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The+great+depression+unit+overview

  1. 1. The Great Depression Unit Overview<br />Multimedia Thematic Project Part III<br />Cassandra Burchett<br />University of Phoenix<br />Designing and Producing Educational Technology<br />CMP555<br />Mona McCarty<br />January31, 2011<br />
  2. 2. Viewing Note<br />You must have a live internet connection for this presentation to be fully functional.<br />
  3. 3.
  4. 4. Lessons<br />Photo Story<br />When given 30 photos the student will work in a group to create a presentation using a minimum of five pictures and 200 words to describe the causes and consequences of the Great Depression. <br />Create a Webquest<br />Using documents provided students will analyze the documents within their previously formed groups. Using what they have learned to attempt to create a webquest.<br />
  5. 5. Homework<br />Discuss in our Online Forum<br />
  6. 6. Online Forum<br />The primary purpose of this online discussion forum is really to offer all students the opportunity to participate.<br />The forum is available at all hours so students may participate when they feel most comfortable and have internet access. <br />
  7. 7. Creating a PhotoStory<br />The Great Depression was an era of many stories.<br />Select a minimum of 5 pictures to tell a story about the causes or consequences of the Great Depression.<br />overproduction, underconsumption, stock market crash, drought and unemployment<br />May incorporate music.<br />Write a 200 word summary.<br />
  8. 8. Creating a PhotoStory<br />
  9. 9. Creating a Webquest<br />Attempting to create a Webquest will offer students the opportunity to compile what they have discovered.<br />They can duplicate online the line of inquiry that lead to their understanding of the Great Depression.<br />
  10. 10. Creating a Webquest<br />
  11. 11. Creating a Webquest<br />
  12. 12. ASSURE model<br />Analyze Learners by general characteristics, entry competencies, and learning styles.<br />Students were previously analyzed. This data was used to form learning groups. They come from various socioeconomic environments; however, the majority of the students are white, middle class Americans who live in a rural area. Students have been determined to be Exceptionally Gifted. Students prefer interactive multilevel assignments that involve both minimal debate/discussion and writing.<br />
  13. 13. ASSURE model<br />State Objectives using the ABCD format, which consists of audience, behavior, conditions, and degree.<br />1. Preparation – (5 mins)<br />a. Students will briefly review the chapter.<br />b. Students will form groups of four (or five). c. Students will obtain the following materials from teacher.<br />1) Copies of Historical Documents<br />2) Writing materials or computer<br />2. Organize & Brainstorm in Group– (10-15 mins)<br />1) Consider which documents are most closely related with what has been read.<br />3. Create rough draft – (30-45 mins)<br />a. Compare the documents<br />b. Compare and contrast the historical and fictional accounts<br />4. Revise – (5 mins.)<br />a. See that minimum word requirements have been met.<br />b. Check for spelling and grammar errors<br />c. Practice presentation<br />d. Be sure that explanation is logically supported by what you know about the era<br />5. Submit the webquest<br />
  14. 14. ASSURE model<br />Select Methods, Media, and Materials including the rationale and explanation of how each multimedia resource is appropriate.<br />The method chosen was small groups. The lesson will begin with the use of a LCD projector and a large screen to introduce the activities. The projector and screen are available in the classroom. The author chose that the students design a WebQuest because it is ideal as an instructional tool that integrates technology and involves students in higher order thinking skills such as analysis, synthesis, and evaluation.<br />
  15. 15. ASSURE model<br />Utilize Materials by previewing materials, preparing the materials, preparing the environments, preparing the learners, and providing the learning experience.<br />Materials and environment are prepared to optimize student learning.<br />Require Learner Participation including practice and feedback.<br />Students are required to participate in groups in the creation of a webquest.<br />Evaluate and Revise including an assessment of learner achievement and evaluation of instruction including media and methods.<br />Student peer evaluations will be considered, webquests will be evaluated by teacher, students are required to review all group webquests. <br />
  16. 16. Resources<br />http://www.moundsviewschools.org/irondale/languagearts/zappa/heng10/grapes.html<br />http://www.rcs.k12.va.us/csjh/hafey/page1.htm<br />http://www.youtube.com/watch?v=4F4yT0KAMyo<br />

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