Global Games Expo: Cultural Games Exploration
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Global Games Expo: Cultural Games Exploration

Grade 9Physical Education5 days
The Global Games Expo project for 9th graders in physical education investigates traditional games' cultural, historical, and social impacts worldwide. Students explore how these games reflect cultural values and promote cross-cultural connections by engaging in research, interactive exhibit creation, and collaborative discussions. Through various activities, students enhance their communication skills, deepen their understanding of cultural diversity, and draw connections between traditional games and modern sports, all while considering sustainability in game materials.
Cultural GamesHistorical SignificanceCross-Cultural AppreciationResearch SkillsInteractive ExhibitsCollaborationSustainability
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create an engaging global games expo that explores and demonstrates the cultural, historical, and social impacts of traditional games worldwide?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key cultural, historical, and social impacts of traditional games in different societies around the world?
  • How do traditional games reflect the values, beliefs, and history of the cultures they originate from?
  • In what ways can understanding and participating in traditional games foster cross-cultural appreciation and connection?
  • What are the common physical and mental skills required in traditional games across various cultures, and how do they compare to modern sports?
  • How have traditional games influenced or been influenced by modern sports within their respective cultures?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will learn to identify and discuss the cultural, historical, and social roles of traditional games in different societies.
  • Students will develop research skills by investigating the origins and impacts of traditional games across the globe.
  • Students will enhance their collaborative and communication skills through participation in group discussions and presentations about their findings.
  • Students will gain an appreciation for cultural diversity and the role of traditional games in promoting cross-cultural connections.
  • Students will explore the physical and mental skills associated with traditional games and compare them to modern sports.

Physical Education Standards

S2.L2.1a
Primary
Identifies and discusses the historical and cultural roles of games, sports, and dance in a society.Reason: The project involves exploring and understanding the cultural and historical significance of traditional games from around the world, directly aligning with this standard.

Common Core Standards

CCSS.ELA-LITERACY.SL.9-10.1
Secondary
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.Reason: Students will work collaboratively to research and present on traditional games, requiring effective communication and discussion skills.
CCSS.ELA-LITERACY.W.9-10.7
Secondary
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Reason: The project will involve conducting research to understand the global context of traditional games, aligning with research and inquiry standards.

Next Generation Science Standards

NGSS.HS-LS2-7
Supporting
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.Reason: While not directly related to traditional games, if students explore games that involve environmental themes or sustainable materials, this standard could be considered.

Entry Events

Events that will be used to introduce the project to students

Mysterious Puzzle Arrival

Students arrive in the classroom to find mysterious packages from various cultures, containing components of traditional games. Their challenge is to assemble these games and decode their history and cultural significance. This sets the stage for embarking on an investigative journey into global games.

Game Archaeologists

Students become 'game archaeologists,' discovering an old chest filled with relics of historical games. As they analyze these artifacts, they piece together stories of different cultures, setting the stage for creating interactive exhibits drawing direct parallels to today’s games.

Around the World in 80 Games

Introduce the Expo with a virtual 'flight' tour simulator, where students 'land' in different countries and watch short clips of local games. This immersive experience piques their interest and lays the foundation for their research into the cultural context of each game.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Cultural Game Detectives

Students become detectives uncovering the cultural significance of traditional games through research and analysis. They will dig deep into the origins, cultural influences, and historical contexts of a chosen game.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a traditional game from a culture of your choice.
2. Conduct research using multiple sources to uncover the game's history and cultural significance.
3. Compile findings in a research folder, including images and stories related to the game.

Final Product

What students will submit as the final product of the activityA complete research folder with detailed insights into the cultural and historical roles of a selected traditional game.

Alignment

How this activity aligns with the learning objectives & standardsAligns with S2.L2.1a by discussing the historical and cultural roles of games. Also aligns with CCSS.ELA-LITERACY.W.9-10.7 for conducting research.
Activity 2

Interactive Exhibit Designers

Students use their research to create an interactive exhibit for the Global Games Expo, showcasing the cultural and historical significance of their chosen game.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Design an exhibit layout that educates viewers on the cultural context and historical importance of the game.
2. Create interactive elements (e.g., demonstrations, videos, or digital experiences) to enhance engagement.
3. Prepare a short presentation to introduce your exhibit to visitors.

Final Product

What students will submit as the final product of the activityAn interactive, educational exhibit ready for display during the Global Games Expo.

Alignment

How this activity aligns with the learning objectives & standardsAligns with S2.L2.1a by showcasing cultural significance. Supports CCSS.ELA-LITERACY.SL.9-10.1 by requiring effective communication for the presentation.
Activity 3

Global Games Symposium

Students collaborate to share insights and reflections on how traditional games reflect cultural values and social dynamics.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize into groups to discuss how traditional games from different cultures compare and contrast.
2. Prepare a collaborative presentation summarizing the group's findings.
3. Conduct a symposium where each group presents their insights to the class.

Final Product

What students will submit as the final product of the activityA symposium presentation that synthesizes research on cultural games into a larger discussion about cross-cultural understanding.

Alignment

How this activity aligns with the learning objectives & standardsCovers S2.L2.1a by discussing cultural contexts and CCSS.ELA-LITERACY.SL.9-10.1 through collaborative presentations.
Activity 4

Traditional Games and Modern Connections

Students explore and identify the influences between traditional games and modern sports to understand the evolution and continuity of sports within cultures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and document the similarities and differences between a chosen traditional game and its modern counterpart.
2. Create a visual timeline or infographic illustrating the evolution of the game.
3. Write a reflective piece on how traditional games have influenced modern sports within the culture.

Final Product

What students will submit as the final product of the activityAn infographic and a reflective essay that connect traditional games to modern sports.

Alignment

How this activity aligns with the learning objectives & standardsSupports S2.L2.1a by highlighting historical continuity and influences of games. Aligns with CCSS.ELA-LITERACY.W.9-10.7 for conducting research.
Activity 5

Game and Environment Exploration

Students dive into the materials and environmental considerations of traditional games, evaluating their impact and sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the materials used in traditional games and their cultural significance.
2. Research the environmental impacts of these materials and possible sustainable alternatives.
3. Propose a sustainable redesign of the game that maintains its cultural integrity.

Final Product

What students will submit as the final product of the activityA project report proposing sustainable alternatives for a traditional game without losing cultural significance.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.HS-LS2-7 by addressing environmental impacts and sustainability along with cultural aspects.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Global Games Expo Rubric

Category 1

Cultural and Historical Understanding

Measures the depth of student understanding and articulation of the cultural and historical significance of the chosen game.
Criterion 1

Depth of Research

Evaluates the thoroughness and depth of research conducted on the historical and cultural context of the chosen game.

Exemplary
4 Points

Conducts comprehensive research using a wide array of sources, offering deep insights into the cultural and historical significance of the game.

Proficient
3 Points

Conducts thorough research using multiple sources, clearly discussing the cultural and historical significance of the game.

Developing
2 Points

Conducts basic research with limited sources, offering a general overview of the cultural and historical aspects of the game.

Beginning
1 Points

Conducts minimal research with few sources, showing limited understanding of the cultural and historical significance of the game.

Criterion 2

Cultural Interpretation

Assesses the ability to interpret and present the cultural values and beliefs reflected in the game.

Exemplary
4 Points

Offers insightful interpretation and presentation of the cultural values and beliefs reflected in the game, with strong cultural sensitivity.

Proficient
3 Points

Accurately interprets and presents the cultural values and beliefs reflected in the game, demonstrating cultural understanding.

Developing
2 Points

Provides some interpretation of cultural values and beliefs, with basic cultural understanding.

Beginning
1 Points

Shows limited interpretation of cultural values and beliefs, with minimal cultural sensitivity.

Category 2

Collaboration and Communication

Evaluates the effectiveness of collaboration and clarity of communication in exhibit presentations and group discussions.
Criterion 1

Collaborative Engagement

Measures participation and contribution levels in group activities and discussions.

Exemplary
4 Points

Actively leads and engages group activities, fostering inclusive and productive discussions.

Proficient
3 Points

Consistently participates and contributes to group activities, supporting effective collaboration.

Developing
2 Points

Participates in group activities with occasional contributions, needing prompts for deeper engagement.

Beginning
1 Points

Rarely participates in group activities and discussions, requiring significant support to contribute.

Criterion 2

Presentation Clarity

Evaluates the clarity, coherence, and persuasiveness of presentations or exhibits.

Exemplary
4 Points

Delivers presentations with outstanding clarity and coherence, persuasively conveying key messages.

Proficient
3 Points

Presents information clearly and coherently, effectively conveying key messages.

Developing
2 Points

Presents information with some clarity but lacks coherence in conveying messages.

Beginning
1 Points

Presents information unclearly, with poor coherence and minimal message conveyance.

Category 3

Innovative Exhibit Design

Assesses the creativity and engagement factors in exhibit design and final presentations.
Criterion 1

Creativity and Innovation

Evaluates the creativity in exhibit design and the level of engagement it provides to the audience.

Exemplary
4 Points

Exhibits outstanding creativity and innovation, offering highly engaging experiences to the audience.

Proficient
3 Points

Shows creativity and interest, effectively engaging the audience with the exhibit design.

Developing
2 Points

Demonstrates basic creativity, with some engagement factors present in the exhibit design.

Beginning
1 Points

Shows limited creativity, with minimal engagement in the exhibit design.

Criterion 2

Interactive Elements

Assesses the integration and effectiveness of interactive components within the exhibit.

Exemplary
4 Points

Integrates highly effective and engaging interactive elements that enhance learning.

Proficient
3 Points

Includes effective interactive elements, providing added engagement and learning.

Developing
2 Points

Uses some interactive elements, with limited impact on engagement.

Beginning
1 Points

Includes minimal interactive elements, with insufficient impact on engagement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how participating in the Global Games Expo project enhanced your understanding of the cultural and historical roles of traditional games. What have you learned about these games' influences on contemporary sports or social practices?

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Question 2

On a scale from 1 to 5, how effectively do you feel you were able to work collaboratively with your peers during the project?

Scale
Required
Question 3

Which aspects of the traditional games did you find most surprising or interesting, and why?

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Optional
Question 4

Reflect on the environmental aspects of traditional games that you explored. How has this impacted your understanding of the relationship between culture and sustainability?

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Optional
Question 5

What skills or knowledge gained from this project do you believe will be most applicable to future learning or experiences?

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Required