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Educurious: Avoiding the Path to Panem
Transcript of Educurious: Avoiding the Path to Panem
an Educurious Project Based Learning Unit
Avoiding the Path to Panem is a Project Based Learning (PBL) unit in which students use evidence from The Hunger Games to infer the events that led to Panem, the dystopian setting of the novel. After reading the novel closely and researching their social, political, environmental or economic theories of why Panem occurred, students analyze primary source documents and write an informative essay. Through the process of reading and analyzing, students explore salient issues we face today (e.g., sustainability, poverty, war, and other inequities of power). Included in the informative essay is a call to action with specific recommendations of what can be done now to avoid this scenario. The informative essay leads into a quality project where students build an interactive presentation on Glogster.com.
Student NET 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.
Student NET 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
plan strategies to guide inquiry.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
The Tuning Protocol
Using the Tuning Protocol as a structure for peer feedback, students present their case (evidence from the book) to a group of peers. Peers provide warm and cool feedback. Students then revise their work ensuring that each group offers strong and thorough textual evidence that support their analysis of what the book says explicitly as well as the inferences they drew from the text. This task sets up the next step where students begin the research component of the project.
Product: Participation of students in the Tuning Protocol process; revisions are noted in each group's Claims, Evidence and Explanation organizer
Call to Action
First, students write a researched informative essay. Second, they transform their essay into an interactive presentation using Glogster.
To produce a quality, rigorous project, students complete five steps.
Expert Mentors in the Course
Educurious courses feature professionals from all walks of life who demonstrate an ongoing commitment to share their knowledge, creativity, real-world insights, personal histories and a passion for their work in order to inspire students. Download the lesson for tips on how to recruit experts and how to leverage the participation of your expert network.
Students who are struggling with picking an idea they care most about might solicit ideas from peers or provide a number of ideas for students to rank based on preference.
Vision 2050 at http://www.wbcsd.org will have some ideas that may be helpful to students.
Unit Enhancement Strategies
Key Benefits of this Unit
Project Based Learning
Common Core Standards
Next Generation Technology
Skill building leading to a final project
Launch the Project with an Expert
Gary Ross, director and co-screen writer of The Hunger Games, is a featured expert. In Video 1, he talks about the themes of the novel and how he brought the novel to life through film. In Video 2, he talks about his writing process and what he does when he gets stuck.
Ready to Get Started
Please select or cut and paste the URL below in a browser to access the unit.
A separate window will open. Fill in your name, email, and press submit.
Avoiding the Path to Panem will download as a PDF.
Thank You for Choosing Educurious
Strengthen Your Evidence
Students conduct a short research project to continue to work on answering the question, “How did North America get from here to Katniss’s world?” They begin to answer the question, “What can we do to avoid the path to Panem?” Students use Cornell Notes to record and summarize the information gathered. Through this process students narrow or broaden their inquiry, synthesize multiple sources on the subject, and demonstrate understanding of the evidence of a social, political or environmental issue that is their primary focus.
Product: Cornell Notes representing the research component of this project.
Questions? Want More Information?
Find us at Digital Learning Day & NYSCATE on February 6, 2013
Washington, DC-Michael Golden, CEO,Educurious
Reading Key Ideas and Details (RL.9-10.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Text Types and Purposes (W.9-10.2) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing (W.9-10.6) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge (W.9-10.7) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Speaking and Listening
Comprehension and Collaboration (SL.9-10.1) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Collection of Evidence from the Text
What and where is the evidence? Using textual evidence from The Hunger Games book, students begin to make their case answering the question, How did North America get from where we are now to Katniss’s world? This evidence is collected collaboratively with student groups formed by interest. Students use a graphic organizer in this task: Claims, Evidence and Explanation.
Product: Claims, Evidence and Explanation organizer
Constructing an Essay
Students assemble their graphic organizers, Cornell notes and other group work to construct an informative essay postulating how they think Panem came to be. They produce a call to action in which they make specific recommendations for how to avoid the path to Panem.
Product: a peer reviewed essay that is scored according to five Common Core criteria.
Creating and Presenting a Glog
A public presentation is a component of project-based learning. Students post their essay in a Glog with hyperlinks, challenging others to respond to the problems of our world. Students display information flexibly and dynamically through a unique digital medium.
Product: an interactive, digital poster encouraging others to act.
Albany, NY-Jane Chadsey, Director of Professional Development, Educurious