Brochure, Mrs Hammond's,

People living in the New England region are concerned. Tourists are traveling to Disney World but not to New England! The New England Tourist Commission has appointed your table group to help increase tourism in their area. Your job will be to develop strategy to help lure tourists to the area.

As you are experts in the kid's point of view, you will be expected to aim your strategy towards children. You have two weeks to build, design, prepare, create, or orchestrate your strategy. This could be an ad, a brochure, a jingle, a tourist package (similar to the Seven Churches Tour), etc. You are limited only by your imagination.

Consider and answer the following questions from a child's point of view:

What sites would you want to visit? Why?
How would you travel to the sites? List the airports, highways, and/or trains.
Are there special considerations for different children?
What jobs are available in this region?

Resources:

Welcome to New England - A wonderful site on travel and life in New England. It covers everything from places to stay, to what to eat on your travels.

Destinations in New England - This site allows you to investigate each state and what it has to offer in geographical land forms.

New England's Visitor Centers - Tour the New England States via the Visitors Centers.

Internet Weather Service - Check local weather in New England and elsewhere.

Visit New England - Historical, natural, sports, and trails of New England.

U.S. / Canadian Parks - What parks are available?

Welcome to Zoo New England - Zoos in the New England Region.

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Complete this State Chart to help you decide what is tourist worthy.

Individual and Group State Chart	Land Forms: Mountains, Rivers	Transportation: Highways, Trains, Airports	Historical Attractions	Climate	Parks	Other
Connecticut
Maine
Massachusetts
New Hampshire
Rhode Island
Vermont

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The Task:

Your group had been tasked to help the New England Tourist Commission increase tourism. Each Group should develop an overall project / plan consisting of different entries from each member. Each member is responsible for their own plan and for contributing to the Group Project.

The Process:

Week 1:

Monday through Wednesday: Computer use. Divide your group to cover the ground more efficiently. Which web site will you be examining? Groups meet and complete individual state charts.

Thursday: Group Discussion -Divide your team into four jobs:

A honcho, whose job it will be to complete a Social Skills Checklist for the group, due Friday.
One person as expert. During your discussion of the information, any disagreement concerning choices will be settled by the expert. This person will also complete a Planning Sheet for Group investigation, due Friday.
One person as material manager to add gathered information to a Group State Chart and collects necessary materials for the group. This Group State Chart is due Friday. All members will sign the group state chart. This chart will be used to complete your individual project.
One person as time keeper who will keep the group focused on the task and monitors the time. This person will be responsible for deadlines being met.
Topic: Where are you heading? What areas do we as a committee think are tourist worthy?

Friday: Teacher Meetings with Individual Groups - Topic: What is your project? Group work papers will be collected at this time.

Week 2:

Monday through Thursday: Individually work on Projects.

Friday: Group Presentations and class discussions. As a team you will sell your ideas to the class. Make sure your group is able to defend its choices in the discussion.

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Evaluated Activities	Possible points	Score
1. Group Work- how well you integrated with your group. (Working Together sheet, Planning Sheet, Group State Chart, deadlines.)	30
2. Your completed State Chart	20
3. Your project -Individual solution to tourism problem in the New England Region.	100
4. Your presentation	20

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Working Together Sheet Evaluation

Social Skills Checklist (Honcho) Teacher and Group	Exemplary: A whole bunch. 5 points	Proficient: A lot. 4 points	Partially Proficient: Little.< 3 points	Incomplete: Very Little 2 points
Offered ideas.
Checked each other for understanding.
Encourages each other by asking opinions.
Encouraged each other by giving compliments.
Asks questions when there is confusion.
Works hard to complete project.

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Planning Sheet for Group Investigations

Roles (Expert)	Group Members	Task to complete	Research Assignment
Honcho
Expert
Material Manager
Time Keeper

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State Chart Evaluation

Individual and Group	Always 4 points	Mostly 3 points	Sometimes 2 points	Seldom 1 point
1. Addresses all the questions.
2. Uses at least two sources of information.
3. Uses complete sentences.
4. No mistakes in spelling, punctuation, or capitalization.
5. Very neatly written or typed.

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Your Project Evaluation

How well does each student . .	Exemplary: A whole bunch. 25 points	Proficient: A lot. 20 points	Partially Proficient: Little. 15 points	Incomplete: Very Little 10 points
Summarize - select and condense critical concepts, findings, and evidence.
Organize - arrange the core material in a coherent, logical manner.
Present - exploit the array of multimedia tools available to "lay out" the case in a thorough and effective manner.
Persuade - make a connection with the passions and the interests of the audience in order to gain support for a particular recommendation or position.

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Your Presentation Rubric

	Always 4 points	Mostly 3 points	Sometimes 2 points	Seldom 1 point
1. Speaks in complete sentences.
2. Stays on topic.
3. Uses appropriate language.
4. Speaks clearly and distinctly.
5. Uses appropriate body posture and eye contact.

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Standards

DoDEA Core Curriculum Standards
Literacy Standards for Student Learning

Students will:

engage in process writing.
display evidence of a comprehensive reading vocabulary.
compose as a means of communication.
engage in self initiated reading for a variety of purposes from a wide range of sources.
present and express information orally.
employ writing as a learning tool.
use appropriate writing conventions.
receive and respond to information seen and heard.
Access information efficiently and effectively.
evaluate information critically and competently.
pursue information related to personal interests.
practice ethical behavior in regard to information and information technology.
participate effectively in groups to pursue and generate information.

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This page was created by Franc.
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The page was last updated on April 9, 2002.