Professional Documents
Culture Documents
By
Montra Rogers
Curriculum Teaching and Technology
EDD 7914
Submitted to:
Dr Shirley Walrod
Abstract
This lesson plan followed the ASSURE model. It was designed for a World History
Studies Unit on The American and French Revolutions. . Use of the Technology Integration
Matrix (TIM) determined that the current curriculum document was at the
Constructive/Adaptation (Matrix Cell C-3). The revision of this curriculum document moved the
suggested instructional strategies to Goal Directed/Infusion (Matrix Cell E-4) level of the
Technology Integration Matrix (fcit.usf.edu/matrix, 2014). Students individually will choose at
least six important events/people/themes to create and submit a presentation or podcast about the
American Revolution or French Revolution. In an effort to demonstrate student mastery of 21st
century skills such as collaboration, creativity, and presentation, students will work in groups of
three to create a Napoleon Poster that supports one of the following viewpoints: Napoleon: Man
or the Century or Napoleon: Villain of the Century. Students will use a variety of digital tools
and software that help students demonstrate collaboration, creativity, and presentation skills.
Students will use Project Foundry to develop a project plan, set goals, and accomplish daily tasks
over the duration of the project.
The revision of the World History Studies Unit 7, Part 2 Curriculum Planning Guide
follows the ASSURE model for planning the integration of technology into instructional
practices. The ASSURE model provides a logical way to plan lessons that effectively integrate
the use of technology and media to enhance student learning (Integrating Technology into
Curriculum, 2014). The ASSURE model uses a step-by-step process for planning a lesson to
include the technology and media that will enhance it (Integrating Technology into Curriculum,
2014). This revision is based on an assessment of the Houston Independent Districts World
History Studies Curriculum Planning Guides current level of technology integration. A Social
Studies Curriculum Specialist reviewed the Technology Integration Matrix to assess examples of
technology integration at various levels and in different environments, determine the level of
technology integration of current curriculum documents, and set goals as well as outline plans
for reaching a higher level of technology integration. The World History Studies Planning Guide
was revised to move instructional strategies away from the teacher dictating which databases,
websites, and digital tools students might use to strategies and practices that provide students
with regular access and choice of technology tools (fcit.usf.edu/matrix). In addition, students set
goals, plan activities, monitor progress, and evaluate results (fcit.usf.edu/matrix).
Lesson Plan Based on ASSURE Model
Analyze Learners
Students enrolled in a regular program of study for World History Studies. There are an estimate
of 12,000 sophomores in the districts 44 high schools. In the Spring of 2012, Sixty-two percent
of students in Grade 10 met the standard on the World History Studies End-of-Course exam. The
Texas State Board of Education has since discontinued testing in social studies at this level.
State Standards and Objectives
Texas Essential Knowledge and Skills/Student Expectations
WHS.9A Compare the causes, characteristics, and consequences of the American and French
revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.
WHS.9B Explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and
Latin America.
WHS.9C Trace the influence of the American and French revolutions on Latin America,
including the role of Simn Bolvar.
WHS.9D Identify the influence of ideas such as separation of powers, checks and balances,
liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and
nationalism on political revolutions.
WHS.20B Identify the impact of political and legal ideas contained in the following
documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws,
Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S.
Constitution, and the Declaration of the Rights of Man and of the Citizen.
WHS.29F Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, drawing inferences and conclusions, and developing connections
between historical events over time.
WHS.29G Construct a thesis on a social studies issue or event supported by evidence.
National Education Technology Standards
1A.6 interactive communication tools
1A.7 curriculum-based presentations/publications
1A.8 curriculum-based collaborations
1A.9 appropriate technology selected
2A.2 technology-enhanced instructional strategies
3A.l learning experiences address content standards
3B.l technology supports learner-centered
6D.l safe and healthy use of technology strategies
3D.2 technology integrated as a teacher tool
3D.3 technology integrated as a student tool
Select Strategies, Technology, Media, and Materials
Class Period 1
Introduce American Revolution Content
Initially, the Social Studies Curriculum Specialists estimated that it would take one class period
to provide a content overview of the French Revolution. Realistically, the French Revolution
content piece will take from one to two days. In addition, students will probably need more time
to manipulate Project Foundry. The goal is for students to monitor their process and progress for
completing culminating projects and assessments. The Curriculum Specialist finds that students
will need models for how students self-monitor. In short, it is important to teach a process for
self-reflection and self-monitoring when facilitating project based learning (Klahr, 2009).
References
21st Century Tools. (2014). New Technology & 21st Century Skills. Retrieved
http://newtech.coe.uh.edu.
ABC-Clio World History Databases. Retrieved (2014)
http://worldhistory.abc-clio.com/?setcustomercontext=13554
Integrating Technology into Curriculum. Retrieved November 20, 2014, from ASSURE Model
http://ed205.net/assure_model.html
Klahr, D. (2009). To everything there is a season, and a time to every purpose under the
heavens: What about direct instruction? In S. Tobias & T. M. Duffy (Eds.),
Constructivist theory applied to instruction: Success or failure? (pp. 291310). New
York, NY: Taylor & Francis.
NBC Learn. Retrieved (2014) https://archives.nbclearn.com/portal/site/k12
Project Foundry. Retrieved November 20, 2014, from http://www.projectfoundry.org/
Technology Integration Matrix. Retrieved November, 2014. Levels of technology integration into
the curriculum. Retrieved http://fcit.usf.edu/matrix.
The ASSURE Model. Retrieved November 20, 2014 Retrieved from
http://www.ou.edu/class/eipt3043/assure.html
World History Studies Class Edmodo Site https://hisd.edmodo.com/home#/group?id=11660125
Appendix A
10
Appendix B
11
Appendix C
12
Appendix D
Project Foundry: Sample Student Portfolio
13
Appendix E
Project Foundry: Student Dashboard
14
Appendix F
Class Edmodo Page