nutritionist, or Journalist). See students' Process page for discussion of the roles.
 * 3) When they meet with their research teams, they begin by assessing their general knowledge of the world food crisis so far by taking the [|Hunger Quiz]. In addition, they read and take notes on the following: [|hunger facts], [|types of hunger], and [|causes of hunger]. Then, after reviewing the [|World Hunger Map] and [|World Bank](click on countries tab), they choose one of these areas to investigate in more detail: Africa, sub-saharan, East Asia and Pacific, Europe and Central Asia, Latin America and Carribbean, Middle East and North Africa, or South Asia (only one group per area is allowed). They do not have to research the whole continent; just choose one country within it. (For more suggestions on where to look for information on this, go to the Resources page.) Each member of the group should concentrate on different aspects of the food crisis in their chosen area according to their assigned role.

=__RESOURCES__=

Students will need access to the computer lab for at least seven days. The websites they will need access to are on the Resources page.

=__EVALUATION__=


 * Group Presentation (a total of 100 points):**
 * Creativity in presenting the subject
 * Creativity and practicality of the solution presented in the PhotoStory Documentary
 * Level of understanding the research material
 * Level of interaction with the group

See the Evaluation page for the Documentary Rubric.

=__CONCLUSION__=

After completing this project, all students will have: 1. A better understanding of world hunger issues, including causes, effects and possible solutions. 2. A working knowledge of the internet and the use of links. 3. The ability to extract appropriate information into an organized document.