EDUG 522 Final Project

1. Technology Integration planAmerican revolutionEDUG 522Spring 2010 By: Stephanie, Bonnie, Tom, &Hannah

2. Phase 1: Reflect on Technological Pedagogical Content Knowledge As a team determine where the team fits in the TPACK model… As a team of Social Studies teachers, we are primarily entrenched in the Content Knowledge (CK) and Pedagogical Knowledge (PK) realms. However, in recent years our field has taken on a growing segment of the Technological Knowledge (TK) field. Social Studies is a broad subject area, and with technological advancements reaching news heights each day, it has served to make instruction easier and more interconnected. Perhaps most importantly is the internet, which has provided quick and easy access to online maps, lesson plans, geographic information systems (GIS) and geographic positioning systems (GPS) to name a few. It has allowed for engaging and interactive journeys such as Web Quests and quick access to primary sources (e.g. United Streaming) to enhance lessons with a greater sense of authenticity. As well, convenient hardware such as Smart Boards has made not just accessing the information possible, but also allows students to participate in the lesson in a fun and meaningful way.

3. Phase 2: Determine Relative Advantage Why should a technology-based method be used? Technology has become ingrained in every facet of our existence. Its uses in our daily lives grows every day, and to omit its inclusion in education would do a disservice to our students. As Dewey would agree, education should look to foster that which the child encounters at every stage of life – and technology, while not restricted to any one stage of growth, is omnipresent throughout a child’s intellectual development. What problem would your team like to address? Considering events of American history in a global environment. That is, comparing what we know, learn and believe about an event (e.g. American Revolution) versus how it is perceived by others. For example, were the revolutionaries truly heroes and patriots, or are they thought of as disloyal and impatient? Technology will facilitate a deeper understanding of the American Revolution by allowing quick and easy access to multitudes of information from around the world. This access to information will allow students a more thorough understanding of the event itself, but at the same time to study it in a global context; that is, to see how those people outside of American perceive the event and what lessons (if any) can be drawn from it.

4. Phase 2 Continued Does a technology-based method offer a solution with sufficient relative advantages? Absolutely. Students will gain a wider understanding of the American Revolution; in particular, one that extends beyond the walls of the classroom. They will come to see the revolution analyzed from different perspectives. All of which will seek to shape and broaden the students’ understanding of the revolution. In addition, using technology in this endeavor (or any other) will allow students access to information from around the world and in many different formats, which could include, but should not be limited to, blogs, online chats (e.g. Skype), database access to years worth of scholarly journals, magazines and online newspapers, libraries, archives and even international “pen pals.” Given the “user friendliness” of today’s technology, its cost and the fact its use is now mandated by many state education standards, and it is clear the advantages of its inclusion far outweigh its drawbacks.

5. Phase 3: Decide on Objectives and Assessments What outcomes do we expect from using the new methods? We will look for outcomes that can be observed, that is, we will assess students on the depth and breadth of material they present. Specifically, since students will be conducting a Web Quest, they will have access to a plethora of information about the American Revolution and its key events and principal players. As a result, their projects and accompanying skits should be thorough and representative of higher order thinking. This will be supplemented by the letter writing campaign that students will complete for homework in which they are to convince a friend to become a patriot or loyalist. The information they will reference in the letter will be drawn from the Web Quest and during their search of the internet. What are the best ways of assessing these outcomes? We will look to assess our students through the work products mentioned in our lesson, specifically, their PowerPoint presentation, skit, letter and Glogster poster. All of which will draw from material they have researched or learned from other group presentations. Rubrics will be provided to inform students of levels of performance expectations, and to a lesser extent, students will be assessed on the enthusiasm, delivery and effort put forth on their projects.

6. Unit Timeline Day 1: Introduction of causes leading to American Revolution: French/Indian War debt, Sugar/Stamp Acts, "No Taxation without Representation", Patrick Henry's speeches, Sons & Daughters of Liberty Hands-on Simulation: King's M&M's (activity to show colonists viewpoint of taxing without representation) Day 2: Continuation of causes: Boston Massacre, Boston Tea Party, Intolerable Acts, 1st Continental Congress Web quest: Teams of three will complete a project researching the viewpoints of these events based on three different types of perspectives (merchant, citizen, female). They will then need to create a skit to present to the class that proposes their plan for rebellion against the British. Link is from http://chalk.richmond.edu/education/projects/webquests/amrevwar/t-index.html Day 3: Continue Web quests and present skits. Class will vote on which skit posed the best plan for rebellion based upon the information presented. Homework: Student will write a letter to a friend persuading them to become a Patriot or Loyalist. They must include three pieces of information learned through their web quest in the letter. Due Day 5. Day 4: Discuss the battles of Lexington and Concord; 2nd Continental Congress. Watch the first part of Johnny Tremain (Disney movie about Revolution) Day 5: Finish Johnny Tremain movie. Share letters to friends.

7. Unit Timeline Continued Day 6: Introduction to PowerPoint Project. Students will independently create a PowerPoint presentation for Day10 with a minimum of 5 slides. Slides must include a period symbol, event leading to war, battle in war, and important person with achievements. All components will also include specifics and significances outlined in a reference sheet to be provided. Day 7: Compare and contrast differences and similarities between British and Patriot warfare. Describe and discuss several battles in war: Ticonderoga, Bunker Hill, Saratoga, Cowpens, and Vincennes. Also discuss Benedict Arnold and winter at Valley Forge. Use United Streaming segments/clips for reinforcement and discussions: THE AMERICAN REVOLUTION: DECLARATION OF INDEPENDENCE see link http://www.discoveryeducation.com/my/home.cfm Day 8: Create Glogster poster with regards to three important battles and one significant person discussed in class. Day 9: Discuss roles and viewpoints of various citizens and foreigners during war (African Americans, Native Americans, women, Jewish, French, Mexican, etc.) Use United Streaming segments/clips to reinforce these discussions. Have students play the ROAD TO REVOLUTION interactive game online. See link http://www.pbs.org/ktca/liberty/road.html Day 10: Share PowerPoint Presentations. (assessment tool)

8. Phase 4: Design Integration Strategies What kinds of instructional methods are needed in light of content objectives and studentcharacteristics? Students will need to be familiar with basic technological functions such as logging onto a computer, accessing and “surfing” the internet, electronic cutting and pasting, hypertexts, URLs and the difference between traditional versus embedded links. As the lesson is designed for elementary students teachers must be cognizant of the sites the students opt to view, making sure they are 1) appropriate and 2) not overly sophisticated. Finally, students should be encouraged to cooperate and delegate responsibilities (based on interest or special skill) among their peers as relates to their work on the Web Quest and Glogster posters. How can technology best support these methods? Technology can best support this lesson through its constructivist approach. Specifically, using technology will introduce students to the global skills they must possess (e.g. problem solving, cooperation), in order to succeed throughout their educational careers and beyond. Secondly, access to the internet will allow students to access information that expands far beyond the boundaries of a classroom or textbook. They will be able to study events from different viewpoints, with different conclusions and examine documents from distant locations. As such, it is anticipated that students – even at the tender elementary level – will produce work products that go beyond expectations in both breadth and depth. How can we prepare students adequately to use technologies? Demonstrating the usage of various technologies – such as accessing password-protected databases or how to print documents – is the most efficient means for preparing students to use technology efficiently and productively. Of course, the teacher must be available to answer any questions, assist students who have become confused or help with unforeseen pitfalls students may encounter.

9. Phase 5: Prepare the Instructional Environment What equipment, software, media, and materials will I need to carry out the instructional strategies? As our lesson is one which relies somewhat heavily on technological capabilities, the following hardware will be necessary LCD Projector (and accompanying speakers for audio) Classroom with Internet access (wireless) Bank of laptop (or desktop) computers Firewall software Microsoft Office®, QuickTime® and other necessary programs Printer and reams of paper (3) Staff with basic troubleshooting skills Relevant books, magazines and other items to supplement lesson should the lesson as panned “go south” at the last minute Summary sheets of the lesson and a reference sheet of basic computer operations

10. Phase 5 Continued How should resources be arranged to support instruction and learning? As students will be working in groups to conduct research, create a PowerPoint presentation and a Glogster poster, it is necessary that all groups have the essential equipment listed above. Any extra hardware may, of course, be used to provide group members another terminal for research. All the equipment should be pre-checked by the teacher to ensure it is functional and equipped with the basic necessities so the student groups can complete all aspects of their group assignment and view streaming video. Finally, students with special needs must be considered as well. When possible, those students with visual, auditory or motor disabilities should be provided with aides to specifically address these deficiencies. What planning is required to make sure technology resources work well? First and foremost, teachers must be familiar with the hardware and programs students will be using. Doing so entails that teachers can be the first to troubleshoot, and hopefully resolve, and glitches that arise during the lesson. Secondly, the teacher should always test the hardware (e.g. logging onto the Internet, testing the printer) to ensure it works properly, and that there are adequate peripheral supplies to complete the lesson. By doing so teachers ensure all materials are working adequately, or, have an opportunity to discover and rectify any problems before students arrive.

11. Phase 6: Evaluate and Revise Integration Strategies Determine how you will evaluate your instruction…you won’t be able to carry out the evaluation for this project…but how will you go about evaluating your project? The best means our team has to evaluate our project are drawn from the parameters set forth in the textbooks. As a constructivist project, our group has been charged with taking on various roles and completing them. This goes directly to the issue of cooperation, problem-solving and higher level thinking – all traits necessary for success in our graduate studies and professional roles as educators. Secondly, once completed we will be in a position to “step back” and assess our new found technological prowess; that is, have we created something more in depth and sophisticated than we could have done alone? In essence, have we achieved our objective? Third, is there a component of the project – such as the inclusion of an audio or video clip – that we can utilize in a project we create on our own? If so, this has broadened (albeit a little bit) our knowledge of technological use and will make the work products we share with our students more engaging and enlightening.

12. Resources American Revolution General Information http://www.bostonmassacre.net/ http://www.eyewitnesstohistory.com/teaparty.htm http://www.hannibal.k12.mo.us/Curriculum/SocialStudies/Grade05/5SS2/5SS2%20LO3.htm http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm http://www.theamericanrevolution.org/ http://www.historyplace.com/unitedstates/revolution/ Kid Friendly American Revolution Sites http://cybersleuth-kids.com/sleuth/History/US_History/Colonial_Period/Boston_Tea_Party/ http://www.kidinfo.com/American_History/American_Revolution.html http://www.socialstudiesforkids.com/articles/ushistory/revolutionarywartimeline.htm http://library.thinkquest.org/TQ0312848/home.htm http://www.pbs.org/ktca/liberty/chronicle.html http://www.nps.gov/archive/cowp/Timeline.htm http://www.nps.gov/inde/ http://www.picadome.fcps.net/lab/currl/amer_rev/default.htm http://www.42explore2.com/revolt.htm Glogs, PowerPoint, Movies, Web Quest, and sites used in Lessons www.edu.glogster.com http://chalk.richmond.edu/education/projects/webquests/amrevwar/t-index.html http://www.pbs.org/ktca/liberty/road.html http://www.discoveryeducation.com/my/home.cfm