The globalization of the world has influenced greatly the lack of interest for historical knowledge and values, due to the immense bombarding of virtual information bringing as a result the total loss of interest for History, as several History teachers state it.  http://portal.educar.org/foros/porque-se-da-el-desinteres-por-la-historia 

History now can't be taught only through traditional methods (reading and writing) knowing then just facts and dates.  Using these methods only creates less interest and apathy in the children for history.  It is important to create new programs where students will experience first hand the influence of history and how innovating programs respond and qualify with todays technology giving it a practical sense in historical knowledge.  This is why this project came to be.

Literacy:

Symbolic Competence: 

When the students take the role of Tour Manager Guides they will reenact the trip to the new world by gathering information in using graphs, charts, tables, simulations, maps, working with Google Earth, searching different online sources provided to them, poems and seeing videos that will teach them of Christopher Columbus’ voyage.  To complete their trip students will need to learn many  Hotel and travel symbols such as family accommodation, restaurants, swimming pool, price, and facilities for people with disabilities. 

Cognitive Process: 

In order to gather information to put the project together, students will use different cognitive abilities.  They will Search, analyze, describe, discuss, explain, compare, evaluate, illustrate, design, compose, organize,  and sequence the information they find and post in their journal and use  it subsequently. 

The students will create a presentation to show the customers a description of the Historical Voyage. The students will sell the package to their customers and give them a brochure of the description using a timeline and cost of the trip. Students will have a variety of activities for different learning style needs. 

Discourse:

 Students will act-out or simulate their tour voyage to the class and show the PowerPoint presentation and brochure they will give out. The students will ask questions after the presentation.

Problem-Solving:

Authentic Problem: 

 Students need to design the voyage tour like the original voyage sailed by Christopher Columbus. The tourist have to hear the accurate information of the first sail and act-out some of the experiences that Christopher Columbus had when he sailed to the New World. Besides working on the educational side, students should not forget this is a business and should prepare and create a successful one. Students have to use online databases to find all required information. 

Strategies: 

Students will (Deductive) analyze what historical data will be useful, and  (inductive) plan the project for the voyage tour.

Knowledge:

Disciplinary Structures: 

As a historical tour manager the students will become a researcher, analyzer, planner, actor, business manager, sales person. 

Social Studies Concepts:  World History concepts, maps, geography, culture, tourism, hostelry, sailing sea,  and historical sites. 

Math:  Prices, balances, budgets. 

Technology Applications.

Disciplinary Process: 

 As a historical tour manager the learner will have to search for information, analyze the most important data, act out the experiences of the Christopher Columbus, create, sell the tour and try to be a successful business person.

Disciplinary Discourse: 

 Students need to watch videos, internet sources, maps, travel brochures. Research ship information, and hotel information.  Students will use Google Earth to understand geographical point of travel. In order for the students to create and present their project they need to learn and understand several  concepts and vocabulary words such as: Navigator, Atlantic Ocean, Queen Isabella, Christopher Columbus, Nina, Pinta, Santa Maria, Western Hemisphere, Europe, Iberia, The Indies, Trade Route, Maps, routes, explorer, Cardinal Direction, Ocean tides, moon tides, America Continent, native, Islands, Trade, Spice Trade, Bahamas Archipelago, and New World. Students need to watch videos, use internet sources, maps, travel browchures,  research ship schedules and hotels costs.  Students will use google earth to undersstand geographics of travel.

Using Information:

Using Information: 

The students will search for the information of Christopher Columbus and travel agency information online databases. 

Sort and Judging:

The students will use a questionnaire provided to them to see what information is important for their project.

 Create:

 Students will create a journal, map, and a sequenced event table with the information that is most important for their voyage tour simulation. They will use this information to create a PowerPoint presentation and a brochure used for their advertising and another for Historical reference.

Community:

Collaborative: 

 Groups of twos will be made. The questionnaire will be divided among them. The students will search, find and analyze the information. Then the class will get together and brainstorm and will fill out the questionnaire.

Cooperative: 

 In groups and then together the students will put together the whole plan for the voyage tour: the script for the play-role they will be doing in the ship, all the information required to be tour guides, develop PowerPoint and brochure and put together the travel package.

Authentic Activities:

In order for our 5^th Grade Students to put a Family Educational Vacations Package together, students will participate in activities involving History and Travel Industry. Students will separate in groups  for different learning style needs and complete the following activities: 

Historical Researchers:  Search, sort, analyze Historic information on Christopher’s Columba’s first voyage.

Travel Researchers:  Research landmarks, museums, history, culture, restaurants, hotels and other recreational places.

Historical Planners: Develop a script to reenact Christopher’s voyage.  Organize costumes and props.

Historical Tourist Guides: Will learn role playing  and acting for the voyage.

Travel Tourist Guides: Will give the tour in San Salvador showing them historical and recreational places.

Travel Planners:  Develop timeline and sequence of Traveling activities.

Travel Agents Manager: Develop a PowerPoint  that summarizes the travel package to persuade prospective clients.

Travel Sales Consultant: Create a budget that includes the costs of travel, lodging, meals, and activities.

Travel Agent Designer: Design a promotional brochure that narrates the tourists’ day to day activities.

Historical Designer:  Design a Historical Brochure or Handout for passengers.

Background Building Activities:

All the information that students need to search and have to put this Family Historical Vacation  Package together is the following:

Historical: 

1.- Why did Spain need a new route to India?

2.- What were they looking for?

3.- Who were the King and Queen of Spain at that time?

4.- How did they  finance the voyage?

5.- How was Christopher Columbus?

6.- Where was he born?

7.- What was his profession?

8.- Why did he want to make that voyage?

9.- What were his beliefs about the world?

10.- Where did they leave Spain?

11.- When did they start the voyage?

12.- Who sailed in the ships?

13.- In how many ships did they sail?

14.- How many ships were there?

15.- What were their names?

16.- what was the route they followed?

17.- What problems did they encounter doing the trip?

18.- Where did they arrive first?

19.- What did they find there?

20.- What happen after they arrived there?

21.- What were the results of this Trip?

22.- What did Christopher Columbus think of all of this?

23.- What was their route?

24.- What Ocean did they sail?

25.- What were all the event that occurred during their sail? 

Travel: 

1.- What port can the tour leave from?

2.- What is the route for the trip?

3.- How many days will it take them to reach San Salvador?

4.- What hotels are there?

5.- What are their prices?

6.- What Historical places are there?

7.- What Museums are in San Salvador?

8.- Is there any special events going on in those days?

9.- What other historical and entertainment places are ?

Constructing Activities:

Students wll:

1.- Create a Historical Journal

 2.- Create a Historical Skit

3.- Create a Travel Budget

 4.- Create a Trip Itinerary

 5.- Create Advertising PowerPoint

 6.- Create a Trip Brochure

 7.- Create a Historical Brochure

 8. - Present complete project to another class.

Sharing Activities:

Students will be separated in two mayor teams.  Different activities will be selected for special learning needs.  Students will take different roles.  Students will work together in sub teams of 2 and will get together to brainstorm each activity and put together the results for each.

HT’s     Historical Team             Lesson Project should take 45 hours

TT’s    Travel Team               Classes will be held daily for an hour and a half

Contents:

Social Studies

(a) Introduction.

(1) In Grade 5, students learn about the history of the United States from its early beginnings.

Students use critical-thinking skills including sequencing, categorizing, and summarizing information and drawing inferences and conclusions.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.

(4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h).

(b) Knowledge and skills.

(1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to:

(15) Government. The student understands how people organized governments in colonial America. The student is expected to:

(A) compare the systems of government of early European colonists

(18) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity

(D) describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day.

(25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.

(27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

  Mathematics:

(3)  Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:

(A)  use addition and subtraction to solve problems involving whole numbers and decimals;

(B)  use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);

(C)  use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including interpreting the remainder within a given context;

(D)  identify common factors of a set of whole numbers; and

(E)  model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words, and numbers.

Technology

(b)  Knowledge and skills.

(1)  Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A)  use technology terminology appropriate to the task;

(B)  save and delete files, uses menu options and commands, and work with more than one software application;

(C)  identify and describe the characteristics of digital input, processing, and output;

(D)  delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and

(E)  access remote equipment on a network such as a printer or other peripherals.

(2)  Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A)  use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

(B)  use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;

(C)  demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;

(D)  produce documents at the keyboard, proofread, and correct errors;

(E)  use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and

(F)  demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction.

(3)  Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A)  follow acceptable use policies when using computers; and

(B)  model respect of intellectual property by not illegally copying software or another individual's electronic work.

(4)  Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

(A)  apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies; and

(B)  select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.

(5)  Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A)  acquire information including text, audio, video, and graphics; and

(B)  use on-line help and documentation.

(6)  Information acquisition. The student evaluates the acquired electronic information. The student is expected to:

(A)  apply critical analysis to resolve information conflicts and validate information;

(B)  determine the success of strategies used to acquire electronic information; and

(C)  determine the usefulness and appropriateness of digital information.

(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use software programs with audio, video, and graphics to enhance learning experiences;

(B)  use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and

(C)  use a variety of data types including text, graphics, digital audio, and video.

(8)  Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A)  use communication tools to participate in group projects;

(B)  use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and

(C)  participate with electronic communities as a learner, initiator, contributor, or mentor.

(9)  Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A)  use software features, such as on-line help, to evaluate work progress; and

(B)  use software features, such as slide show previews, to evaluate final product.

(10)  Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A)  use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;

(B)  use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and

(C)  use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.

(11)  Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A)  publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and

(B)  use presentation software to communicate with specific audiences.