Save a State Research and Ad
OAK PARK MIDDLE MIDDLE
|This lesson will provide students with an
interdisciplinary approach to studying the fifty states. Students
will use a variety of technology resources to research a state.
Using this information, students will create a power-point
multimedia presentation to communicate information with
classmates. Work will be done in small groups with a focus on
Duration: 7-9 Forty-five minute classes
- Geography: Physical and Cultural
Students develop a spatial
understanding of Earth's surface and the processes that shape
it, the connections between people and places, and the
relationship between man and his environment.
- Economics: Interdependence and
Students develop an
understanding of fundamental economic concepts as they apply
to the interdependence and decision making of individuals,
households, businesses, and governments in the United States
and the World.
identifying and describing the
characteristics, functions, and applications of various types
of maps and other geographic representations, tools, and
interpreting and developing
maps, globes, graphs, charts, models, and databases to analyze
spatial distributions and patterns;
describing and explaining how
personal interests, culture, and technology affect people’s
perceptions and uses of places and regions;
identifying key demographic
concepts and using these concepts to analyze the population
characteristics of a country or region;
identifying problems that relate
to contemporary geographic issues and researching possible
analyzing consequences of
economic decisions in terms of additional benefits and
- The World in Spatial Terms
Compare the uses of
different types of maps, including two different types of maps
of the same area
Interpret a map, using a
map key/legend and symbols, distance scale, compass rose,
cardinal or intermediate directions, and latitude and longitude
Locate major landforms and
geographic features, places, and bodies of water/waterways on a
map of the United States
Analyze various types of
maps, charts, graphs, and diagrams related to U.S. history
Explain ways in which
goals, cultures, interests, inventions, and technological
advances affected perceptions and uses of places or regions in
Explain ways in which
goals, cultures, interests, inventions, and technological
advances have affected perceptions and uses of places or regions
in the United States
- Identify and define computer and
networking terms (e.g. modem, file server, client station,
LAN, Internet/Intranet, data storage device).
- Demonstrate the operations of a computer
(e.g., touch-keyboarding skills, save, organize and back-up
files) and other peripheral devices (scanner, digital and
video cameras, VCR, laser disc player) at an intermediate
- Compose and edit a multi-page document
with appropriate formatting using word-processing skills.
(e.g., menu, tool bars, dialog boxes, spell check, thesaurus,
page layout, headers and footers, word count, margins, tabs,
spacing, columns, page orientation)
- Use information, media, and technology in
a responsible manner which includes following the school's
acceptable use policy, adhering to copyright laws, respecting
the rights of others, and employing proper etiquette in all
forms of communication.
- Use technology tools (e.g., multimedia
authoring, writing tools, digital cameras, drawing tools, web
tools) to gather information for problem solving,
communication, collaborative writing and publishing to create
products for various audiences.
- Understand Internet concepts (e.g.,
website, hypertext link, bookmarks, URL addresses) and apply
intermediate on-line searching techniques (e.g., employ
keyword, phrases, and Boolean Operators).
- Determine when technology is useful and
select the appropriate tool(s) and technology resources to
address a variety of tasks and problems.
- Research and evaluate the accuracy,
relevance, appropriateness, comprehensiveness, and bias of
Upon completing this unit, students will be able to successfully
complete, but will not be limited to the following objectives:
1. Students will use technology tools to process data and
2. Students will evaluate an area in the United States and
present its merits.
3. Students will write an informative media presentation
with correct spelling, grammar and punctuation.
4. Students will present a persuasive presentation using a
variety of technology resources.
Materials and Resources:
Pencil or Pen
Tools and Materials:
Computer with Internet access
Microsoft Power Point
•EASY-READ STATE INFO
Students should have a working knowledge of computers, internet
searches, and applications.
Publisher (for creating brochures and other advertisements
in promoting his/her state): Students should have a strong working
knowledge of this application, or be paired with other students
Word (for writing written report): Skill required on this
application is no more than word processing level. Nothing fancy.
Power Point (for creating presentaion): Students should
have a general knowledge of how Power Point works. If needed,
present a quick mini lesson with a step-by-step handout.
Internet: Students should know how to search the Internet
and sort information found online.
Extra - E-mail: There should be at least one student per
group with a strong grasp of e-mailing. If students do not have
school e-mail accounts, you find it helpful to set up a group
account on a site like yahoo.com and give students a mini lesson
on emailing as well as a step-by-step handout.
1. Group students (by prearranged table grouping)
2. Assign states randomly. Assigning accelerated students
more difficult states (ex. Wyoming, Arizona, Rhode Island, North
Dakota, Idaho, etc.) may prove helpful. Assigning states that are
less difficult (New York, Hawaii, California, Florida, etc.) may
help accommodate students with learning difficulties.
Part 1: Written Report
1. Opening discussion suggestions: Ask students how many
different states they have visited in their lives. Which is their
favorite state? If they could live anywhere, which state would
they choose? Discuss what they know about each of the mentioned
states. Why would they like to live there? Point out that some
states were not mentioned at all. Explain to the students that
this project is designed to help "save a state" by
promoting the popularity of that state. In this unit, they will do
research, write a research paper, design a Power Point
presentation, and create an oral "advertisement"
presentation designed to persuade others to move to their state.
(See student packet for detailed description of each activity.)
2. Pass out packets (see reproducible).
3. Discuss each activity and due dates. Remind students
that each assignment is due at different times throughout the
unit. These different due dates should be focused on in order to
know which part of the project to focus on each day.
4. Question/Answer session. This is a good time to answer
any questions that the students may have in respect each project.
5. Begin research using sites listed in technology tools
and materials (make a hot list or printout) or additional
websites. Students can also type the name of the state they are
researching in the address bar to initiate a search. Students
should use these sites to research for material need to complete
the research paper. Each team will turn in one written report on
their state. See the student packet in the reproducibles for
report expectations. The written report will provide the following
information about each state.
- Introduction about the state being presented in the
- Geographical information. This section should provide
information about the physical make up of the state the students
are researching. Some examples of items they should research and
write about are land formations such as mountains, lakes, etc. as
well as any forest or unusual vegetation.
- Economical Information. This section will provide
detailed information about the economic make up their state.
Information included in this paragraph should relate to jobs,
industry, cost of living and average income.
- Historical information. Information included in this
paragraph should relate to exploration, colonial history, and
modern history. They could also include facts such as when the
state was founded and any major or interesting historical events
related to the group's state.
- Tourism and Attractions. Information included in this
paragraph should describe tourist attractions such as water parks,
theme parks, zoos, etc. They could also include facts about any
- Closing paragraph should recap the written report· Fact
and Figures Sheet (graphs and/or charts) The fact and figures
sheet is in addition to the 2 typed pages. This assignment will be
graded using the rubrics labeled "Research Report" and
"Research Report Content".
Part 2: PowerPoint Presentation Take this time to explain
to the students what is expected of each team for their Power
Point presentation. (Refer to student handout.) Each group will
create a slideshow for their state containing the following
· State name and flag
· Famous people from assigned state
· Capitol and map
· Largest city
· State bird
· State flower
· State tree
· State song
· State motto
· State nickname
· Additional facts (This page should contain any addition
information about the state such as: state drink; most populated
city; state dog; etc.
· Closing Slide with each students name and class period and
The power point assignment will be graded using the "Power
Point Presentation" rubric.
Closing Activity:Review with the students the nature of the
Ad campaign. (See student packets.) Collecting the information
that the students have gathered about their state, they will
create an Ad campaign designed to convince The federal government
not to do away with their state. In this campaign, the students
will create a brochure of the state studied. The students will
then conduct a campaign to orally convince their classmates why
their state is worth saving.
As a final technology component, students will go online to a
preset site and vote for the state(s) that should be saved. See
the packet for grading details and information.
Group Planning: Rubric #1Research
Report: Rubric #2Collaborative
Work Skills: Rubric #3
Power Point Presentation: Rubric #4
Oral Presentation: Rubric #5
Brochure: Rubric #6
For Rubrics, see reproducibles.
Teachers must follow special needs student's Individual Education
Plan (IEP) or 504 Modification Plan.
Advanced/Other activities that can be used are as follows:1.
Create a jeopardy game using state information.2. Students define
advantages and disadvantages of living in assigned state. Students
determine a variety of means by which these disadvantages could be
corrected or eliminated and submit proposals for corrections.3.
Students journal thier experience.
Education Week. Retrieved Jun. 25, 2003, http://www.edweek.org/context/states/
Encarta Encyclopedia. Retrieved Jun. 25, 2003, http://encarta.msn.com
Fact Monster. Retrieved Jun. 25, 2003, http://factmonster.com/states.html
Map Quest. Retrieved Jun. 25, 2003, http://mapquest.com
Rubistar. Retrieved Jun. 25, 2003, http://rubistar.4teachers.org
Yahooligans. Retrieved Jun. 25, 2003, http://yahooligans.com