Vista_Now_Vista_Later by liuqingyan


									Unit Title:                Vista Now – Vista Later?

Prepared by: Joe Badamy, Tracey Burden, Ed Kulka, Kim Lucas, Holly North

Career-Technical Field: ISS- Information Support and Services

Pathway:                   Information Technology – Includes technical- and
                           professional-level careers in the design, development,
                           support and management of hardware, software,
                           multimedia and systems integration services. The four
                           IT pathways are Information Support and Services,
                           Communication Network Services, Programming and
                           Software Development/Applications and Interactive
                           Multi-Media Development.

   1. Essential/Critical Questions
          a. Essential Question: In an effort to keep our ITA labs current with
             technology, when should we upgrade to the Microsoft Windows
             Vista Operating System?
          b. Critical Questions:
             How will other individual industry standard software be affected by
             a Vista upgrade? (cost, training, logistics, integration, data
             What are the minimum hardware requirements necessary for the
             Vista upgrade?
             What are the potential costs involved in implementing minimum
             hardware upgrades?
             What are the potential costs involved in replacing existing machines
             with Vista-ready machines?
   2. Unit Description:
      Students will begin by viewing the entry event commercial and reading the
      entry event article. Through class discussion students will explore the
      essential question and the critical questions regarding the issue of when to
      upgrade to Vista. Students will be divided into groups of four to research
      information on Vista in order to begin preparing for a debate as to when
      our ITA lab should convert to Microsoft Windows Vista.

      Students will need to create a diagram depicting the physical layout of the
      lab being considered. Workstation drawings should include actual input
      and output devices and a legend.

      This lesson is an introduction into the formal language and format of
      debate. The emphasis of this lesson is being able to concisely, accurately
      and emphatically argue one’s point in a public forum. This is an
      opportunity for students to further their understanding of this technology
      issue with exposure to the formal debate process.
Students will be able to:
1. conduct research using multiple sources to support a position in a
2. put information from multiple sources into correct debate format
3. participate in a debate arguing one position in a focused manner

Resource Websites

Often in high school we ask students to express their ideas through
writing. This lesson asks them to improve their ability to verbally express
their ideas clearly, concisely, and accurately. What situations require a
person to be able to verbally state his or her ideas with authority? Which
professions require individuals to be able to argue their points verbally
with strength and compelling evidence? Are there instances in a high
school student’s life when being able to argue his or her point calmly with
supporting evidence would come in handy?

1. To the students, “In your ITA classes you have been learning about
computers, software, and hardware as well as how quickly these change.
Recently Microsoft introduced its newest operating system: Microsoft
Windows Vista. There has been much discussion about this and you’ve
seen two items from the Internet to get you thinking about Vista and
opinions about it. At some point computers in our labs will have to be
upgraded to the Vista level in order to be used. You are now part of this
debate. Should our ITA lab do Vista now – Vista later?”

2. Introduce the debate format. A debate has a structured format. For this
introduction to debate we are going to use a modified format based upon
Karen Reynosa’s Debate Rules

a.       Share with the students the format for debate, noting that they will
be fitting their research into this structure.
b.       Share with students that the majority of their research may be cost
related. Each group will be required to turn in a completed cost analysis
worksheet (see example).

4. Divide the students into 2 groups, one for doing Vista now and one for
doing Vista later. When students get into their small groups, they need to
first assess how much usable information they have from their othe r
classes on their topic.

5. The next step is to go to the school’s library or computer lab to do
additional research to find more information to reinforce the strength of the
   arguments. Remember to stress the critical analysis of material. Quality of
   material is more important than quantity! This is also a time to be adding
   to the annotated bibliography. Allow at least five days (5 – forty minute
   class periods) for introduction of the debate and research of the topic by
   students. An additional five days will be needed for arranging the
   information and preparing for the practice debates.

   Groups will complete the SWOT Analysis to form their major points. Then
   they must complete a Venn diagram the major points for their side and
   what they think will be the major points of the other side. Teaching
   Resources at provides a blank Venn
   diagram. The SWOT Analysis explanation and worksheet can be found at

   6. Finally, 2 - 3 days will be spent putting on the practice debates. What
   are these practices for? These practice sessions allow students to
   become comfortable speaking in front of people and using the appropriate
   debate methods and arguing a point of view with which they don’t
   necessarily agree.

   7. Often when we think of “arguments” we picture angry people shouting
   over each other’s words and interrupting their opponent. Decorum must be
   preserved. Ask the students what they see as the value of having to use a
   highly structured debate format when people try to find common ground.

   8. Before the practice debates begin, introduce the formal language of
   debate provided in the Rules of Procedure. Explain to the students that
   these allow a freedom of expression rather than constraining the
   participants. Share these rules of procedure with the students, model use
   by having students use them as they discuss a timely concern (such as
   taking soda machines out of school lunch rooms). Use the Student
   Debate Form at the end of the lesson to help students with this.

   9.    Contact 2-3 business and industry representatives to sit in on the
   debate to declare a debate winner.

   Note: This section relies entirely on the debate lesson written by Catharine
   Niuaao Honaman at w/
   language_arts/debates.html. Her lesson focuses on science but is easily
   adapted to our technical question about when to convert to Microsoft
   Windows Vista.

3. Entry Event: Utilize the following sources as the basis for classroom
    PC vs. Mac commercial available at
    Bill Gates vs. General Motors available at the end of this lesson or at
4. Ohio Career Field Technical Content Standards:
   Unit 2: Operating Systems
   2.1: Explain operating systems
   2.2: Describe computer memory utilization
   2.3: Implement and maintain security compliance
   2.4: Apply systems operations procedures
   2.5: Maintain and respond to system needs

   Unit 16: Hardware Design, Operation, and Maintenance
   16.1: Demonstrate proficiency in working with microcomputer systems
   16.2: Demonstrate proficiency in working with basic computer system
   16.3: Explain the purpose and importance of hardware standards
   16.4: Identify common computing platforms
   16.5: Analyze the computer site environment
   16.6: Classify computer architecture and processor types
   16.7: Classify computer systems
   16.8: Identify and explain CPU and system components
   16.9: Identify and describe connectivity devices
   16.10: Identify and describe peripheral equipment
   16.11 Evaluate cost and performance issues in designing, building or
   upgrading a computer system
   16.12: Troubleshoot computer systems

   English Language Arts Academic Content Benchmarks
   Reading Process: Concepts of Print, Comprehension
   Strategies and Self-Monitoring Strategies
   Comprehension Strategies
   1. Apply reading comprehension strategies, including making predictions,
   comparing and contrasting, recalling and summarizing and making
   inferences and drawing conclusions.
   2. Answer literal, inferential, evaluative and synthesizing questions to
   demonstrate comprehension of grade-appropriate print texts and
   electronic and visual media.

   Reading Applications: Informational, Technical and
   Persuasive Text
   3. Analyze and compile information from several sources on a single issue
   or written by a single author, clarifying ideas and connecting them to other
   sources and related topics.

   2. Identify appropriate sources and gather relevant information from
   multiple sources (e.g., school library catalogs, online databases, electronic
   resources and Internet-based resources).
   6. Use style guides to produce oral and written reports that give proper
   credit for sources and include appropriate in-text documentation, notes
   and an acceptable format for source acknowledgement.
7. Use a variety of communication techniques including oral, visual, written
or multimedia report to present information that supports a clear position
about the topic or research question and defend the credibility and validity
of the information presented.

Communication: Oral and Visual
Listening and Viewing
1. Apply active listening strategies (e.g., monitoring message for clarity,
selecting and organizing essential information, noting cues such as
changes in pace).
3. Critique the clarity, effectiveness and overall coherence of a speaker’s
key points.
4. Evaluate how language choice, diction, syntax and delivery style (e.g.,
repetition, appeal to emotion, eye contact) affect the mood and tone and
impact the audience.
Speaking Skills and Strategies
5. Demonstrate an understanding of the rules of the English language and
select language appropriate to purpose and audience.
6. Adjust volume, tempo, phrasing, enunciation, voice modulation and
inflection to stress important ideas and impact audience response.
7. Vary language choices as appropriate to the context of the speech.
Speaking Applications
8. Deliver informational presentations (e.g., expository, research) that:
a. present a clear and distinctive perspective on the subject;
e. use appropriate visual materials (e.g., diagrams, charts, illustrations)
and available technology to enhance presentation; and
f. draw from and cite multiple sources, including both primary and
secondary sources, and consider the validity and reliability of sources.
9. Deliver formal and informal descriptive presentations that convey
relevant information and descriptive details.
10. Deliver persuasive presentations that:
a. establish and develop a logical and controlled argument;
b. include relevant evidence, differentiating between evidence and
opinion, to support position and to address counter-arguments or listener
e. use speaking techniques (e.g., reasoning, emotional appeal, case
studies or analogies).

Correlated Mathematics Academic Content Benchmarks

• Formulate a problem or mathematical model in response to a specific
need or situation, determine information required to solve the problem,
choose method for obtaining this information, and set limits for acceptable
solution. (Math. Process A, 8-10)
• Use algebraic representations, such as tables, graphs, expressions,
functions and inequalities, to model and solve problem situations. (Algebra
D, 8-10)
   • Write and solve real-world, multi-step problems involving money, elapsed
   time and temperature, and verify reasonable of solutions. (Measurement
   F, 9-10)
   • Explain difference among accuracy, precision and error, and describe
   how each of those can affect solutions in measurement situations.
   (Measurement A, 11-12)
   • Evaluate the validity of claims and predictions that are based on data by
   examining the appropriateness of the data collections and analysis. (Data
   E, 8-10)
   • Create and analyze tabular and graphical displays of data using
   appropriate tools, including spreadsheets and graphing calculators. (Data
   A, 11-12)
   • Apply mathematical knowledge and skills ro utinely in other content areas
   and practical situations. (Math. Process B, 8-10)
   • Apply mathematical modeling to workplace and consumer situations,
   including problem formulation, identification of a mathematical model,
   interpretations of solution within the model, and validations to original
   problem situation. (Math. Process J, 11-12)

5. Estimated Time: 2 weeks
6. Student Knowledge/Skill Level: Senior year, Information Technology
    Academy Students
7. Prerequisite Courses or Experiences: Students enrolled in the senior
    level, ITA program will have completed core curriculum in Computer
    Technology. (Ohio Information Technology Technical Content Standards:
    Unit 1: Information Technology Basics)
8. Pre-Assessment:
    Informal discussion before the entry event, based on student reaction to
    news media surround Windows Vista Operating System.
9. Materials Needed:
    Computers with Internet access for research
    See attachments
10. Environmental Requirements:
    Computer lab with Internet access.
11. Business and Industry Resources:
    Two or three members from business and industry to decide debate
     MT Business Technologies, Advanced Systems Division
     Madison Local School District, Technology Coordinator
12. Local Resources:
     Computer teachers
     Local business and industry technology departments
     Local university, community college, or technical college
13. Print/Electronic Resources:
    a.      Print Resources
    See attachments
    b.      Electronic Resources
    Seattle Post-Intelligencer
   Technology Review
   Wikipedia, the free encyclopedia
   Forbes Magazine
   CNET Reviews
   eWeek Enterprise News and Reviews
   PC Magazine

14. Teacher Tips: (instructional resources)
15. Assessments
    a.     Formative
    Daily verbal update of each group
    Venn diagram
    Cost analysis worksheet
    b.     Summative
    Type One:

   Rubric for evaluating debate performance by student groups:
   Taken from
   4: No flaws; powerful team; mastery of knowledge
   3: Had citings, resources available
   2: Present: knows some content; gaps in knowledge
   1: Participates; uncertain
   0: No participation/absent

   Type Two:

   Rubric that uses a 100 point scale with the order of debate included:
             Bill Gates vs. GM


For all of us who feel only the deepest love and affection for the
way computers have enhanced our lives, read on. At one computer expo
(COMDEX), Bill Gates reportedly compared the computer industr y with the
auto industry and stated, "If GM had kept up with technology like the
computer industry has, we would all be driving $25.00 cars that got 1,000
miles to the gallon." In response to Bill's comments, General Motors issued a press release

If GM had developed technology like Microsoft, we would all be
driving cars with the following characteristics (and I just love this
part)    :

1. For no reason whatsoever, your car would crash twice a day.

2. Every time they repainted the lines in the road, you would have to buy
a new car.

3. Occasionally your car would die on the freeway for no reason. You would
have to pull to the side of the road, close all of the windows, shut off
the car, restart it, and reopen the windows before you could continue. For
some reason you would simply accept this.

4. Occasionally, executing a maneuver such as a left turn would cause your
car to shut down and refuse to restar t, in w hich case you w ould have to
reinstall the engine.

5. Macintosh would make a car that was powered by the sun, was reliable,
five times as fast and twice as easy to drive -- but would run on only
five percent of the roads.

6. The oil, water temperature, and alternator warning lights would all be
replaced by a single "This Car Has Performed An Illegal Operation" warning

7. The airbag system would ask "Are you sure?" before deploying.

8. Occasionally, for no reason whatsoever, your car would lock you out and
refuse to let you in until you simultaneously lifted the door handle,
turned the key and grabbed hold of the radio antenna.

9. Every time a new car was introduced car buyers would have to lear n how
to drive all over again because almost none of the controls would operate
the same way as in the old car.

10. You'd have to press the "Star t" button to tur n the engine off.
Taken from
s/Rules_procedure.doc who slightly adapted from Arizona MUN:
And Model UN: http//
 Remember, you are the representative from country X, not John or Jane Doe,
 Closely observe the other speeches of representatives for ideas on improving
    your own speech and take notes on what characteristics of an effective
    speech are,
 Have a paper or note card with the topics you want to address for quick
 Control your hands with smooth movements,
 Begin your speech with: “Honorable Chair, Fellow Representatives,…” ,
 Address yourself as “we” or “my government” and be conscientious to other
    Representatives’ national identities,
 Know whom to yield the remainder of your time to (Chair, Points of Inquiry,
    other delegation).

Points of Order and other Motions

1 Point of Order The Chair will entertain a Point of Order when a
Representative believes the committee is proceeding contrary to the rules. This
motion should be used if a Representative’s ability to participate in the committee
proceedings is impaired for any reason (“personal privileges”).

      A point of order may interrupt a speaker,
      A point of order will be recognized by the Chair and ruled upon

2 Point of Information After a delegate has given a speech informal debate,
s/he may choose to yield his or her time to a point of information, a question
another delegate raises concerning the speech.

      Points of inquiry must pertain to the speech and asked in the form of a
      Questions must be directed through the Chair,

3 Point of Inquiry When the floor is open, a delegate may move for a point of
inquiry, in order to ask the chairperson a question regarding the rules of

      This point may not interrupt a speaker,
      This point must be directed only to the Chair.
4 Right of Reply The Chair may accord a right of reply to any representative if
a speech by another representative contains unusual or extraordinary language
clearly insulting to personal or national dignity

      Requests for a Right of Reply cannot interrupt a speaker,
      When requesting a Right of Reply, a Representative should send a note to
       the Chairperson,
      The Chair’s decision is not subject to appeal,
      There shall be no reply to a reply,
      The Chair shall set the time limit of a “Right of Reply” and ensure the
       observance of diplomatic courtesy within the reply.

5 Appealing the Decision of the Chair Rulings of the Chair are appealable
unless otherwise specified in these rules. The Chair may choose to change the
ruling in question or,

      The Representative raising this point will have a formal given time to
       explain his/her reasoning for the appeal,
      The Chair will be given the equal amount of time to explain his/her ruling,
      A second will be required,
      A simple majority is required to override the Chair’s decision.

A question can be used for more than just asking information. There are
constructive and challenging questions a nd both have usefulness, if used
 When agreeing to a point a representative has just made in a speech, one
    might want to underscore its significance and ask a question in agreement
    with that point.
 One can add a point to their speech by asking about your subject in
    agreement with the speaker’s and setting him/her up to agree with you.
 When in disagreement with a representative’s speech one might question the
    disagreeable point and present additional information to clarify.

A question can do more than just asking a question; it can be used to point out
weaknesses in a plan or policy. Answering a question is just as well more than
just a blunt reply. Remember, the refusal to answer a question yields your time
back to the Chairperson. If you simply state, “That is a question I will not answer
at this time”, you hold on to your time to answer points.
 Your committee will be filled with delegations that can agree to your policies
    and interests and delegations that cannot. Expect to have to reply to a
    question from either side. Always be diplomatic.
 When in agreement, thank the Representative for his/her “excellent” question
    and underline more of your or his policy to gather support.
 Sometimes it can happen that one is presented with an issue one is not
    knowledgeable of. Tell the representative you will respond in writing.
   Should one disagree with the point made by a representative’s challenging
    question, a simple but courteous correction and restating of relevant
    information and policies are in order to underline the points.
Other such challenging questions may stem from an unclear picture of the
circumstances of events. An interpretation of their question relevant to your topic
can be quickly followed by an answer to their question.
Student Debate Form


Opposition: __________________Proponents:___________________

You are now a member of your selected team. Your team will be graded as a whole. This
means that you will be as strong as your weakest link. Be sure that you work toget her so
that all members of your team have an adequate background of the positions and
arguments that you will be proposing.

1. There will be an opening statement made by your team. This sho uld be 3-5 minutes
long and should state your team's position and the arguments/solutions you will be

Responsible Members: ____________________________

2. You should have at least 15 questions that can be asked of each of your 3 opponents.
These should be on separate sheets of paper or on note cards for easy reference. The
questions should be specifically directed to your opponents and should be concise and

Responsible Members: ____________________________

3. You should have answers prepared whic h will be us ed to respond to your opponents’
questions. Imagine that you are from the other teams and det ermine what questions may
be asked of your team.

Responsible Members: ____________________________

4. You should have a final conclusive argument/statement drawn up which will be written
at the end of your debate. This should be no longer than 7 minutes. You should take
notes during the entire debate so that you may refer to these in your final presentation of
your team's views.

Responsible Members: ____________________________

When you have determined who will be responsible for each portion of your team's
debate, it is up to you to prepare yourself for the challenge that lies ahead. Only one
team will win this debat e. The winning team will:

-have a solid background regarding all mat erial
-have plenty of evidence to back up claims
-use teamwork to teach all in group the important concepts behind
 specific positions
-be creative/psyche out opponents
         -outclass opponents/never give an a nswer of "uh...."
Room Layout Example

       Mon            Mon

              M              M
   Keyboard       Keyboard

       Mon            Mon

              M              M
   Keyboard       Keyboard
            REPLACE COMPONENTS                                            REPLACE COMPUTERS


Vista Upgrade                                            Vista Upgrade

Drivers                                                  Drivers

Other Software                                           Other Software
Upgrades                                                 Upgrades

To top