EDD 7914-Integrating Emerging Technology (TIM) into the Curriculum-ASSURE Model Lesson PlanStephen R. Kane

Assignment # 5-Integrating Emerging Technology (TIM) into the Curriculum-ASSURE Model Lesson Plan

Dr. Shirley Walrod

Assignment Due Date: April 3, 2011Submitted April 3, 2011

Nova Southeastern University

Assignment #5 – Integrating Emerging Technologies (TIM) into the Curriculum-ASSURE Lesson Plan

Abstract

The use of technology within the curriculum requires careful planning and thought regarding how it will be integrated into and used within the classroom. To assist the educational practitioner in effectively integrating technology into the everyday curriculum, the ASSURE Model was developed. The ASSURE Model involves consideration of 6 areas of analysis for creation of effective lesson plans employing technology. Lesson planners can further enhance the efficacy of their ASSURE Model lesson plans by understanding, through self-evaluation using the Technology Integration Matrix (TIM), where their current use of technology within the curriculum is situated. The following ASSURE Model lesson plan is designed to move a class of 11th graders from an entry level technology integration level (TI) in the collaborative learning environment (LE) to the adoption TI in the constructive learning environment. This movement from the current LE and TI level to the goal LE and TI level will be accomplished in a 4phase lesson plan developed by this writer from an analysis based on the ASSURE Model. This writer has included all items listed in the rubric for this assignment and believes that overall it is at a level of Excellent.

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The following lesson plan utilizes the ASSURE Model for planning the

integration and use of technology in the classroom curriculum based on a self-evaluation

of where the writer’s current classroom use of technology is, compared to where the

writer would like classroom technology use to be. In analyzing the use of classroom

technology in the writer’s curriculum, and where the writer would like the use to be, the

University of South Florida’s TIM (2009) was employed. Based on the self-evaluation, a

comprehensive, 4phase lesson plan was developed to propel an 11th grade U. S. History

class from an entry level TI in a collaborative LE to an adaptive level TI in a constructive

LE. This 4phase lesson plan will cover a 15-day period involving fifteen, 90 minute

classes.

The ASSURE Model Lesson Plan Considerations

Analyze Learners

General characteristics. The lesson plan is designed for fifty-five 11th grade

students ranging in age from 16-17 arranged in two separate classes. One class is

composed of 27 students comprised of 17 male students and 10 female students. Of the

10 female students, 2 or 20% are Hispanic. The remainder of the class is African-

American. The second class of 28 students is comprised of an equal number of male and

female students. All of the students are of African-American descent, and two of the

students are English language learners (ELL). The school itself has a 70% free or reduced

lunch population, and the school is officially listed as a Title I school, meaning it is in a

socioeconomically depressed area, therefore qualifying for federal funds in two, non-

social studies related academic areas.

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Specific entry competencies possessed by students. All 55 students have

completed a basic computer course and are proficient in Internet research use. The

students are also familiar with e-mailing, blogging, tweeting, and the like. A majority of

the students have cell phones with Internet connectivity and are proficient users of this

technology. Approximately 40 % of the class (22 students) are members of the high

school’s Business Computer Marketing Science (BCMS) smaller learning community,

and are proficient with all software that will be used in the lesson plan. The remainder of

the class is familiar with the software that will be used.

All of the students have had some U. S. History in the 3rd and 8th grades, as well

as familiarity with the U. S. Constitution in a 9th grade civics class. A course diagnostic

test, however, indicated no real understanding of the main issues and ideas from U. S.

History during the 1800 to 1860 time frame other than a hazy idea that slavery was an

issue.

Learning styles evidenced by student assessment. The top three learning styles

among the 55 students, per a learning styles assessment administered at the beginning of

the school year are as follows: (a) visual-58%; (b) auditory-28%; and, (c) kinesthetic-

14%. Thus, the vast majority of the students are visual/auditory learners.

Multiple intelligence (MI) characteristics indicated by the students. Based on

an assessment at the beginning of the year, all of the students have a number of learning

intelligences related to their cultural background and experiences. The predominant

learning intelligences appear to be visual/linguistic and visual/spatial followed by

bodily/kinesthetic, musical/rhythmic, and logical/mathematical. The less evident multiple

intelligences were interpersonal, intrapersonal, naturalist, and existentialist. The MI was

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not broken down into percentages as many of these intelligences tend to meld into or

overlap with one another.

Mind styles on processing information. The top two informational processing

habits, or mind styles, per an assessment used at the beginning of the year, are concrete

sequential (55%) and concrete random learners (30%). Thus, 85% of the students display

a mixture of concrete learning intelligences. These two types of learners prefer direct,

hands-on learning proficiencies, and trial-and-error approaches (Smaldino, Lowther, &

Russell, 2008). Approximately 10% of the students fall into the abstract sequential

intelligence category with the remaining (5%) being abstract random learners.

Significance of Learner Analysis

The significance of knowing the students’ learning styles and multiple

intelligences is that one can then use the information to bridge the learning process (styles

of learning) with the content usage of the curriculum (multiple intelligence) (Coil, 2005),

in other words, multiple intelligences indicate the intelligence used to most effectively

process information. Having an overall understanding of the students’ learning abilities

also enables the instructor to plan to the strengths of the majority of the students while

minimizing student weaknesses. Stated another way, it enhances the instructor’s ability to

differentiate instruction (Tomlinson, 2001).

State Standards and Objectives

The Georgia performance standards and relevant elements. The purpose of

the lesson plan is to develop significant factual information from 1800 to 1860. This will

involve the following state performance standards and elements related to U. S. History

(note-the standards have been unpacked into student friendly language regarding student

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expectations or behaviors). The state standards represent what the student learner will

know and be assessed on.

The following GPS standards will be used:

GPS 6. The student will analyze (an investigation of the component parts of a

whole) the impact of territorial expansion and population growth and the impact

of this growth in the early decades of the new nation.

GPS 7. Students will explain the process of economic growth, its regional and

national impact in the first half of the 19th century, and the different responses to

it.

GPS 8. The student will explain (provide the reason or cause or justification of

something) the relationship between growing North-South divisions and westward

expansion

GPS 9. The student will identify (name or establish the characteristics, or give a

description of) key ideas, events, and individuals related to the causes, course, and

consequences of the Civil War

International Society for Technology in Education (ISTE)

The lesson plan considered International Society for Technology in Education Standards

(ISTE), National Education Technology Standards for both teachers and students (NETS-

T and NETS-S, respectively).

NETS Standards-Teachers. The following NET-T standards were considered in

this lesson plan:

Facilitate and Inspire Student Learning and Creativity-Teachers use their

knowledge of subject matter, teaching and learning, and technology to facilitate

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experiences that advance student learning, creativity, and innovation in both face-

to-face and virtual environments;

Design and Develop Digital-Age Learning Experiences and Assessments-

Teachers design, develop, and evaluate authentic learning experiences and

assessment incorporating contemporary tools and resources to maximize content

learning in context and to develop the knowledge, skills, and attitudes identified

in the NETS-S;

Model Digital-Age Work and Learning-Teachers exhibit knowledge, skills, and

work processes representative of an innovative professional in a global and digital

society;

Promote and Model Digital Citizenship and Responsibility-Teachers understand

local and global, societal issues and responsibilities in an evolving digital culture,

and exhibit legal and ethical behavior in their professional practices; and,

Engage in Professional Growth and Leadership-Teachers continuously improve

their professional practice, model lifelong learning, and exhibit leadership in their

school and professional community by promoting and demonstrating the effective

use of digital tools and resources.

NETS Standards-Students. The following NET-S Standards were considered in

this lesson plan:

Creativity and Innovation-Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology;

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Communication and Collaboration-Students use digital media and environments

to communicate and work collaboratively, including at a distance, to support

individual learning and contribute to the learning of others;

Research and Information Fluency-Students apply digital tools to gather, evaluate,

and use information;

Critical Thinking, Problem Solving, and Decision Making-Students use critical

thinking skills to plan and conduct research, manage projects, solve problems, and

make informed decisions using appropriate digital tools and resources;

Digital Citizenship- Students understand human, cultural, and societal issues

related to technology and practice legal and ethical behavior; and,

Technology Operations and Concepts- Students demonstrate a sound

understanding of technology concepts, systems, and operations.

Objectives for the Lessons

As the students progress through the lessons they will learn how to:

recognize and understand the key ideas and concepts between 1800-1860;

identify the key specific factual information that supports each key idea and

concept between 1800-1860;

visually display and organize and explain the key ideas and concepts between

1800-1860 through a variety of media and technologies;

evaluate the various connections between cause and effect, including unintended

consequences regarding the key ideas and concepts between 1800-1860;

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create and present to the class as a whole an organizational relationship (thinking

map/graphic organizer) between the connections, i.e., the causes and

consequences of the key ideas, concepts, and supporting facts from 1800-1860

Select Strategies, Technology, Media, and Materials

Strategies. This writer has chosen to propel U.S. History students to the

constructive LE in the adaptive TI from the collaborative LE and entry TI by a series of

media and technology laden projects that will result in a series of visual presentations

preparatory to and that will ultimately result in the creation of a comprehensive set of

thinking maps/concept maps/graphic organizers regarding the key issues and concepts,

with significant supporting factual information in U. S. History from 1800-1860. The

lessons will be presented in a series of 90-minute block lessons over a 10-to-15 day

period. The lesson will consist initially of whole class instruction where students will be

given the outline of the key ideas and concepts via a Promethean IWB using

ActiveInspire® software. The overall lesson plan consists of 4 phases.

The project’s first phase will begin with an in class collaborative assignment

requiring students to form into small, flexible, interdependent, collaborative groups to

develop as much significant and specific factual information as possible regarding key

historical ideas and concepts between 1800 and 1860. The group will be responsible for

developing and determining the key political, social, and economic issues of this time

period, (with guidance from the teacher), and then determining which specific factual

information will go with which key historical concept. The historical issues will have

been discussed during the lesson’s whole class instruction.

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In the second phase, the interdependent collaborative, flexible groups will have to

decide what various technological tools (their choice) to use to build understanding and

meaning from the prior knowledge developed in the form of the specific factual

information related to the key concepts (political, social, and economic) of the 1800-1860

time period. This phase will not begin until all the relevant GPS standards have been the

subject of a whole class instructional lesson and corresponding small group development

of the significant and specific factual information regarding the key ideas and concepts

determined by the students. The technological tools, and software the group will use, are

those the group decides will best allow it to present the significant and specific factual

information related to the key events, issues, and concepts regarding the project’s time

period in a visual and auditory manner that is pleasing to the viewer. This phase of the

project will require the groups to select one from a number of pre-selected projects.

The third phase of the overall lesson design is to have the students in their

collaborative groups to then use the technological tools on the project the group selected

to visually and graphically organize the significant and specific factual information the

group collaboratively developed. The group can use software such as C-Maps or

Inspiration for making mind-maps, concept maps, TimeLiner 5 for time lines with digital

media, PhotoStory, or Windows Movie Maker for a visual movie with embedded audio,

or PowerPoint for other visually graphic presentations of information with audio

capability. The key will be for the students to adopt such constructive technology that

will allow them to visually and graphically portray, use, build upon, and construct

meaningful knowledge from prior knowledge.

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Prior to the fourth and final phase of the lesson design, the class will have a whole

class instruction on creating thinking maps and concept maps with modeling of the same

by the teacher. Afterwards, the students will assemble in their interdependent flexible

groups to specifically create thinking maps or concept maps as the group decides. The

fourth phase will see the groups create their thinking maps/concept maps and then present

the same to the class with any handouts necessary to understand the presentation.

After presentations and feedback, the students will have the opportunity to reflect and

revise their work.

Technology. The following technology to be used during the lesson design period

will consist of the following:

1. Mobile computer cart consisting of 32 laptop computers with both wireless

Internet and blue-tooth connectivity technology;

2. Promethean interactive whiteboard with ActiveInspire professional software for

flipchart creation with audio and video embedding capability, and digital projector;

3. Embedded videos obtained from Georgia Public Broadcasting (GPB) allowing

public teacher downloads from United Streaming (US) reflecting the following issues: (a)

Louiusiana Purchase; (b) Jeffersonian democracy, War of 1812, and growing

nationalism; (c) Jacksonian democracy and the rise of popular political culture; (d)

westward movement, slavery issue, Manifest Destiny, reformers; (e) Missouri

Compromise, and the Compromise of 1850; (d) Kansas-Nebraska Act of 1854 and

Bleeding Kansas; (e) Dred Scot court decision and John Brown’s Harper’s Ferry raid;

and, (f) the 1860 election and the beginning of Southern secession.

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4. Software programs used will consist of the following: (a) PhotoStory; (b)

Inspiration; (c) Microsoft Word; (d) C-Maps; (e) TimeLiner 5; (f) PowerPoint; and (g)

Windows Movie Maker or equivalent.

Media. The Internet will be used to provide digital images supportive of the

significant and specific facts the groups develop regarding the key ideas and issues

between 1800-1860. For Phase 3, the students can use other photos or images for the

project as they so determine. Clip art is also acceptable as well as relevant and

appropriate audio clips as determined by the students.

Materials. The design of the lesson will require the following materials:

1. class study guide aligned to the GPSs for each student;

2. sample thinking maps and concept maps;

3. sample time lines with digital media;

4. sample PhotoStory presentations;

5. colored pencils for thinking maps;

6. 17” paper for thinking maps/concept maps; and,

7. rubrics regarding assessment of group projects.

Utilize technology, media, and materials. The teacher has both used and

previously previewed all the technology, software, media, and materials to be used in

during the duration of the lesson. Additionally, the school Internet connection filters out

improper websites. Students will be required to have approval of all final digital photos

or audio material to be used in Phase 3.

Lesson Plans. The following are the daily lesson plan:

Day 1. Introduce and advise the students regarding the purpose of the unit, how it is organized and will be presented, what specific standards will be

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studied, why it is worthwhile and relevant to study the same, and what the students are expected to know at the end of each standard and at the end the unit. (GPS 6 (a)-(c).

(Lesson) Introduce the flipchart lesson (GPS 6 (a)) regarding the Land Ordinance of 1785 that surveyed all northwest territory land into townships with the 16th parcel dedicated to public education and discuss the significance of the Northwest Ordinance of 1787 and it significance to the entry of 5-7 new states and the means by which a territory can grow regarding representation and the requirements for statehood. Discuss the importance of the prohibition of slavery in the NW territory.Continue lesson with discussion of GPS 6 (b) and Jefferson’s diplomacy and acquisition of Louisiana Territory and the irony of Jefferson’s acquisition of it by an expansion of Presidential powers in light of belief there was no executive power under Constitution to purchase land but he did so anyway. Discuss its significance and importance and the importance of the Lewis and Clark expedition scientifically and as a claim to the Oregon territory. Discuss via flipchart lesson GPS 6 (c)-the major reasons / causes of the War of 1812 and its importance in building a new nationalism and sense of American identity. Discus Hartford Convention and death of the Federalist Party, Battle of New Orleans, Treaty of Ghent, Star-Spangled banner, Burning of Washington as retaliation for burning of York.

(Work Activity) Class, in small collaborative groups will conduct a brainstorming session regarding the benefits of the Louisiana Purchase and the causes and effects of the War of 1812.

Day 2. (Lesson) Introduce lesson on GPS 6 (d)-(e) regarding the economic and social significance of the Erie Canal and its regional

and national impact as a new highway of commerce and ideas. Discuss how this was symbolic of building the nations infrastructure via the American Plan, the role of the regions and the pros and cons of same as well as the financing of same via tariff’s and the contribution of tariff’s to the sectionalizing of America. Discuss the reasons for and the significance of the Monroe Doctrine as a means of insuring western hemispheric peace and insuring the dominance of the U.S.

(Work Activity) The class, in small collaborative groups of not more than four, will develop the significant and specific factual information

regarding the American Plan and the role of each region and how this contributed to the growing sectionalism of the North, South, and West.

Day 3. (E) (Lesson) Introduce GPS 7 (a)-(d). Discuss the change in America brought about by the Market and the Industrial

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revolutions and how interchangeable parts helped to spur this revolution and how technology via the Cotton Gin made textile factories more prevalent in the U.S. but that it had unintended consequences which would fuel slavery and sectionalism. Discuss Manifest Destiny and the main reasons people moved west. Explain the early reform movements like women’s suffrage,

temperance, abolitionism, and public education.

(Work Activity) Students will develop significant and specific facts with which to answer or thoroughly discuss the following:

(a) Place yourself at a temperance movement meeting and summarize the key reasons that the movement was started and how it seems to have impacted American society.

(b) Discuss how the “Market Revolution” has impacted the American economy and helped to create a better life for you and your family.

(c) You are a politician running for office on the platform of westward expansion. Describe to your constituents how your belief in Manifest Destiny should help America grow and its likely impact on Native Americans.

Day 4. (E) Introduce PowerPoint lesson to class regarding the development of the Seneca Falls Convention (first Convention in world regarding women’s rights) and the role of Elizabeth Cady Stanton and Lucretia Mott and the linkage of the movement to abolitionism; discuss and analyze the Declaration of Sentiments; and take the women’s movement to the 19th Amendment. Discuss the Era of Jackson and what Jacksonian democracy represented with emphasis on the Corrupt Bargain, suffrage extension, Spoils System, War on the Bank of the U. S., development of the powers of the presidency, Indian Removal Act and Worcester v. Georgia, development of popular political culture, (Parties, Bar-B-Qs, appeal to the common man) and the surge in American Nationalism.

(Work Activity) Students will assemble in small collaborative groups and develop significant and specific facts to support the Jacksonian Era, appeal to the common man, and the increase in Executive Power during his presidency with emphasis on (1) Nullification Crises; (2) Spoils System; (3) War on the Bank of the U.S., Nicolas Biddle; (4) and the Era of the Common Man.

Day 5. (E) (Lesson) Introduce the flipchart lesson on GPS (c), (a), (b), & (e) regarding 1832 Nullification Crisis and Calhoun’s part and Jackson’s reaction and Clay’s Compromise and how this hardened sectional differences. Discuss the Virginia debate to end slavery and the impact of

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the Nat Turner Rebellion on that and on the future of Southern Slavery. Discuss how the abolitionist Movement grew after starting out as a fringe movement outside the mainstream of American political thought. Discuss slavery from a political point and how the issue of maintaining political balance in the Senate between slave and non-slave states became critical and led to the Missouri Compromise which lasted effectively up to the Mexican-American War when the specter of new territory being added to the country, the fulfillment of Manifest Destiny, and the desire to obtain California and its petition for admission to statehood led to a new crises and also led to the Compromise of 1850. Insure key vocabulary is introduced: Nat Turner’s Rebellion, Abolitionism, Garrison, Grimke Sisters, Manifest Destiny, Mexican-American War, Compromise of 1850, Fugitive Slave Law, Personal Liberty Laws, etc.

(Work Activity) Students will move into small collaborative groups (3-4 students each) develop significant and specific facts regarding the Missouri Compromise, the Compromise of 1850 noting the significant similarities and significant differences (lead students into understanding the importance of popular sovereignty in the Compromise of 1850 and what this may portend for the future. Also, students will develop significant and specific facts regarding whether positions about slavery were hardening making compromise less likely in the future.

Day 6. (Lesson) Introduce the flipchart lesson regarding the Annexation of Texas, its history and the advent of the Mexican-American War and its fulfillment of Manifest Destiny with “Polk the Purposeful” desire to acquire California and the Mexican Cession creating a new host of problems. Discuss “Spot resolutions” and Lincoln’s role therein. Discuss how popular sovereignty is the lynchpin of the change from the specifics of the Missouri Compromise to the Compromise of 1850 and how it leads into GPS 9. Introduce key vocabulary: Wilmot Proviso; Treaty of Gaudelupe-Hidalgo; Spot Resolutions, Zachary Taylor; Winfield Scott; Texas Annexation; Kames K. Polk, John Tyler.

(Work Activity) Class will move into small collaborative groups to complete a development of the significant and specific facts related to the key issues and ideas discussed above.

Day 7. (Lesson) Introduce the flipchart lesson regarding the Kansas-Nebraska Act of 1854 and how this act and the concept of popular sovereignty led directly to “Bleeding Kansas.” Discuss how “Bleeding Kansas” became a metaphor for the failure and fracturing of America politically and an inability to create any more slavery compromises after the Dred Scott decision was announced by the Supreme Court, and how John Brown’s raid prophetically showed the coming of war.

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The lesson will move to a discussion of the election of 1860 and the secession of the south following the election of Abraham Lincoln in 1860.

(Work Activity) Class will move into small collaborative groups to complete the development of significant and specific facts regarding the build-up and consequences of the Mexican-American War through 1860.

Days 8-11. The student groups will select from several preliminary and preparatory projects to complete in class as follows:

Project (A)-Authentic Performance Task Using the GRASPS Model

Performance Task (Journalist Persuasive Photo Essay Regarding the Trail of Tears)

Goal: Your goal is to fully describe the rounding up of the Cherokee Nation inhabitants in Georgia, Tennessee, South Carolina and Alabama and their forced removal to new lands in Oklahoma.

Role: You are a newspaper photographer who is going to publish a comprehensive photo essay for your readers so that they will / can understand the background of the purchase, by the U. S. government, of Cherokee Indian lands and the forced removal of this people to Oklahoma from their homelands. You may also set your photo essay to appropriate and relevant music.

Audience: Your audience consists of newspaper readers who know almost nothing about the U. S. government’s means of purchasing the Cherokee Nations homeland and the manner, method, and consequences of the removal of the Cherokees from their lands to the new area set aside for them in Oklahoma. The readership does not know if this is good for the country or bad for the country.

Situation: The nation is aware that Cherokee Indians are being moved during the winter months form their lands in Alabama, Georgia, and Tennessee to Oklahoma, west of the Mississippi River. There is a controversy raging in the country over the President’s ignoring the Supreme Court case of Worcester v. Georgia (1831) and the way in which Congress and the President went about acquiring the Cherokees’ homeland. You are to research the issue and then photograph the removal of the Cherokee’s and then convey your conclusions about the same to your readers in a persuasive photo essay that will visually, graphically, and persuasively display the situation to your readers.

Product Performance and Purpose: You are to create a persuasive photo essay taking a position regarding the manner of the purchase of the

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Cherokee Lands involving Congress and the President and the manner of the Cherokees’ removal to Oklahoma. Your photo essay will be published in a national newspaper and will likely influence millions of readers. You may take any position regarding the purchase and removal you want (for or against). You may create your photo essay in light of the nation’s emerging sense of nationalism, and sense of Manifest Destiny and westward expansion and the impact on the country and the Cherokee nation. Make sure you support your conclusions with appropriate photos representing the significant and supporting facts, and be persuasive.

Standards and Criteria for Success: The successful persuasive journalist’s photo essay will: (1) Take a position in favor of or opposing the means and methods of the U.S. government’s acquiring of the Cherokee nation lands and the removal of the Cherokees to Oklahoma; (2) visually, graphically, and persuasively represent the significant facts that photographically explain and describe the impact on the country and on the Cherokee Nation the Indian Removal Act with reference to American Nationalism, the Supreme Court Case of Worcester v. Georgia (1831), Manifest Destiny and the Trail of Tears; (3) use historical material accurately and in the context of your photo essay; (4) the photo essay will be persuasive using action; and, (5) be supported by appropriate audio commentary or music.

You may use the following technology tools and software as you see fit for completing this project: Windows Movie Maker (or equivalent), PowerPoint, PhotoStory, digital media and publically available audio or music from the internet. You may use the laptop computer in the mobile cart and the school’s internet connection.

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Project (B)-Authentic Performance Task Using the GRASPS Model

Performance Task (Visual Representation-GPS 6-9)

Goal: You are to create a visual representation of the significance of the slavery issue from 1820 to 1860. Be sure to include things like the Missouri Compromise, The Mexican-American War, the Wilmot Proviso, the Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska Act, Bleeding Kansas, the Dred Scott Decision, John Brown’s Harper’s Ferry raid and other significant and specific facts supporting the above and others points you may wish to bring out in your presentation.

Role: You are a graphic designer/artist in an advertising firm who has been asked by your senior partner to create a visual for a history book publishing company that your firm is trying to obtain as a client.

Audience: Your audience will be the author of the book and the president, and project manager of the publishing company.

Situation: The publishing house president, author, and project manager are trying to find a graphic artist who can depict slavery issue from 1820 to 1860 in a colorful, illustrated, creative, and compelling manner to go into the book. You have free rein to create the graphic that will best meet their needs. Remember, obtaining this client would men a large pay raise for yourself

Product Performance and Purpose: You are to create the visual of your choice that will most creatively and compellingly connect and display the historical slavery issue in the U. S. from 1820 to 1860.

Standards and Criteria for Success: The successful project will:1) project a colorful, compelling visual display of the

historical antecedents of the first eight amendments to the Bill of Rights;2) the visual must accurately connect the historical

antecedent to the correct amendment;3) the visual must be self-explanatory requiring no

elaborate explanation;4) be colorful, illustrated, compelling, creative, and

engaging.

You may use the following technology tools and software as you see fit for completing this project: Windows Movie Maker (or equivalent), PowerPoint, PhotoStory, TimeLiner 5, C-Maps, Inspiration, digital media from the internet or any Clip Art from the internet. You may use any audio or video publically available for your project as well. You may use the laptop computer in the mobile cart and the school’s Internet connection.

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Project (C)-Authentic Performance Task Using the GRASPS Model

Performance Task (Interview-GPS 6-9)

Goal: You are to conduct a series of interviews with reform era figures between 1800 and 1860. The interviewees shall be your choice.

Role: Your group will provide a TV show host/interviewer on the main channel for all the states and the interviewees.

Audience: Your audience will be the citizens of the United States, mostly women and children who watch the interview show daily. However, there will also be some anti-reformers who will also watch the show and perhaps call in to the host to ask questions of the interviewees.

Situation: The 1800-1860 time period saw a great deal of reform effort by people attempting to change the face of America. American reform efforts began with the Second Great Awakening. Consider interviewing leaders from the temperance movement, the abolitionist movement, the public education movement, the women’s suffrage movement, and others you may select.

Product Performance and Purpose: You will conduct a series of 10- minute interviews of key reformers from the 1800-1860 era.

Standards and Criteria for Success: The successful interview will:1) properly introduce yourself and the interviewee(s) and

provide the reason (s) for the interview;2) have well planned and thought out questions based on

the group’s development of significant and specific facts that will illuminate the historical aspects of life in the reform movement and the particular reform movement’s impact on the country;

3) relate to the GPS standards and study guide material being studied in class;

4) be creative, entertaining, and engaging.

Days 12-15. The teacher will discuss and show the creation of concept

maps, describing the similarities and unique differences between the two

types of maps. During this phase of the lesson the class will learn to

create thinking maps and or concept maps using the ideas of Buzan (1989)

and Novak (2010). Students will be given samples of each type of map

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and will then use the significant and specific facts developed regarding the

key ideas and concepts of American history between 1800-1860. The

students will use their computers and either the C-Maps or Inspiration

software to create the maps.

Require learner participation. The student groups will complete their thinking

and concept maps and will receive feedback from the teacher. Additionally, the second

drafts will be peer reviewed. This feedback, review process will continue during these 4-

days until a series of useable thinking maps or concept maps have been created that the

class can then use as a form of study review for the 1800-1860 time era.

Evaluate and revise. The final aspect of Phase 4 is the presentation by each

group of their thinking maps to the class as a whole. Thus, the students will have the

opportunity to fully evaluate and revise the group maps before presentation. The teacher

will also evaluate the value of the preliminary preparatory projects used, student

reception of them, and the creation of the final thinking or concept maps. All technology,

media, and software, as well as the authentic projects themselves will be evaluated and

revised as needed.

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References

Buzan, T. (1989). Use both sides of your brain (3rd ed.) New York, NY: Plume Publishing.

Coil, C. (2005). Teaching tools for the 21st century (3rd rev. ed.). Indianapolis, IN: Pieces of Learning.

Frey, N. Fisher, D., & Everlove, S. (2009) Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: ASCD.

Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed.). New York, NY: Routledge Press.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River, NJ: Pearson.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.

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