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Comparing Lives

Overview: Students will compare their own lives with their simulated characters lives.

Grade Level: 9
th
to12
th


Objectives
Students will:
create a Venn diagram to compare and contrast their own individual lives with those
of another person living in another country
record relationships among facts, ideas, and events
analyze and synthesize information gleaned from the simulation
learn to value diversity among all people

National Education Standards
Social Studies: I, III, IV, V, VI, X
English Language Arts: 3, 5, 8, 12
Technology: 1, 2, 3, 5, 6
Geography: 4, 6, 10
(See page X for a detailed description of each Standard.)

Materials
REAL LIVES software
Comparing Lives (student handout)
Large construction or butcher paper
(Optional) Compass to draw circles

Procedure
1. If your students have never created nor used a Venn diagram, provide an example.
Draw a two-circle Venn diagram (see sketch) on the chalkboard and label the left
circle My Life and the right circle Simulated Life. Ask students to list some events
and/or characteristics for each, based on any of the simulated lives they have
already experienced. Write each set of attributes in their related circles and write
attributes that they share in the interlocking segment of the circles. Example:













Formal Ed.: Ages 5 - 18
attend school

Parents Professions
Motherdoctor
FatherMarketing
manager

House: 6 rooms
2 t.v.s, 3 radios, 2 cars

Country: engaged in war
in Afghanistan

Formal Ed.: None Begin
work as a laborer at age 9

Parents Professions:
Motherassembler
Fatherfreight handler

House: 1 room
0 t.v.s, 1 radio, 0 cars

Country: engaged in civil
war in North District

Leisure:
sports &
reading


Local
earthquakes
My Life
Los Angeles, California
Simulated Life
Kampala, Uganda
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2. After creating a short example on the chalkboard, tell students that they will be
completing their own, more detailed Venn diagram to compare attributes and events
from their own lives with those of their simulated life character.

3. Distribute a large piece of construction paper or butcher paper to each student to
draw their diagrams. (Students can use a compass or can draw freehand.) The two
interlocking circles must be made large enough so that students have ample space
to write detailed Personal and Household Data.

4. Distribute the Comparing Lives handout and review the instructions with the class.
Review, if necessary, the meanings of the rankings for all Personal Data. Students
should rank their own lives in the same way, using the same scales.

5. Remind students that the overlapping portion of the circle contains those attributes,
characteristics, and/or events that are shared by themselves and their simulated life
character. Remind them also that there is some data that they wont have for their
own lives, such as their household income or income vs. nation and world. Instead,
they can make a generalized statement about how they think their families (real and
simulated) are faring.

6. When Venn diagrams are complete, have students share them with the class.
Engage the class in a discussion about some of the most important and striking
similarities and differences reflected in their diagrams. Ask students what
similarities/differences surprised them the most and why.

Assessment
Collect and evaluate Venn diagrams using a rubrics to assess whether or not students
have met specific standards and learning goals. Example:

Student: Jared Activity: Comparing Lives
Skill Comments Score
Demonstrates understanding of similarities and
differences between own life and simulated life.
Solid work 4.5
Demonstrates attention to detail while using
software.
Good progress. Jared still needs reminders
to check all web links in the simulation. He
tends to scan information too quickly and
rarely selects the Learn More option.
3
Relates prior knowledge to new knowledge. Exemplary 5
Completed Venn diagram clearly shows careful
analysis, evaluation, and synthesis of
information gleaned from the simulation.
Two attributes & one event were not placed
correctly in the diagram and he didnt
compare feature to feature.
3


Extension Activities
1. Have students compare political, societal, and health statistics of people living in the
United States and those living in their simulated birth country. They will need to
select United States from the country list, as if starting a new simulation. Students
can create another Venn diagram or table to compare all United States data with
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data from other countries. When done, ask students to write a short summary of
what theyve learned from the data.

2. Select the Factbook Link in REAL LIVES to conduct in depth research comparing
environmental issues facing the United States with those facing their simulated birth
country. Determine how those issues impact economies, political climates, etc.

3. After students have looked closely at life in a developing (or under-developed)
country, encourage the class to get involved educating others about what theyve
learned. This might mean making presentations to other classes or even raising
funds for organizations that work to help people living in hardship in these countries.
Encourage students to generate their own creative ideas for taking action. Examples
include compiling and selling an international recipes cookbook to raise money, or a
letter-writing campaign to elected officials.


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[student handout]

Comparing Lives

Assignment
On the large piece of paper youve been given, draw a Venn diagram (two interlocking
circles) to compare your own life with that of your simulated characters life.

Procedure
1. Draw the Venn diagram on a large piece of paper. You can use a compass (if one is
available) to draw the circles, or you can draw the circles freehand.

2. Above the left circle, write your name, city, and country. Above the right circle, write
the name of your REAL LIVES simulated city and country.

3. Compare Personal and Household Data on your diagram (see list below). In the left
circle, write all attributes, characteristics, and events that pertain to your own life. In
the right circle, do the same for the simulated life. In the interlocking portion of the
diagram, write any attributes, characteristics, or events that are shared by both. (If
there are none, leave that section blank.)

Personal Data should include rankings (scores) for and information about:

Happiness Home
Intelligence Safe Water
Artistic Public Sanitation
Musical Medical Care
Athletic Number of televisions
Strength Number of radios
Endurance Number of telephones
Appearance Number of cars
Conscience Formal Education
Wisdom Language
Diet Religion

Household Data should include the following information:

Names of family members
Ages of family members
Overall health
Overall disease resistance
Health problems
Profession(s) or school attendance by each family member




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