For+Elementary+Teachers

Let's Race Around The World!

Congratulations! By opting to implement the Race Around the World game, you have opted to offer a very different researched and powerful teaching strategy: a student-driven, standards-addressed, technology-enhanced, authentically-assessed adventure in global discovery AND you and your students are meeting state and district Information, Literacy, and Technology standards.

This document is designed to “clue you in” on what you need to know about the project to successfully turn it into the classroom adventure your students will NEVER forget! Yes, I know this document is long, but if you take the time to read this, successful implementation of this learning adventure will literally run itself!

What is the project about? Race Around the World (RATW) is designed to give students a self-directed research project with reading, writing and math authentically interlaced in a curricular content of your choice.

The students will be participating in a competitive game—yes, I said competitive. I appreciate that collaboration and cooperation are essential skills to develop in students and, in writing this game, I am assuming that you, as the classroom teacher, provide many opportunities for students to learn in that environment. But this one is competitive—and it is simply that. I have found students to be very excited about the competition, especially since there will be three winners. And since NO ONE knows who will win (or even who is ahead) until the last paper is graded and the last calculations made, it is a win-win for all!

What content is covered? This project is designed to promote uncovering of learning, instead of coverage of content. With that in mind, the project can take on ANY curricular content, as long as it is global in nature.

How long will it take to implement RATW? RATW is very flexible. It can be done in one-semester—it’s a little bit of a push, but if you start on time and keep on schedule, it can be completed in one semester. If you have the same group of students for a year, it can easily be accomplished. In fact, that gives you several weeks to get to know your students and their skill level and then close the project down well before the crazy end of the school year. It’s really at your discretion!!

Do my students have the pre-existing knowledge and skills needed to be successful on RATW? Students need to have basic skills in maps, reading, writing, simple math, and Internet research. However, if you are concerned with any of these skills, I have included a “first week of curriculum” that addresses writing, effective Internet search techniques, and a review of PowerPoint. This curricular week is not essential to implement and you should “pick and choose” or replace whatever elements you believe will help address the needs of your students. I would share with you that, as your students begin to write authentically about issues and concerns they have, their writing will change drastically—you should be prepared to elevate your writing criteria with each regional travelogue chapter, as they will exponentially improve.

What will my students be doing? Your students will be taking a virtual trip to visit each region of the world (for upper elementary/middle school, consider compressing this to five regions). Your students will:

1. Learn about their virtual trip (from you!); 2. Choose the output product they will be creating (PowerPoint, web page, hard copy, etc.); 3. Strategize the method they will use to win the Race Around the World; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">4. Do the investigation; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">5. Mold their acquired knowledge base into the product design (PowerPoint, web page, hard copy, etc.); <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">6. Turn in their work, and wait to receive a grade (that equals the amount of money they will then have for the next leg of their virtual trip); <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">7. Strategize and calculate the next leg of the trip; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">8. Repeat the process until they have traveled the world and returned safely home.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Each week (or two weeks, if you are doing this for the year) will be dedicated to time spent in a computer lab where they can work to get information about their issue in that region of the world. NO, they won’t be aimlessly “surfing the Internet”, as “TOP 10 WEBSITES” for each region are provided in this Unit.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">During computer lab time, students will use online resources to investigate an issue. With information in hand, they will write a letter home explaining the issue as it pertains to that region, create a supporting hard copy book, PowerPoint, or website that includes various souvenirs and information about the country they are visiting. This is a regional travelogue CHAPTER that they will turn in for assessment and receive a grade (which translates into the amount of money they have to travel to the next region).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Why will this be so exciting for my students? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">There are several reasons: first, students are competing to win a virtual race and there will be ONLY one winner in each of the three strategies (three winners per class: the swiftest traveler (the one who completes the trip in the least amount of time); the vastest traveler (the one how travels the longest distance); and the most frugal traveler (spent the least amount of money). And, since NO ONE will know who wins the race until the very last paper is graded, nor does anyone (including you!) know who is winning the race at any one time, all students are motivated to do their very best with every single regional travelogue chapter. But more importantly, even though criteria are set as to what the student must turn in, the content of the research is LARGELY AT THE STUDENT’S DISCRETION. It is up to them to “answer” the questions, determine the issues and write persuasively about issues that are of concern to them AND authentically matter!!!! No more are they writing to please the teacher on a topic that they may or may not care about—this time, THEY choose.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What will I be doing, as teacher?

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">You have several critical roles:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">1. Make some critical decisions as to how much flexibility you are comfortable in giving to students as it relates to their choice about topics to research (see “Can I modify the content?” found later in this document).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">2. Determine what format(s) you will accept as their project (hard copy, PowerPoint, or WebPage). NOTE: if you opt to do a webpage, DPS offers a free, no html webpage creation tool (Think.com) for student use.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">3. You need to take a classroom period and, using the “Introduction to RATW” PowerPoint (created for you and found in the teacher links on the website) and the Student FAQs (found in the student links on the same website) to explain the project.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">4. Schedule time in the computer lab spanning the entire semester (or year) on a regular basis (so students will know that they will have that time to work on their research for their project).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">5. Collect their regional travelogue chapters on a timely and scheduled basis, returning them promptly with a grade (which translates into money earned for the next leg of the journey).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">6. Watch your students become excited about learning and elevating their writing to a new level!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can other teachers on my team participate? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Absolutely! There is lots of room for interdisciplinary team work. AND, that doesn’t mean that all teachers on the team need to drop their regular curriculum to participate in RATW. Each teacher can contribute at the level they are comfortable.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Research: there is an extensive amount of research being done by the students. And most of this research will be SELF-DIRECTED. Therefore, student need to know HOW to search the Internet, how to validate sites, how to save information they have discovered, how to multi-task, and how to cite Internet resources. This sounds like a job for the LIBRARIAN!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Reading and Writing: there is an extensive amount of reading different types of information, forming an educated opinion, and persuasive academic writing. Since students will be spending much of their project in this mode, students will need these skills to be successful. This sounds like a job for the ENGLISH TEACHER!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Math: oh, that funny discipline that never seems to “fit in” with a project. But NO MORE! Students will need to strategize a method they will utilize to win the race—and that is a huge math application. Additionally, students will be calculating distances, time of travel, speed of travel, cumulative totals, and projections for the next leg of the trip. This sounds like a job for the MATH TEACHER!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Science: Depending on the focus point you choose to undertake, there can be a tremendous amount of science, or a minimal amount. Regardless, no study of geography and man’s interaction can be exempt from an understanding of our earth. This sounds like a job for the SCIENCE TEACHER!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Art: As students will be investigating the world and her six billion inhabitants, no culture can be fully understood without study of their art: man’s way of expressing himself. As the world is a very complex entity with a long history, there can be significant emphasis on music, theatre, dance, storytelling, sculpture, painting, and every other dimension of art. This sounds like a job for the ART/MUSIC TEACHER(S).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Technology: As student will be doing most of their research online, they will need a plethora of electronic research skills. And since they will be producing online projects (probably through PowerPoint or webpage), these skills will be essential to learn and master. This sounds like a job for the TECHNOLOGY TEACHER.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">If you don’t have a team to work with, don’t worry. The entire project can be implemented on your own.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Tell me about the game? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What is the objective of the game? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">To develop and implement a strategy to win the Race around the World, refine research skills, writing talents, global perspective, expand technology use, all in an authentic and virtual exploration of the regions of the world!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Who Wins? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Three students per class will win (one for each strategy). It is important to tell the students that they should NOT try to win two or three ways. That’s a sure plan to lose all three ways!—it can’t be done, as the mathematics won’t allow it and it only becomes frustrating for the students who try. Students can win in one of three ways:


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">accumulate the most money (by earning the most possible, spending the least, having leftover funds at the end of your trip); OR
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">travel the MOST miles (by earning the most money possible and figuring out the greatest distance between spatial points in regions); or
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">travel the fastest (earning the most money possible and using it to jet your way to the closest set spatial points in regions, minimizing the temporal factor).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Is there an order to the travel? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">YES! As each student is working independently to develop a strategy, it is obviously VITAL to let them choose which city in which country they will travel to in each region. HOWEVER, I learned the hard way that you should NOT allow the students to go anywhere in the world they want to go at any time. The trip starts in North America (where else?!?), then proceeds to these regions in this chronological order: (for 5 regions)-- Central or South America, Africa/Middle East, Europe, Asia, and Australia (For 7 regions)--Central or South America, sub-Saharan Africa, Northern Africa/Middle East, Europe, Asia, South East Asia, and Australia. If you want to extend the project, you can divide Central and South America into two separate regional travelogue chapters, divide Europe into Western and Eastern Europe, include ANY other part of Asia (certainly, I would see India, China, etc. as possible separate regional travelogue chapters), and Oceania is comprised of more than just Australia. PLEASE do not set yourself up for headache and difficulties in allowing them to “go wherever they want with each leg of the trip.” This really doesn’t work—the reason is that the world is a very large place and, no matter how well they do on any regional travelogue chapter, they will barely have money to make it to the next region. Additionally, it makes grading and paperwork for you A LIVING NIGHTMARE!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">How will the student earn virtual money to travel (and of course, a social studies/science or other content area grade)? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">As each student turns in a regional travelogue chapter (in the form of a PowerPoint, webpage, hard copy, etc.) that regional travelogue chapter will be graded and awarded, based on the rubric (at the bottom of the Student Trip Planning Sheet), a score from 0-100 points. The percentage awarded to students for their completed regional travelogue chapter as a grade is equivalent to a dollar amount (from $0-$100) that is used to travel to the next region of the world. The first leg of the trip (reflecting North America) is really a “practice”, but provides gives the students the opportunity to earn enough money to go on their first trip to Central/South America.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Why don’t the students know who is winning? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Because there are three strategies in play, each student going to different cities in a very large region, I found it isn’t reasonably possible for any student to calculate how each student is doing cumulatively each leg of the trip. Additionally, NO student knows how much each student earned on the last trip, so calculating totals isn’t possible.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">IN FACT, if you really want to make it interesting, grab a roll of butcher paper and some clear shipping tape. Create a HUGE banner/poster to be posted in the hallway that looks like this (of course, this is only reflects 3 regions for one class, but it gives you the idea):


 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 20.8px; text-align: center;">RACE AROUND THE WORLD ||
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 20.8px; text-align: center;">PERIOD 1 |||||| <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">North America |||||| <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Central/South America |||||| <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Sub-Sahara Africa ||
 * || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">TIME || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">DISTANCE || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">$ || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">TIME || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">DISTANCE || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">$ || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">TIME || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">DISTANCE || <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">$ ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Jose ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Fred ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Louisa ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Lauren ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Billy ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Brandon ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Zepeda ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Michael ||  ||   ||   ||   ||   ||   ||   ||   ||   ||

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">This can be updated by taking the graded Student Trip Planning Sheets for the students and, before you return them, use them to fill in the numbers on the chart with a marker—NO, they STILL won’t be able to tell who is winning, but MAN WILL THEY TALK IN THE HALLWAYS!!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can my students play as a team? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Sure. In fact, this works well at the lower levels if you have student pairs. Just make sure that each student is writing their OWN letter home, as the writing is an essential part of the learning process. In my experience with older students, I found that, due to the personal nature of the investigations and the intensity of the competition, students don’t want to compete and your projects are so much more difficult to fairly assess (as you may not know who actually did what work).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">How do I grade this? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Remarkably, this is an easy, fairly quick grade. If you use the grading rubric provided (of course, you can modify it any way you want!!!) found at the bottom of the Student Trip Planning Sheet, you can easily and fairly complete the rubric and the numbers will do the work for you! The percentage your give to the student for each regional travelogue chapter equates exactly to the amount of money in dollars they will have to complete the next leg of their journey.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What happens if a student does poorly on one leg of the trip and doesn’t have enough money to get to the next region, regardless of using the cheapest method of transportation possible? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Making mistakes is a valuable part of learning. If a student has done poorly on one leg of the trip and finds that they do not have enough money, consider taking the student aside and making a deal that goes something like this: “I expect so much more of you and know you are so much more capable—but, if you can assure me that the quality of your work will meet expectations from here on out, I will LOAN you enough money to make it to the next region. This is ONLY a loan and you must figure out how much money you want to borrow, how you will repay it (it comes off of future regional travelogue chapters, but doesn’t have to be repaid all at once as that might put the student right back in the hole), put your plan in writing, and I’ll take a look at it.”

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What should the student be turning in with each regional travelogue chapter? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Although you are welcome to vary this, it is recommended that each regional travelogue chapter should include: <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ Cover page; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þUp-to-date World Map (indicating places traveled, method of transportation, distance traveled, time to travel, and cost of traveling—USE A KEY!!!!!!); and <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þLetter home explaining, IN DETAIL, the problem you encountered on your visit to this area and solution; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ A regional map of the area; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ Three souvenirs you will be taking home from that region; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ Three famous persons from continent; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ Top two religions of the continent; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ Currency of the region; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þ “Hello” in the two primary languages of the region; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þCompleted (except for the grading rubric!) Trip Planning Sheet; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">þUp-to-date Bibliography

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Obviously, this list is subject to your discretion. For example, some years I would give the students the last two weeks of the semester/year to “finish the project”—that meant, getting the world map up-to-date, preparing their passport, designing and linking the Table of Contents, putting finishing touches on the web site or PowerPoint, etc. During those years, the students did NOT need to turn in those elements with each regional travelogue chapter. You’ll have to decide what will work best for you!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What will the student’s final project look like? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">One of the purposes or this project has nothing to do with curriculum—it has as much to do with: ORGANIZATION, TENACITY, PERSERVERANCE, CREATIVITY, CORRECTNESS, PERSPECTIVE, AND GLOBAL AWARENESS. With that said, each student should have, at the completion of the project, something so spectacular, so breathe-taking, so personal, and so dynamic, that it is something they will be proud of forever! It can be in a paper form (definitely the most difficult), a multi-media presentation, or a web page. Every week, each student turns in a regional travelogue chapter of their project. Therefore, at the end of the project, they should have a comprehensive, creative, colorful, dynamic reflection of their virtual trip around the world as they explored and expounded on their findings and thoughts.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">If you opt to do this in paper, each regional travelogue chapter will be a fold out of two pages, and needs to reflect your expertise as it applies to each region. Each regional travelogue chapter must contain the same elements as the electronic formats. The letter home must be one-page typed; 1” margins, 12-pitch Times New Roman font, and be housed in a small envelope attached to the page. A WARNING FOR YOU! Although this seems the easiest way (because it doesn’t require any skills in web design or PowerPoint), in the end, it is the most frustrating for the students and serves to limit their creativity. If you expect your students to prosper in this technology-driven world, your classroom needs to reflect that ideology and application.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">How will I set it up? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Once you decide to implement the project, do the following Ten Steps:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">1. Determine the level of flexibility you want to offer to your students (see later question “Can I modify the content?”) <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">2. Determine how many regions you are going to explore (usually based on the number of weeks you have to devote to the project). Example: if you have 18 weeks, you give one week to research, the next to turning in the project; therefore, you can travel to 9 regions. Of course, that’s probably pushing it because you lose the first and last week of the semester/year to administrative procedures, so that means you could reasonably do 8 regions. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">3. From the website, download all the “forms” the students need for the project and make copies. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">4. Go to the online storyboard and decide on Due Dates, Research Dates, and Travelogue Return Dates. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">5. Fill out the Important Dates sheet. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">6. IMMEDIATELY schedule the research dates in a lab at school—do not trust that the lab will be available on those dates, even though those dates may seem quite far out! <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">7. Do any modifications to the Student FAQ sheet reflecting your personal modifications (this is the one you will be using to explain the project to your students). <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">8. Make one copy of the following (as a packet) for each student: <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> a. Student FAQs; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> b. Important Dates; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> c. Writing ideas; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> d. Grading Criteria; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> e. Cost of Travel; <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> f. Citing sites organization form <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> g. Blank world map <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> h. The Trip Planner <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> i. Master Travel Logue

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">9. Choose a day to “introduce” the project, using the “Introduction to RATW” PowerPoint (online in the teacher resources link) and the FAQs (online in the student resources link). Plan to spend the ENTIRE class period to explain, any question, show examples, etc. This is time WELL SPENT, so don’t scrimp. The students need a clear understanding in expectations, content, logistics, etc., so take the time to do it well. REMEMBER: on the day you introduce the project, you will need your computer and a display vehicle (LCD, TV, etc.) so that you can show the “Introduction to RATW” PowerPoint, the truncated student project example, and the website for RATW (so they understand how to access ALL papers online as you will not be providing any more hard copies). <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">10. Consider making the poster/banner as described above and hang it in your hallway.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">When do I take the students to the computer lab? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Take your students to the computer lab on a regular, consistent basis!! This will be at least once every other week. You need to give them a minimum of one day in the lab per region, and I found that giving them MORE time often led to misuse of time.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What do I need to do before I take them to the lab? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">It is VERY important that you have the “TOP 10” website document on each computer in the lab. One of the ways you might consider getting this done is to take all the TOP 10 documents (one for each region of the world), put them in a electronic folder called “RATW” and send them to your STR or lab person and ask them to put the folder (called RATW) on each desktop of each computer. That way, all the TOP 10 documents (for each region of the world) will be there for the entire semester (or year) and you only have to trouble your lab person once.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can I modify the research of my students? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Absolutely! You are the teacher; you get to do whatever you think is best for your students. You can give them more sites, less sites, or anything you like!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can I modify the contents of their regional travelogue chapter? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Absolutely! You are the teacher; you get to do whatever you think is best for your students. You can get more statistical information, place an emphasis on art, history, or any other area you choose.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can you give me some examples of ways to modify the project? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Sure! I modified the RATW each year (helping maintain my sanity and adjust to the differences in students). Some years, if I needed to cover some topics I didn’t feel I had given enough time to study in class, I would give the students a list of topics that had to be covered in the project, one general topic per region. The students could choose which topic to investigate in each region, but if they have 8 regions, I gave them 8 topics, and they had to use all the topics once!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Example: history, art, government, economics, landforms, etc. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Example: weather, natural disasters, etc.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Some years, if I had very directed students, I would give them a theme to explore throughout the project.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Example: you are to determine the worst problem facing that region and explore it to determine some viable solutions <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Example: you are to determine how people’s inhabitation of the planet has helped or hurt the earth and explore viable solutions

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Some years, if I had students who needed more structure, I would give them three choices for each region.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Example: in Central/South America, you can explore a significant historical event, a devastating environmental disaster, or the plight of the poor and oppressed.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Of course, this was more limiting and I didn’t get the results I normally would when the project was more open to student-choice. But some years needed that structure.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Occasionally, I would do a “draw of the hat” in which I would type out a list of different scenarios that would apply anywhere in the world, print them out, cut them up, put them in a hat and as each student entered the lab, they would draw their topic. Yes, I let them change it, but it would cost them $5 off their upcoming regional travelogue chapter (not their grade, just the money they would earn for the next leg of the trip!).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Example (and multiple copies of each can be placed in the hat):

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Research and describe the traditional wedding ceremony of two young people in your country. Be prepared to write home about it and why it reflects the elements of that country.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Research and describe the most honored sports hero of your country and describe how influenced the government and the people at the time. Be prepared to write home about it and why it was historically significant.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Well, you get the idea—this one took awhile to compile all the scenarios and I felt that it was not as exciting for the students, as they really weren’t exploring topics of their choosing. But, I had those classes that just couldn’t handle the independence up front. Of course, if you start out this way, you can always change to a more open format once you get the students moving in the right direction.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Some years I let the students choose a theme reflecting something of personal interest.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Example: dance, sports, indigenous people, food, tribal customs, architecture, etc. and let them explore this theme throughout their adventure.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Usually students thought this was going to be a great way to go, but I found the students’ waning after about four regions of the world had been explored.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">What did YOU learn when you did RATW? <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">1. Teaching is such a dynamic field in a complex and ever-changing world. The more I let go, the more empowering my “teaching” became. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">2. The more work the students did, the less work I did! <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">3. I discovered that students will achieve to the expectations set—no more and no less. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">4. I learned quickly I had to spend some time on the Internet!!!! I discovered it was a vast, wondrous source of information and opinions and you will reap the rewards many times over. <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">5. I learned to make a yearly technology goal for myself that far exceeded my wildest imagination—it forced me to figure out what I needed to do to achieve that goal and then do it! The benefits far exceeded the effort and I found my teaching load was lightened and I had more quality and quantity of time with my students.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Websites you will absolutely totally without-fail have to get to know! <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Distance calculator: [] <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Bibliography format: [] <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Blank maps: [] <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">RATW website: []