FOR IMMEDIATE RELEASE!Mega Opus International (MOI), Inc. is searching for a new production facility in a suitable host country in Latin America (South America, Central America, or the Caribbean). As a leading producer of small personal appliances, high-tech entertainment devices, automobiles, apparel, and electromagnetic transportation systems, MOI can offer the chosen country a number of benefits. There will be jobs, an increased standard of living, infrastructure development, and the possibility of an increasing number of expansions to the original facility, which could fuel economic growth throughout the coming century.
For more information contact:
Mr. Peter Knowles, MOI, Inc.
Students take on their first Global Challenge following a mock press conference where a "representative" from Mega Opus International distributes the above press release and answers their questions. Working in small groups of four, students research, analyze, and evaluate information about eight Latin American countries and then defend their choice for the location of MOI in written and oral presentations.
Central Question: Which Latin American country should MOI, Inc. choose for the location of its new production facility?
This five-week project has three phases. In Phase I students research and prepare country profiles on four Central American countries. In Phase II they repeat the process by researching and profiling four South American countries. In Phase III they analyze their data on the eight countries and evaluate each for suitability as a location for MOI, Inc. Once a decision is made within each group, they prepare a written proposal to MOI and defend their recommendation in an oral and visual presentation to the class.
Technology
is used to help introduce the project to the students.
- Peter introduces the project with a PowerPoint Slide Presentation.
- A detailed Project Description completes the introduction
Phase I & II
Students use traditional and technology-based tools to research countries, display data in charts and graphs, and to prepare country profiles. Every student in the team is responsible for one country profile for each phase. The profiles require brief written and word processed narrative that describes location, place, and region of the country. Students hand-draw two maps. They use spreadsheets to prepare data tables, charts, and graphs. Each profile includes references used such as encyclopedias on CDs, Web sites, and almanacs.
Phase III
Students groups meet to review the eight country profiles prepared by individual group members. They weigh information they have gathered against the criteria they determine are important for locating MOI in a county. They evaluate the advantages and shortcomings of each and decide on the most suitable country. The group prepares a written proposal to defend their recommendation and gives a presentation to their class.
Learning Overview
The project combines key geographic themes (place, region, human/environment
interaction) with basic economic themes (supply and demand, resources,
production). 
It also stresses core content areas of reading, writing, communication
and math.
Student understanding of the Latin America region is the central content knowledge goal. This includes awareness of location, size, and basic social-cultural facts such as language, religion, etc. of different countries. They learn major physical features (rivers, lakes, mountains, seas) of the region. They also develop general understanding of commonalties across the countries (demographic elements, social, economic, political, environmental) in the region.
Creation and interpretation of graphs, charts, and maps are key social studies skills emphasized in this project. Manipulating raw data and exercising "number sense" are also important.
Research
Students are introduced to the Big6™ Research Skills 
in this project. The press release is brief, so one of the first things
students do is Define the Task, Big6 Skill
#1, in terms of identifying information
needed. Activities and discussions throughout the unit help students identify
criteria a company like MOI would want in their location decision. Big6
#4: Use of information is
an essential step of extracting relevant information from a source
and defines students' success at the next two levels. At Big6 #5, Synthesis,
the emphasis is on organizing information from multiple sources into accurate
and meaningful graphs and charts. Finally, Judging
the Process, Big6 #6, is critical, as this type of research approach
will be repeated in the course, and students should be able to build on
what they've done previously to improve their efficiency.
Technology
Technology skills include three broad areas: accessing information, manipulating data, and presenting conclusions. Depending on choices made by individuals and groups, and on information availability, different students will use different strategies and develop different skills. In general, spreadsheet and graphing tools are used most often during the project.
Work-related
Workplace preparation focuses on the collaborative skills required to complete a long-term project. They also include goal setting, time-management, identifying and completing components of a process, and managing the dynamics of a small work group.
Peter aligned the above project goals with several content standards tools from the district, state, and national levels. His clearly defined expectations support learning that works.
