The unit begins with an in-class activity and discussion prompted by a letter written to the student from “Mom.”
This letter provides the introduction and background knowledge for the student, as well as giving the student a sense of purpose for participating in the virtual world.
Accompanying the unit, and introduced in the in-class activity, is a student journal for Plague World. Students complete the first page of their journal in class before entering the computer lab,
and will continue to use the journal throughout the unit.
This unit is designed for students to: understand the role that ethics play in science and technology, begin to consider whether “the ends justify the means” in a particular situation,
begin to think about the importance of companionship, and about what it means to be “human.” This Unit meets state standards for both persuasive writing and decision making.
Learning objectives and competency goals
By participating in and completing the Plague World Unit, students will:
• Begin to develop decision-making techniques
• Compose a persuasive essay
• Develop a sense of personal ethics in science and technology
• Learn how to determine whether “the ends justify the means”
• Feel a sense of activism for promoting and protecting healthy communities.
This mission will help players understand ...
Plague(1666): Explore the Village
Plague(1666) - McRel Standards:
The following educational standards may be met in the Plague World Unit:
• Language Arts Literacy
Standard 1, Level III, Benchmark 10: Writes persuasive compositions.
• Thinking and Reasoning
Standard 1: Understands and applies the basic principles of presenting an argument.
Standard 6: Applies decision-making techniques.
• North Carolina
English Language Arts
4.03: Makes oral or written presentations to inform or persuade selecting vocabulary for impact.
3.05: Describes how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic and historical events.
• New Jersey
Language Arts Literacy
B. 2: Writes a range of grade appropriate essays across curricula (e.g., persuasive essay)
B. 5: Supports main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.