Ann Marie Ramsey
Our Lady Queen of Martyrs School
annmarieramsey@gmail.com
THE IMPACT OF VIDEO
GAMES ON CHILDREN!
INTRODUCTION: How many of you
have or played video games that might be considered violent? In 1999, two teenage students shot and killed
twelve other students and a teacher at Columbine High School in the United
States. The two killers seem to have practiced their attack by using a modified
version of the video game Doom.
Research show that children began
playing video games for increasing amounts of time, and the games themselves
became more graphically violent over time.
Parents, educators, physicians, and researchers began to question what
impact of these changes might be. What are the causes of violence? Some point
to cultural factors, such as the amount of violence portrayed in the media.
TOPIC: What impact
does playing video games have on children or adolescents?
TASKS: You must use
the Public Policy Analyst in developing a PowerPoint or an I-Movie. You must
follow the 6 steps of the PPA.
http://www2.maxwell.syr.edu/plegal/ppa/intro.html
Use the following worksheets to organize your Power-point or
I-Movie.
1. Define
the problem
Worksheet 1
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.doc)
2. Gather
evidence
Worksheet 2
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.doc)
3. Identify
causes
Worksheet 3
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet3.doc)
4. Evaluate
a policy
Worksheet 4
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet4.doc)
5. Develop
solutions
Worksheet 5
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.doc)
6. Select
the best solution
Worksheet 6:
(http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.doc)
·
Create
a PowerPoint or an I-Movie. (Students
will work in pairs)
Decide whether the
U.S. government should place a criminal penalty on the selling or renting of
violent video games to young people.
PROCESS: You will use the Public
Policy format: (use the links above)
Research: On
laptops/computers research information on the positive and negative effects of
video games and whether the government should place a penalty on video games. (15 minutes; 6-10 slides)
Your project must include the following:
·
In
your PPT or I-Movie, you must support your decisions based on evidence and
sound reasoning.
·
Should
our democracy place criminal penalties on anyone who sells, rents, or shows
violent video games to minors?
·
Analyze
the reasons for supporting and opposing limits on violent video games for young
people.
·
Identify
areas of agreement and disagreement with other students.
·
Use
the following questions to help in your PPT or I-Movie
--Do you think that playing games that involve violence and death
desensitizes people to the seriousness of these things?
--Do you think that it is better or worse for adults to be playing a game than
for children to play?
--Do video game companies have a moral responsibility to not create games that
glorify negative behavior?
--To what extent do you think that video games and television are responsible
for youth violence?
--How would you feel if you realized that the businessperson sitting next to
you on the subway or bus was playing a game?
--Why do you think it is more appealing to play a game about drug dealing than
about the stock market?
--Do you think that there are video games that teach positive skills and
behaviors? If so, describe these games.
RESOURCES:
·
Do you ever play violent video games?
·
http://electronics.howstuffworks.com/video-game-violence.htm
·
http://youtu.be/vVjUr2zXtb4http://youtu.be/H0kdm7fg804
·
http://tv.msnbc.com/2013/01/14/will-biden-target-violent-video-games-and-should-he/
EVALUATION: Power-Point/I-Movie
|
PowerPoint Presentation
Rubric
Title of
Presentation: _____________________________________________________ |
|
CATEGORY |
Excellent-4 |
Good-3 |
Satisfactory-2 |
Needs Improvement-1 |
|
Content - Accuracy |
All content throughout the presentation is accurate. There are
no factual errors. |
Most of the content is accurate but there is one piece of
information that seems inaccurate. |
The content is generally accurate, but one piece of information
is clearly inaccurate. |
Content confusing or contains more than one factual error. |
|
Sequencing of Information |
Information is organized in a clear, logical way. It is easy
to anticipate the next slide. |
Most information is organized in a clear, logical way. One
slide or piece of information seems out of place. |
Some information is logically sequenced. An occasional slide
or piece of information seems out of place. |
There is no clear plan for the organization of information. |
|
Effectiveness |
Project includes all material needed to give a good
understanding of the topic. The project is consistent with the driving
question. |
Project is lacking one or two key elements. Project is
consistent with driving question most of the time. |
Project is missing more than two key elements. It is rarely
consistent with the driving question. |
Project is lacking several key elements and has inaccuracies.
.Project is completely inconsistent with driving question. |
|
Use of Graphics |
All graphics are attractive (size and colors) and support the
topic of the presentation. |
A few graphics are not attractive but all support the topic of
the presentation. |
All graphics are attractive but a few do not support the topic
of the presentation. |
Several graphics are unattractive AND detract from the content
of the presentation. |
|
Text - Font Choice & Formatting |
Font formats (color, bold, italic) have been carefully planned
to enhance readability and content. |
Font formats have been carefully planned to enhance
readability. |
Font formatting has been carefully planned to complement the
content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
|
Spelling and Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling
errors. |
|
Cooperation |
Group shares tasks and all performed responsibly all of the
time. |
Group shares tasks and performed responsibly most of the time. |
Group shares tasks and performs responsibly some of the time. |
Group often is not effective in sharing tasks and/or sharing
responsibility. |
|
Delivery |
Members spoke at a good rate, volume and with good
grammar. They maintained eye-contact while using, but not reading their
notes. |
Members spoke a little faster or slower than necessary, or too
quietly or loudly. They used acceptable grammar. They maintained
eye-contact, but relied too much on their notes. |
Members spoke at a good rate and volume, but used poor
grammar. They relied heavily on their notes. |
Members demonstrated having paid little attention to rate,
volume or grammar. They read nearly word for word from notes. |
CONCLUSION
To wrap up, write a reflection. What do
you believe now about the link between video games and violence? What is your
evidence? Did your research influence your position? What about the class
discussion? What further questions do you still have?
Alternatively, students might write an
argumentative essay about the topic of video games and violence. They will take
a position, support it with evidence, and address counter-claims.
STANDARDS
Common Core ELA
Anchor Standards, 6-12
Reading
1. Read closely to determine what the
text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of
a text and analyze their development; summarize the key supporting details and
ideas.
Language
1. Demonstrate command of the
conventions of Standard English grammar and usage when writing or speaking.
Speaking and Listening
1. Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information
presented in diverse media and formats, including visually, quantitatively and
orally.
3. Evaluate a speaker’s point of view,
reasoning and use of evidence and rhetoric.
4. Present information, findings and
supporting evidence such that listeners can follow the line of reasoning and
the organization, development and style are appropriate to task, purpose and
audience.
Standards: New York State
Health
·
Standard 2: A Safe and
Healthy Environment.
Students
will acquire the knowledge and ability necessary to create and maintain a safe
and healthy environment.
·
Standard 3: Resource Management
Students will understand and
be able to manage their personal and community resources.
Social Studies
·
Standard
5: Civics, Citizenship, and Government
Key Idea 1
Key Idea 4
Use a variety of
intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the U.S. and other
nations; the U.S. Constitution; the basic civic values of American
constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.