Ayiti+-+The+Cost+of+Life

[[image:http://takingitglobal.cachefly.net/images/homepage/content/classroom/ayiti.png width="134" height="74" align="left"]]Ayiti - The Cost of Life Thematic Classroom resources.
Link to [|the Ayiti game on TIG]. Link to all the [|educational activities on TIG to accompany the game.]

**Key competencies** Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. In these lessons, students will need experiment with the options within the game to understand the consequences of actions they take and then problem solve to get the best possible outcomes for the characters in the game. They can also look at how their own family lives compare and contrast with those in the game. Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. In these lessons, students have to work towards the goal of getting a good outcome for their characters in the role playing game. When their decisions do not result in a good outcome, they need to persist and try different strategies to meet the challenge. Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. In these lessons, students will be able to investigate how a role playing game can help people understand contemporary issues and the future possibilities for gaming in education. Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. In these lessons, students can cooperate and share strategies in order to navigate successfully through the game. This competency is about being actively involved in communities. In these lessons, students will be able to discuss with fellow classmates the implications of actions they took in the game and what this means for families in poor rural societies.
 * Thinking**
 * Managing self**
 * Using language, symbols, and texts**
 * Relating to others**
 * Participating and contributing**


 * Social Sciences Learning area curriculum levels: **
 * Level four**
 * Understand that events have causes and effects.
 * Understand how people participate individually and collectively in response to community challenges.
 * Level five**
 * Understand how economic decisions impact on people, communities, and nations.
 * Understand how people seek and have sought economic growth through business, enterprise, and innovation.
 * Level six**
 * Understand how people interact with natural and cultural environments and that this interaction has consequences.


 * NCEA achievement standards **
 * Level 1**
 * 1.2 Describe people’s participation in society
 * Level 2**
 * 2.1 Describe the effect of an aspect of society on people (5 credits - external)
 * Level 3**
 * 3.1 Examine diversity in society (5 credits - external)
 * 3.2 Examine people’s responses to challenges facing society (5 credits - external)

People credited with this unit standard are able to: define the parameters for investigating the influence of the factor on a living environment; investigate the influence of the nominated factor on a living environment; and analyse the information to establish the influence of the factor on the living environment. 
 * Unit standards **
 * Level 3** 6668 5 Credits - Investigate the influence of a nominated factor on a living environment