1. IDT 285
Stacia Moyes, Jessica Lambrecht,
Shanna Herr, Sierra Diller and Cole Wallace
2.  Three Knowledge Domains that work
3.  Simulated Problem-Solving Environments
 Graphic Representations
 Virtual Field Trips
 Adventure Learning
 Hybrid distance education approach that
provides students with opportunities to explore
real world issues through authentic learning
experiences with collaborative learning
environments (Robyler and Doering).
4.  Digital Storytelling
 Digital Information Critiques
 Electronic Research
 GIS/GPS Lessons
 Practice of Factual Information
 Traditional integration strategy using drill and
practice methods through various software
5. • Social Studies themes and topics are not usually
among those included in statewide assessments
causing social studies areas to often be placed
on the “back burner”
• School resources such, as technology materials,
tend to be directed toward other content
6. • Schools have difficulty teaching social studies
meaningfully due to the amount of content and
de-emphasis on social studies topics.
• Cost is another issue, as social studies teachers
have to make the case that the expense of
these resources is worthwhile due to increased
achievement or other benefits.
 used to integrate old pictures into
presentations like Microsoft Word or
 used to record presentations or lectures, and
then upload content onto the class website.
8. Digital Cameras:
 integrate pictures to document classroom
projects, journal writings for students,
PowerPoint presentations, and creating
posters of field trips.
 Incorporate movies, new casts, instructional
material and other programs for kids using
programs like Windows Media Player.
9. Computers (Portable Labs):
 Create projects
 Do research
 Aid in student comprehension of technology.
 Proper software is installed, students will benefit
greatly from learning to utilize a computer.
 All students have access to technological
 Allow students to work together in projects:
create a virtual map, create a brochure,
graphs or create a presentation of a time
 Research a time in history, famous person,
invention, battle, states or a significant
place using internet sites.
11. Problem Solving:
 Allow students to use problem solving techniques
in software programs like the Oregon Trail,
Where in the World is Carmen Sandiego, and
even Sheppard’s Software.
 Group presentations where students have to
divide up work and work together towards a
common goal using a software program.
 Working with younger students and helping then
learn about social studies through research skills
and a computer.
12. Microsoft Word:
 Write Stories or essays on a time in history.
 Create a research paper of an event or
 Students can compare and contrast various
 Create graphs to represent these statistics, track
their results, and predict future results.
 Students can chronologically arrange
numbers of statistical data.
 compare different statistics like birth rate, death
rate, and population rate.
 predict future rates by recognizing patterns
within the statistics.
14. Draw/Paint/Graphic Software:
 Students can create posters, newspaper
articles, maps, business cards, inventions or
even a historical landmarks.
 Possibilities are endless and vary depending on
the time in history.
Windows Movie Maker
 Students can use movie maker to produce
videos they can use in the classroom
15.  “Multimedia refers to the marriage of video,
sound, graphics, text and images within a
single information delivery system”.
 which allows students to interact and
research a period in history.
Microsoft Word and Microsoft PowerPoint:
 Create reports and presentations when
creating and representing various research.
 connects a topic being studied. For example:
pioneer days- watch clips of Little House on
17. Virtual Tours:
 Students can view images and real accounts
of history and events through images, text,
music, and voice recordings.
 process of using images and audio to tell the
stories of lives, events or eras.
 Using images that represents current events
or a significant period in history.
18.  Selective Dissemination of Information (SDI)
is technology that allows users to create a
set of filters that allow topics of interest to
be presented. (http://crayon.net)
 This technology aids teachers in the study of
current events and news media stories as it
can engage students with a personalized
19.  For students who have difficulty reading,
web based plug-ins like ReadingBar can be
installed in the web browser.
 Students click on individual words or whole
sections of text and it is then read to the
20.  For students with mild or moderate cognitive
impairments, specially designed resources
are available to provide current events
information at an appropriate level.
 These specially written resources feature
high-interest, low-vocabulary stories with
each word accompanied by a rebus image.
21.  Touch screen monitors and related software
enable a traditional monitor to emulate a
touch screen becoming a powerful tool for
students with disabilities.
 Touch screens display graphics that the user
can touch to enter commands and make
22.  Kidspiration software provide assistance in
developing graphic organizers.
 Kidspiration is adaptable up or down in grade
levels depending on the individual ability
levels of your students.
 Graphic organizers can be used to teach
sequence of events, cause-and-effect
relationships, to compare and contrast ideas
or concepts, or to illustrate hierarchies.
23.  Filter websites that are inappropriate for the
 Webwatcher: WebWatcher parental control
software can filter Internet content & more.
24.  The teacher can provide specific examples
and handouts on how to avoid copyright by
showing them how to correctly cite a source.
25.  Students are working in groups pretending to
be time travelers as they gather various
information on different Native American
 The finished project consists of a newsletter
to people in present day times telling us
about their researched tribe as well as an
artifact from their tribe that they will
present to the class.
26.  http://www.richmond.k12.mo.us/sunrise/cs
 The introduction engaged students.
 The tasks and process were well defined.
 A rubric is used for individual grading and
 Overall, a well organized webquest.
27.  Students work in groups of 5 to investigate
City of San Diego or the Anza-Borrego Desert.
 Each student in the group completes a job,
either weather person, historian, activities
director, cartographer, or conservationist and
creates a poster, outline, and report.
 As a group they present all the information
to the class.
28.  http://projects.edtech.sandi.net/kimbrough
 Great graphics and well organized.
 Includes a link for teachers that explain the
standards, overview, process, and surveys.
 The rubric is not clearly defined.
 Overall, a useful webquest.
29.  Students will explore a diverse world, varied
cultures and interesting civilizations as they
virtually visit another world culture.
 Students gain understanding about the
population distributions of a country as they
research and compare it to the U.S.
 Students develop a theme for a vacation to
that country and present it to the class.
30.  http://www.tenafly.k12.nj.us/~teisenberg2/
 The task part is a little confuse; however the
process is explained clearly.
 There is a lot of resources listed for students
 The rubric is clear for individual and group
 Overall, a good project for students.
31.  Students work with a partner and choose a
state to research and present to the class.
 Students create a hyperstudio journal of the
information they collect on the state.
 Included in the research students much visit
the capital, at least one historical site, one
recreational site, and one cultural site.
32.  http://www.dedham.k12.ma.us/webquest/f
 Could use some graphics or color.
 The process is easy to follow for students.
 A list of resources is provided for student
 A clearly defined rubric is used for grading.
 Overall, an easy to follow project.
33.  Students learn the importance of individual
jobs in the community and apply the terms
"specialization" and division of labor" in
operating their own business.
 Students research a job from colonial times
and then compare it to modern jobs.
 Students run their own lemonade stand using
templates and finish by answering questions.
34.  http://its.guilford.k12.nc.us/webquests/jobs
 One important link was broken.
 How the students will be assessed is not
 The procedure is clearly listed in steps for
the students to follow.
 Overall, the idea is good, but could use some
35.  Armchairtravel.com
 Interactive website used to perform “virtual” field trips for students
 National Geographic Website
 Site offering information to students and teachers about various topics
around the world.
 Where in the U.S.A. is Carmen Sandiego? v 4.0
 Entertaining software mixed with mysteries to find Carmen Sandiego
using various clues about her whereabouts.
 All About Elections CD-Rom
 Helps students to understand the nature of elections
 Neighborhood MapMachine 2.0 Deluxe CD-Rom
 Students create and navigate community maps, they learn challenging
concepts such as grid coordinates, location, scale, and compass
36.  5 Sentence Paragraph for Social Studies
 Rubric based on mechanics of writing a paper for Social Studies
 Elementary Research Rubric
 Self assessment or peer feedback rubric for research papers
 Diorama Rubric
 Assessment of students understanding of their diorama project
 All Aboard! Exploring the Secrets of the Underground Railroad
 Assessment over the unit of The Underground Railroad
 Group Discussion Rubric
 Assessment containing information towards a group work project
37.  Grade Level: 3-4
 Length: 45- 60 minutes
 Performance Expectations: Students will associate shapes of states in the US with their names by creating their own design
using cut-outs of the states.
 Puzzle Maps USA by Nancy Clouse
 Worksheet with all fifty states
 Markers or crayons
 Map of the Unites States
 Black construction paper
 1. Introduction: The Unites States map needs to be displayed. Point to various states and tell the students what each of the names
are. Encourage students to think of the names, but if they have difficulty, then help them..
 2. Development: Read the book, Puzzle Maps USA by Nancy Clouse. Review in the book the characteristics unique to certain states
which will help them be recognized. Ask the students which states are hard for them to recognize. Discuss with the class that there are
some states which touch the water, and there are some which are surrounded by land. Have the students give examples of which
states touch water and which touch land. (You may need to help them out in recalling the names). Have students find the state with
the most states surrounding it. Discuss which state appears the biggest as well as the smallest. Follow up with the trivia questions in
the back of the book.
 3. Closure: Review the names of the states and their shapes. Once again, have students say which states’ shapes are more difficult to
recognize and which are easiest.
 Assessment: Refer back to the book the designs and pictures that were created using the states. Have the students cut out
all the states separately (from their worksheet). The students will then create a picture or design of their own using the
shapes of the states. Once they have figured out their picture or design, have the students color the states which compliment
their picture or design. Have them glue down their creation on a piece of black construction paper. Once they are done have
them make a key that shows each of the states’ names which they used. Have them place the key on the back of the
construction paper. Display their creations in the classroom or the hallway.
 Adaptations: The assessment may be too difficult for some of the students. Some students could cut out the shape of one
state using construction paper. As the book shows, a piece of string or yarn could be attached to make it look like a state
 Clouse, N.L. (1990). Puzzle Maps USA New York: Henry Holt and Co.
38.  Technology is a unique fun way to
incorporate teaching Social Studies in our
classrooms today. It allows teachers to learn
various new ways and methods to teach in
our classrooms, and help students achieve
their goals in the classroom in a different
way. We are provided with many lesson
plans, and rubric examples to better serve us
and grow as a teacher!
40.  Duffy, Lever. Touch Screen for Special Needs Students. .
 Mastropieri, M. Inspiration and Kidspiration Software. .
 Sutherland, Crystal . Extra, Extra, Read All About It: Native Americans . March 15,
2010. November 1, 2010
 Good, Patty . City Life or Desert Life. . 1 Nov. 2010
 Eisenberg, T. World Cultures WebQuest. May, 2007. 1 Nov. 2010
 DeFeis, Joan . 50 States WebQuest. . 1 Nov. 2010 <http://w
 Every Job is Important!. . 2 Nov. 2010
 Roblyer, M.D. Doering, A.H. (2008) Educational Technology into Teaching. New York.
Allyn & Bacon
 Rose, Stephen A. and Maxey Fernlund, Phyllis. Using Technology for Powerful Social
Studies Learning. . 3 Nov. 2010
41.  http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCo
 Ch. 12 Technology in Social Studies Instruction (p356)
 Microsoft Clip Art: http://dgl.microsoft.com/