Mary+Karen+Baker

Mary Karen Baker Walden University
 * Content Unit Plan: Social Studies

Dr. Suzanne Lebeau EDUC-6713I-4 Integrating Technology Across the Content Areas March 31, 2012 |||||||| = Daily Lesson GAME Plan = ||
 * Lesson Title: Political Cartoon Analysis of the Gilded Age |||| Related Lessons: American Industrialization and Urbanization ||
 * Grade Level: 11th grade |||| Unit: Units 8 ||
 * ==GOALS== ||
 * Content Standards:
 * People, Places, and Environment
 * Individuals, Groups, and Institutions
 * Power, Authority, and Governance ||
 * ISTE NETS-S
 * **Creativity and innovation**
 * **Communication and collaboration**
 * Research and information fluency
 * **Critical thinking, __problem solving__, and decision making**
 * Digital citizenship
 * **Technology operations and concepts**

Instructional Objectives: 10 minutes
 * Students will identify key components of various political cartoons which will demonstrate their knowledge of the time period and effects of __business__ practices on the economy and political make-up of the United States.
 * Students will use multiple technology outlets to evaluate and share their findings with students from other groups.
 * Students will apply their content knowledge with the knowledge gained from the political cartoon activity and analyze the impact these on the next phase of American history. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Students will have completed a series of lecture and class activities on the social, economic, and political factors of the Gilded Age in America.
 * Teacher will complete a PowerPoint presentation containing the political cartoons and a graphic organizer for note-taking during activity.
 * Create a blog post section on the teacher homepage for students to share their insights from the political cartoon activity with a series of guiding questions to be answered. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

30 minutes

Day 2 10 minutes

20 minutes

10 minutes |||| The teacher will explain the class activity which will be conducted over the course of the period and where to find the information needed to complete the activity. Additionally the teacher will lead a model of how to analyze the political cartoons and identify the key ideas needed for activity completion.

Students will work with their partners to analyze the 10 assigned political cartoons while filling in the provided graphic organizer with the key points identified throughout their discussions.

Teacher will spend the first section of class explaining to students the next phase of the political cartoon activity. The teacher will show students the class website and discuss the end goal their blog posts.

Students will individually answer the guided questions on the classroom blog. The will use information obtained from class lecture, activities, and the political cartoon analysis to demonstrate synthesis of knowledge.

Students will spend time responding to student comments by adding new insights, discussing points that they had not thought about, and ideas they __agree__ or disagree with. || Netbook laptop PowerPoint software Access to school share drive

Netbook __laptop__ PowerPoint software Access to school share drive

Netbook Access to the school website

Netbook Access to the school website

Netbook Access to the school website || Students pairs will be selected by the students. Students with IEPs with have the additional support of the Special Education teacher. Additionally, student selection of partners often increases work production because of levels of comfort. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): The teacher will move throughout the classroom during both days informally assessing students understanding of the objectives and content information. The teacher my engage the students in a series of questions to encourage further depth. The teacher will monitor the student postings on the blog while the activity is occurring.

Accommodations and Extensions: Students paired with an IEP student will be offered a secondary location with the Special Education teacher if they desire. Students will be allowed to continue working on the activities at home for homework.

Back-Up Plan: Copies of the PowerPoint presentation will be provided to students who do not have access to computers beyond the classroom or if the school server is down during the classroom activity. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||

Unit 10 – Imperialism & WWI ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Progressive Era – WWI Timeline Project |||| Related Lessons: Progressive Era, Imperialism, & World War I ||
 * Grade Level: 11th Grade |||| Unit: Unit 9 – Progressive Era
 * ==GOALS== ||
 * Content Standards:
 * Culture
 * Time, Continuity, and Change
 * People, Places, and Environment
 * Individuals, Groups, and Institutions
 * Power, Authority, and Governance ||
 * ISTE NETS-S


 * **Creativity and innovation**
 * **Communication and collaboration**
 * **Research and information fluency**
 * **Critical thinking, problem solving, and decision making**
 * **Digital citizenship**
 * **Technology operations and concepts**

Instructional Objectives: Day 1 10-15 minutes
 * 1) Students will demonstrate comprehension by creating a timeline on Dipity.com which will provide an overview of the key components of historical time periods of the Progressive Era, Imperialism, and WWI.
 * 2) Students will analyze the expansion of the United States into World Affairs as a result of the rapid Industrialization of the late 1800s. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * Students and teacher will have completed all note-taking and learning activities for the two units being assessed with the project.
 * Teacher will need to create an Edmodo webpage. Teacher will need to set up a classroom page for the three classes using the website. Teacher will create an example dipity.com timeline.
 * Reserve the computer lab
 * Students will create a paper version of outline with their partner. ||
 * During Class ||
 * Time

10 minutes

20 minutes

Day 2 – 4

Day 5 20 minutes

20 minutes |||| Instructional Activities

Students will set up their personal accounts for Edmodo and Dipity. Each student will connect to their assigned Edmodo classroom, such as RUSH3, RUSH4, & RUSH8. After joining these groups, students will post their Dipity URL address on the class page.

Teacher will spend time instructing students how to use Dipity website. The teacher will also show various examples of how the students can create their timelines.

Students will use the remainder of the class to build their timeline.

Students will have 3 class periods dedicated specifically to building their Dipity timeline. Completed timelines are due tomorrow at the beginning of the class.

Students will be provided with a writing prompt on the Edmodo website. The prompt: how did the events of industrialization in the late 1800s, change the shape and practices of the United States in the early 1900s? The students will be asked to write an introductory paragraph to the prompt that encompasses the key components of their argument.

Students will spend time responding to 3 of their classmates posts and add insight to enhance the introductory paragraph. || Materials and Resources

Computer in lab Setting. [|www.dipity.com] [|www.edmodo.com]

Computer lab

Computer lab [|www.edmodo.com] || Students will be creating individual timelines but will be able to communicate and share ideas with other students. Students with IEPs sit in readily accessible seats to allow for greater teacher student interaction. Additionally, IEP students will be allotted time in resource to continue their work with their assigned Special Education teacher. || During the lesson teachers will informally assess students understanding of the content material, in particular the wording used to describe the various key words and events. The teacher will check in with each student’s timeline at the end of class to check both their progress and their overall work with the assigned materials. The teacher will use this check-in as a point of conversation with the students throughout the class work period.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Students may need guidance in finding images for the assigned content. Students will be reminded that the purpose of the project is to express their understanding of the key event being discussed through their own words. While the images are a nice addition, the demonstration of content knowledge is the key to a successful project, The teacher will extend the lesson with the writing prompt to add additional depth to the overall outcome of the lesson activity.

Back-Up Plan: Students with limited technology access will be allowed asked to add greater depth to the paper timeline version while using class time appropriately to identify all points on the digital timeline with minimal depth. Additionally, students will be provided with passes to the computer lab during study halls to increase access to computer software. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||

Hello, I like your lesson using www.dipity.com and www.edmodo.com. This should engage students greatly. It is also nice to be flexible by having students create their timeline on paper. I have students who would rather draw that using the new technology. I feel it is important to integrate new technology to our content and in the same time, it is important to listen to our students' needs. For students who need help to find pictures you could have them chat with each other to share their findings. That way they collaborate through Edmodo.

Helene James


 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Muckraking – Telling Your Digital Story of the Gilded Age |||| Related Lessons: American Industrialization & Urbanization, and the Progressive Era ||
 * Grade Level: 11th |||| Unit:
 * Unit 8 – The Gilded Age
 * Unit 9 – The Progressive Era ||
 * ==GOALS== ||
 * Content Standards:
 * NCSS Thematic Strands**
 * Culture
 * Time, Continuity, and Change
 * People, Places, and Environment
 * Individuals, Groups, and Institutions
 * Power, Authority, and Governance ||
 * **ISTE NETS-S**
 * **Creativity and innovation**
 * **Communication and collaboration**
 * Research and information fluency
 * **Critical thinking, problem solving, and decision making**
 * **Digital citizenship**
 * **Technology operations and concepts**

15 minutes
 * Instructional Objectives:**
 * Students will demonstrate knowledge by creating a 2 to 3 minutes digital story of a Progressive Era muckraker. Students will select one muckraker from the Progressive Era and create a digital portrayal of their work, the problems they identified and what were the results of their work. ||
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * The teacher will reserve the computer lab for the next 2 weeks.
 * The teacher will have posted to Digital Story project on the class wiki page, along with the two websites needed to complete the project.
 * The teacher will have practiced creating her own story board and digital story with the websites begin used for the project. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * **Day 1:**

10 minutes

15 minutes


 * Day 2 – 4**


 * Day 5 – 8**


 * Day 9 -10** |||| * Teacher will introduce the Digital Storytelling project. The teacher will introduce the two websites which will be used to build the story board and the digital story. The teacher will show students were to locate the project and websites on the class wiki.


 * Student groups will create their ACMI storyboard account and their One True Media account.


 * Students will watch the ACMI storyboard tutorial on how to use the website.
 * After watching the tutorial, students will select the muckraker they would like to research. They will inform the teacher and begin the research process.


 * Student groups will have 3 class periods to research and put together their muckraker storyboard.


 * Student groups will have 4 class periods to create their digital story.


 * Students will post their digital story to Youtube.
 * Once all digital stories have been posted, each class will watch all videos created by their classmates.
 * After completing all videos, students will provide feedback on each groups wiki. ||  ||
 * Note student groupings, environmental modifications needed, etc:
 * Students will select their own group members. They often work with students of comparable abilities and easier accessibility outside of the classroom.
 * Students with IEP will have access to both me and the Special Education teacher. Students with IEP’s also have extra one on one time with Special Education teacher in their daily resource class.
 * Students will be granted full class time to complete the activity, decreasing the lack of issues with outside resources. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Throughout the storyboard building and digital storytelling construction phases, the teacher will move throughout the room engaging in conversations with each group to ensure that they are on track and understand the objectives of the project.
 * The teacher will provide feedback to each group once the storyboard has been completed.


 * Accommodations and Extensions:**
 * Students paired with an IEP student will be offered a secondary location with the Special Education teacher if they desire.
 * Extensions will be provided if the teacher deems it necessary based on the time restraints of the class and possible technical issues.


 * Back-Up Plan:**
 * Students with limited technology access will be allowed asked to add greater depth to the paper timeline version while using class time appropriately to identify all points on the digital timeline with minimal depth.
 * Additionally, students will be provided with passes to the computer lab during study halls to increase access to computer software. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||