INTRODUCTION

Worldwide differences in culture, history, and social organization are among the most fascinating aspects of the human race. Experiencing these differences first-hand is a primary motivation for travel to other countries. How can we stimulate students' interest in other cultures? How do we encourage them to appreciate the value of learning about another culture in depth?

PROJECT OVERVIEW

In this project, students imagine themselves as employees of an adventure travel company that promises to immerse its customers in the cultures they visit. As trip leaders, students are charged with the task of preparing background presentations introducing trip participants to the destinations they will be visiting. These destinations, coincidentally, are the same as those featured in Talking Walls, and so groups begin their research with this software, and then branch off from there to gather the information they need to build mPOWER presentations on the historical, cultural, religious, and social contexts of the sites (and sights) that will be the highlight of each trip.

Phase 1: Taking a virtual tour of the world

Begin with a discussion of travel as a way of learning about other cultures, beginning to appreciate their histories, and offering unique ways of perceiving the world and living in it.

Ask groups of four to explore Talking Walls, which teaches about the cultures, histories, and ways of life of people in different parts of the world by focusing on the walls they have built. After spending some time reading about all of the different walls, each group chooses a place to which it would like to lead its trip.

Each group begins its research by exploring the topics related to its chosen location in the "Beyond the Walls" section of Talking Walls.

Phase 2: Researching the destinations in depth

Each group learns more about its destination by carrying out research using World Book Encyclopedia, the Internet, ready-made TimeLiner timelines, and library resources. The group collects information about the trip highlight (the "wall" itself) and the people, country, or culture associated with it. They search for information, statistics, photographic images, and maps that relate to the destination's past and present. Research notes can be recorded in AppleWorks.

Phase 3: Building the pre-trip presentations

Groups organize the information they've collected by making concept maps with Inspiration. These maps can begin by defining the topics to be covered in the presentations; once these topics are clarified, the maps may evolve into more detailed storyboards for the presentations.

As a way of giving an historical overview of its destination, each group makes a timeline in TimeLiner that includes important events related to the country, the culture, and the specific site being visited.

Based on its storyboard concept map, each group builds its presentation in mPOWER by creating slides containing text, images, maps, charts, the timeline, and other multimedia elements the group may have collected in its research.

Phase 4: Introducing trip participants to their destinations

With the class as a whole posing as trip participants, each group in turn presents its slideshow (using a projection device, if possible). One group member can take charge of navigation on the computer, while others take turns talking through the presentation.

If time allows after the presentations, lead a discussion about the similarities and differences among the various destinations.