2017

CHALLENGES OF FIRST AND THIRD-

WORLD CURRENT ISSUES
EXPLORED

Lesson Plan

Share Verar
LIBERTY UNIVERSITY
2017

CHALLENGES OF FIRST AND THIRD-WORLD CURRENT ISSUES EXPLORED
I. Topic/Grade Level: World Issues explored through Gaming and Biblical Prophecy: Grade: 9-12,
Social Studies: Civics: Economics: Geography: Government
II. Standards:
National Council for the Social Studies National
Standards for the Preparation of Social
Studies Teachers
Standard 1: Content Knowledge: Element 1a:
Standard 2: Application of Content Through
Planning: Element 2c:
Standard 2: Application of Content Through
Planning: Element 2e:
Standard 3: Design and Implementation of
Instruction and Assessment: Element 3b:
Common Core Standards 9-12 Grades
L.7.6 Vocabulary Acquisition and Use
L.8.4a Vocabulary Acquisition and Use
L.9-10.4. a Vocabulary Acquisition and Use
L.11-12.4a Vocabulary Acquisition and Use
1
Description
Students are knowledgeable about the concepts,
facts, and tools in civics, economics, geography,
history, and social/behavior
Students plan learning sequences that engage
learners in disciplinary inquiry to develop social
studies literacies for civic life.
Planning sequences that use technology to foster
civic competence
Students use theory and research to implement a
variety of instructional practices and authentic
assessment featuring disciplinary knowledge,
inquiry, and forms of representation for
competence in civic life.
Description
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases, gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
Use content (e.g., the overall meaning of a
sentence or paragraph; a words position or
function in a sentence) as a clue to the meaning
of a word or phrase.
Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a words position or
function in a sentence) as a m7clue to the
meaning of a word or phrase.
Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a words position or
function in a sentence) as a clue to the meaning
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of a word or phrase
III. Goals and Student Learning Outcomes (Objectives):
GOAL: Students will analyze relevant trends and issues and create a side by side account of biblical
prophecy and their effects, or coming effects, on third and first world nations. Students will assemble
a variety of technology applications to construct a prophetic world view that is relevant to our lives
today. Students will use biblical grammar, navigate technology sources and use creative innovation to
plot the findings in a graphic organizer.

STUDENT LEARNING OUTCOMES:

Students will successfully work in collaboration throughout the lesson and generate notes to
submit for assessment.
Students will actively demonstrate their prior understanding using technology to construct
knowledge and check for consistency among resources.
Students will develop a graphic organizer with 80% accuracy by incorporating all the parts
from the grading rubric.
Students will discuss their findings in small groups that demonstrate their new knowledge in
combination with their prior knowledge and the later analysis of the content will show that
students are applying their new knowledge with 75% accuracy.

Goal 1: Students will identify and retrieve information regarding first and third-world trends and
issues using the internet by accessing websites, student wikis and other credible sources from the
Jerry Farewell Online Library. Students will then find current news articles that discuss theoretical
events, current events, and places and begin pinning locations to Google Earth.

Student Learning Outcome 1: Students will be able to gather geographical, geopolitical and
economic resource understanding of the specific first-world and third-world nation they choose and
use these specific online resources to compile data and facts about each.

Students will analyze and interpret biblical text and interpret the current data collected and effectively
connect information to form a relevant hypothesis.

Student Learning Outcome 2: Students will generate notes in the One Note application on their
tablets and make a chart or diagram that reflects the findings to the biblical prophecy with 70%
accuracy and following the rubric with 85%+ accuracy.

Goal 2: Students will break off into pairs and compare and contrast facts and any geopolitical
issues that are shaping the nations of choice. Students will use strategies presented in the lesson using
a range of technology.

Student Learning Outcome 1: Students will work in collaboration and build on their current
findings to determine if the prophetic Word of the Lord is true, and gather evidence of the coming
convergence with 90% group participation accountability.
Student Learning Outcome 2: Students will prepare and present their findings using a 70% of the
context that was discussed including data points from the introductory video.
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IV. Learning Environment(s):

Indicate if this is a: face-to-face / blended / online lesson
Blended with technology
Face-to-Face

V. Resources:
3rd World Farmer https://www.arcadetown.com/3rdworldfarmer/gameonline.asp
3rd World Farmer tutorial: http://www.technogogy.org.uk/games/farmer.html
One Note: https://www.onenote.com/
Tablets
Interactive White Board
Government and Economic Virtual Classroom http://www.etownschools.org/Page/3236
The coming convergence clips 1-4 on YouTube on Bible Prophecy and World Trends and
issues: https://www.youtube.com/watch?v=N6tEhuX9ygY

VI. Diversity / Differentiation:

Students will access the class materials in the virtual classroom: Available 24/7 so students
can control their pace of learning.
Activities have been choosen based on student ability and lesson length is designed to meet
the learning needs of the students.
Content is interesting and manipulatives are available.
The culminating projects, gaming, small group, and debate help students apply and extend
their learning.
Student-centered learning environment
Collaboration to give students a deeper understanding and a student voice.
VII. Technology Inclusion:
Tablets
Interactive white board
Virtual classroom
Online Library
Online News Feeds /Social Media

VIII. Prior Knowledge:

Eschatology (Biblical prophecy)
Technology research skills
Technology: Virtual Classroom navigation
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Geopolitics/ macro and micro enconomics

Construction of graphic organizers using technology
Technology literacy skills
Lesson Placement in the Unit: This is lesson #1 of 4
IX. Procedures:

1. Lesson Introduction / Anticipatory Set: #1 of 4

.

The teacher explains to the students that current issues and trends in todays economy and
society are aligned to biblical prophecy. Students will watch a video The Coming
Convergence and then be introduced to a computer based game that requires them to make
survival decisions that effect the outcome of the game called 3rd world farmer. Students will
visit the following websites using wifi enabled devices:
3rd World Farmer https://www.arcadetown.com/3rdworldfarmer/gameonline.asp
3rd World Farmer tutorial: http://www.technogogy.org.uk/games/farmer.html

The coming convergence clips 1-4

Part 1: https://www.youtube.com/watch?v=gZRryJBMfXc&t=4s
Part 2: https://www.youtube.com/watch?v=vNuj3MwwnA0&t=8s
Part 3: https://www.youtube.com/watch?v=N6tEhuX9ygY
Part 4: https://www.youtube.com/watch?v=5qgZpID_t8g

2. Lesson #2 of 4: Direct Instruction:

Students will work in pairs & select 2 nations, a first-world nation and a third-world nation to
compare and constrast.

Using the tablet, students will conduct research on current trends and issues happening in
politics which effect the geopolitical climate of that nation.

Next: students will create a ONE NOTE graphic organizer to plot the research conducted.

Next: In a side-by-side document, students will being plotting biblical prophecies that align
with issues and trends: ie. Famine, natural disasters, pestilence.

Next: Students will create a user account in the dashboard of 3rd World Farmer and begin
playing the survival game (individual activity).

Students will individually create a new One Note page and chart what decisions they make at
each subtask in the game.
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Now: On a page titled: Our Decisioins and Consequences, you and your partner are to compare
and contrast how decsions effect your progress forward in the game.

Next: The student pairs will draft a document that discusses by category the decisions they
faced in the game, and any survival decisions that are relevant in todays society

Last: students are to begin preparing a final presentation of their work as a pair.
Technology: Unlisted YouTube presentation or a slide show using any presentation technology
tool.

Student Interaction with lesson content / Guided Practice:

Students will interact with technology, eachother, the teacher as facilitator and with digital
software.

3. Independent Practice: Lesson #3 of 4

Working in groups, with partners, individually etc. Describe what project, students will be
working on during this section of the lesson. Will this be done during class? As homework?

Students will work in groups, and work independently to develop a subject specific
understanding of the content and terminology. Students will independently answer the
following questions during class and submit them as a word document using Microsoft Word
to the virtual classroom lesson unit #2 of 5.

A. Who is the game 3rd World Farmer aimed at?

B. Who did the Lord prepare this generation of readers to understand the prophecies?
C. How can you learn about ecnomics and prophecy from the game decisions you made?
D. How do you define a first world and a third world nation?
E. Why are some countries prosperous and others are not?
F. Do you see any bias in the game or steriotypes?
G. How did the debate shape your ideas of conflict and change in society?

Students will work collaboratively, in pairs, to develop a final presentation of their over-
all findings to present to the class and facilitator for assessment of knowledge and concept
understanding.

4. Review / Closure: Lesson #4 of 4

In closure, the teacher will bring together the class for presentations and wrap up the lesson
with a half-session review on the content and lesson objectives. Students will discuss in whole
class instruction, the impact of the nations economies and the effects they have on us today.
Lessons #1-4 Content Rubric and Expectations
Points 10 8 6 3-
Notes Notes are taken in Notes are taken in Notes are taken Notes are taken
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One Note and One Note and and uploaded to and uploaded past
uploaded in the uploaded in the the virtual the 6/23/2017
Virtual Virtual classroom by deadline. The
Classroom by Classroom by 6/23/2017 but the student is missing
Friday 6/23/2017 Friday 6/23/2017 notes are lacking multiple layers of
with bulleted with some detail and the the assignment.
points, bulleted points sequencing map
sequencing map and a sequencing is missing.
and color coded map.
Collaboration Played the game Played game and Played game but Played game and
and and met in a met in small did not participate took zero notes
participation small group to group, took very in the small group
discuss findings few notes in and took notes on
in Microsoft unassigned app paper
office Word
Graphic Well prepared Not well prepared Not well preparedDid not create a
Organizer and participated with personal but does use an graphic organizer
with notes & notes or graphic organizer that or gather relevant
graphic organizer organizer, does reflects materials as a
to determin determine techniques of theresult, the student
relevance of the relevance of data required is unable to
results collected collected standards determine
relevance of the
collected
materials
Prophecy Demonstrates Demonstrates Demonstrates Demonstrates
Knowledge pattern building. pattern building. metacognition conceptual
Relates the Has awareness and awareness understanding but
conceptual and and knowledge of but has not is unable to build
factual details of Prophecy but demonstrated patterns,
biblical accounts lacks inquiry and factual or conceptual
and successfully technique to conceptual understanding or
applies them to apply prophecy to accpects and factual problem
days trends and events today. overlooks the tool solving.
issues in the of inquiry.
nations.
Total

5. Presentations:

The group presentations can be presented in class using media such as : PowerPoint, Screen-
cast-o-matic, Youtube (unlisted) and follow the rubric as a guide (see below).

Final Presentation Rubric


Points 10
Technology Use Technology was used to organize
ideas into slides that are
formatted, informative, and
factual information.
Infromation Students have used the
summation interrationships amoung the basic
elements from the lesson to
structure information, to problem
solve, and build inquirty of
biblical prophecy, society today,
game play and techniques that
bring the core elements together.
Presentation Student is well organized and
prepared to present their finding
as a small group
All documents All documents are organized and
presented on the due date in the
virtual classroom
Points:
7
7 4
Technology was used Technology is used to
to organize ideas into build the final presentation
slides but the slides but students have not
present reader- worked collaboratively to
friendly issues. The collect ideas or capture the
information was nature of prophecy
conceptual in nature, in society today
but did not
demonstrate a patter.
Students have Students have concluded
concluded their work their work to include some
with a presentation. of the concepts and
The presentation is interrationships amoung
missing some core elements they collected
factual concecpts and have only partally
presented in the less. structed the information to
The conceptual develop a pattern
interratinships
amoung elements has
not been carefully
structured to reveal a
pattern
Students are not well Students are not prepared
organized when the to present, and the viewers
present their final are unable to recognize the
collection of interrationships because the
documents team has not connected
the facts and concepts from
the lesson.
All documents are Some documents are
presented but not submitted to the virtual
organized in the classroom on due date, but
virtual classroom on others are missing or
the due date. incomplete
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X. Evaluation/Assessment:
1. The assessment will be based on the participation and contributions to the final product. The
assisment is formative in that is designed to create ongoing learning in this area of study. It is
progressive, because it challenges students to become aware of real-world trends and issues in
the geopolitical arena and Gods prophetic word. The evaluation process involves the
evaluation of the students ability to arrive at the goals determined by grading rubric. The
student will receive a summative score, a final score determined by the depth of their findings,
measurements and growth in their understanding and participation.

Teacher Assessment Guide

Student Name: Yes/No Notes and points accumulated
Game Play
Technology Use
Creates Graphic
Organizers
One Note: notes
Presentation
preparedness
Participation
Points earned Total :

XI. Risk Analysis:

Servers wont respond when trying to log into the virtual classroom
Game wont launch in the app
Server upload speed is below 20 Mbps for watching videos
Students are not well informed in biblical prophecy

Potential trouble shooting strategies:

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Download video prior to class and ensure it is working properly on the interactive white board
Launch game in the app on a small number of tablets a day before to ensure the app is downloaded
correctly
Students will have a prior knowledge check that includes biblical prophecy review

XII. References: In APA

Love2sing777. (2017, June 17). The coming convergence. Retrieved June 22, 2017, from

https://www.youtube.com/watch?v=N6tEhuX9ygY

Microsoft OneNote. (2017). Retrieved June 22, 2017, from https://www.onenote.com/

Read the Standards. (2017). Retrieved June 21, 2017, from http://www.corestandards.org/read-the-

standards/

Revised Blooms Taxonomy. (2017). Retrieved June 22, 2017, from

http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy

Swan , K., & Lee, J. (2017, April). National council for the social studies national standards for the

preparation of social studies teachers . Retrieved June 21, 2017, from

https://www.socialstudies.org/sites/default/files/images/ncss_socialstudiesteacherstandard s-

april2017-prepublication.pdf

Visit these Websites:

3rd World Farmer https://www.arcadetown.com/3rdworldfarmer/gameonline.asp

3rd World Farmer tutorial: http://www.technogogy.org.uk/games/farmer.html

Virtual Classroom: http://www.etownschools.org/Page/3236

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The coming convergence clips 1-4

Part 1: https://www.youtube.com/watch?v=gZRryJBMfXc&t=4s
Part 2: https://www.youtube.com/watch?v=vNuj3MwwnA0&t=8s
Part 3: https://www.youtube.com/watch?v=N6tEhuX9ygY
Part 4: https://www.youtube.com/watch?v=5qgZpID_t8g