September 6, 2016

THE BASICSTopic: Pokemon Go

Articles “Pokemon Go and the lifespan of fads in the Internet age” (8/31) (The Washington Post) “Has the Pokemon Go phenomenon faded? Here’s what super users are saying” (8/23) (GeekWire) “Pokemon Go May Have Just Shown Us What the End of the World Looks Like” (8/22) (Time) “Pokemon Go just got an update that adds a lot more strategy to collecting Pokemon” (8/22)

(Business Insider) “Israeli army identifies a new threat: ‘Pokemon Go’” (8/1) (Associated Press) “Clinton, Trump use Pokemon Go to catch voters” (7/14) (CNET)

Questions to Consider What is Pokemon Go? What is augmented reality? Why is Pokemon Go so popular? Will this popularity last or is it just a “craze”?

Is Pokemon Go aimed at young people? If so, why? If not, who is it designed to interest? What are the benefits of playing Pokemon Go? What are the dangers of playing Pokemon Go? What can Pokemon Go teach us about how to capture student enthusiasm for learning? How does Pokemon Go challenge us to use technology in creative ways? How does the lack of internet availability affect potential Pokemon Go players in underserved

areas? Could Pokemon Go become too popular? What could be the negative effect of rapid growth? Is Pokemon a “craze” which will end soon? Is the internet responsible for the spread of fads? Will Pokemon Go change our expectations for ease in accessing information? What changes

might virtual reality make? THE EXTRASPre-teaching, Extensions & Further Reading

Pokemon Go homepage “Pokemon Go in the Classroom” (Discovery Education) “Pokemon Go will make you crave augmented reality” (7/12) (The New Yorker) “Educators Weigh Learning Value of Pokemon Go” (8/2) (Education Week) “Pokemon Go: What Education Should Be” (7/12) (technotesblog)

Lesson Plans

“14 ways to bring Pokemon Go to school” (7/22) (ISTE) “Gotta Catch ‘Em All: Using Pokemon Go In My 3D Printing/ELA Class” (8/21) (tweenteacher.com)

What’s the Connection? Constitutional

“How Many Rights Have You Forfeited Today?” (8/9) (Above the Law) “Pokemon Go Strips Users of Their Legal Rights; Here’s How to Opt Out” (7/14) (Consumerist)

Oregon “Where Pokestops don’t stop: Oregon tops list of Pokemon-crazed places” (8/9) (CNET)

Students “Should you let your kids play Pokemon Go?” (7/22) (MarketWatch)

Oregon State Social Science Standards8.26. Examine a controversial event, issue, or problem from more than one perspective. HS.33. Explain the role of government in various current events.HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon form varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 6, Lesson 29: What are the rights and responsibilities of citizenship? High School, Level 3

Unit 6, Lesson 37: What key challenges does the United States face in the future?