Emerging Technology Lesson Plan

Integrating Technology into the American and French Revolutions

By
Montra Rogers
Curriculum Teaching and Technology
EDD 7914
Submitted to:
Dr Shirley Walrod

Nova Southeastern University

November 16, 2014

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

Select Strategies, Technology, Media, and Materials

To introduce this lesson ask students to list specific dates that have been turning points in
their own history, i.e., birthdates, significant events, historical events like 9/11 and others.
Take one minute each in a Pair/Share conversation to share their personal timeline with a
partner.
Distribute Analyzing the American Revolution Analyzing the American Revolution and
use this document to highlight key events of the Revolution using information from the
text or from Instructional Considerations to complete the chart on page 1 of the handout.
Cloze Reading Strategy - Assign the Causes and Effects [pages 2 3 of the handout]
[Note: the answers for the Cloze Reading Strategy are attached to this handout and do not
need to be reproduced.] This may be used as formative assessment for this lesson.
Students can complete the questions in class or for homework.
Ask students what they know/remember about the Declaration of Independence
document. If possible display a copy of the document Original Copy of the Declaration of
Independence.
Introduce Culminate/Formative Assessment Projects
As a culminating strategy, have students individually choose at least six important
events/people/themes to create and submit a presentation about the American and French
Revolutions. For Presentation Tools, access the New Technology and 21st Century Skills
website to connect to several digital tools from which students can choose in order to
create presentations for formative assessments. To evaluate student work, use the Social
Studies Rubrics or access web tools for creating your own rubrics. Have students post
links or documents for their presentations in their class folder using EdModo or another
digital platform. Ask each student to view and comment on at least three presentations
other than their own. An additional formative assessment of this content is to ask each
triad to make a Napoleon Poster that supports one of the following viewpoints:
Napoleon: Man of the Century!
Napoleon: Villain of the Century!
This poster presentation could be completed in any one of a variety of presentation tools.
Click on the New Technology and 21st Century Tools website to connect to several
digital tools students can use to create presentations. Students could view any of the cited
Discovery Learning videos or other online resources as review or enrichment.
Instruct Students to Review the Social Studies Generic Rubric and Project Guidelines
Have students decide if they will complete the presentation or podcast on the
people/events/themes of the American or French Revolution or if they will work in a
group of three to complete the Napoleon Poster project.
Introduce students to Project Foundry and work with student to develop an individualized
or group project plan.
Class Period 2- Class Period 3
Introduce French Revolution Content
Use the Simulation: Estates General which includes teacher notes and explanations to
introduce the immediate causes of the French Revolution inequity of the class system in
France and government debt/high taxes.
At the end of the simulation emphasize the cause and effect relationship between events
preceding the French Revolution: only 3% of people in France controlled approximately

Select Strategies, Technology, Media, and Materials

95% of the wealth which led to resentment among the other 97%...the government
needed money and wanted to raise taxestaxes were already high and only the Third
Estate had to pay taxesthey didnt want higher taxesthey took over the
governmentviolence broke out in the chaosthe new government tried to stop the
violenceand so on
The date 1789 is critical in the French Revolution. Begin by reminding students of the
relationship between this date and key dates of the American Revolution1776, 1783,
1787. Point out critical dates to emphasize the rapid changes leading up to issuing the
Declaration of the Rights of Man May 1789 The Estates General meets at Versailles
June 1789 The National Assembly is formed
th
July 14, 1789 [celebrated in France as Bastille Day like the American 4 of July]
when peasants and others [merchants from the cities] stormed the Bastille prison a
symbol of the oppression of the monarchy and nobility.
August 1789 The National Assembly issues The Declaration of the Rights of Man
Note: The handout Graphic Organizer: Phases of the French Revolution provides
students with a reading and graphic to summarize the reading. An answer key is
attached and can be distributed to students needing help with note-taking.
After conducting the Estates-General simulation and the discussion of events in the
summer of 1789, distribute a copy of the Declaration of the Rights of Man to students.
Allow students, working individually or in groups, to complete the handout looking at the
primary source excerpts to categorize statements from the document. Discuss the ideas in
the Declaration of the Rights of Man as a class [using the attached key].
OPTICS Visual Analysis Strategy - Display the painting: Liberty, Equality, Fraternity and
use this strategy to analyze this revolutionary work of art. Discuss the meaning of the
terms liberty, equality, and fraternity and what they meant to the French Revolution.
OPTICS is discussed in more detail in the Social Studies Strategy and Writing Handbook.
Have students refer to page 2 of the handout Outcomes of the French Revolution which
details Napoleons rise and fall from power. Display the PowerPoint Napoleon Using a
two-column note format put the following four guiding questions in the left-hand note
column and have students use the PowerPoint and the handout to complete their notes.
What contributed to Napoleons rise to power?
What changes did he bring to France during his reign?
What conditions led to his final defeat?
What was his legacy?
After viewing the PowerPoint have students form triads to share their information from their
notes. Refer students to the handout Outcomes of the French Revolution.
Review the Components of a Project Plan
Review project plans and work with students to ensure that the plans digitally completed
using Project Foundry
Project Plans should indicate that students will use outside class time to complete the
additional research needed to create presentations. These project plans should also
indicate the resources and databases used to complete the research. Finally, the plan
should outline the presentation tool or software that will be used to create the
demonstrations.

Select Strategies, Technology, Media, and Materials

Class Period 3
Students will continue to work within Project Foundry to accomplish task and goals.
Students, individually or in groups will work to create presentations. This work will
continue outside the designated class time.
Students will share their presentations digitally on the class Edmodo site.
Students will need to view and comment on at least two presentations by other students
or groups. Students will have a week to accomplish this task.
Utilize Technology, Media, and Materials
In the ABC-Clio databases, prior to instruction access, edit, and post any of the following
Research Lists: Documents and Speeches of the Revolution, Quotes of the Revolution,
The Declaration of Independence to share with students. The handout Using ABC-Clio
Research Lists and Lessons provides information about using, creating, and saving
Research Lists for students to use to answer guiding questions in history.
Use the ABC-Clio Databases [http://databases.abc-clio.com/Multi/] and access World
History: The Modern Era. By going to the Eras tab at the top you can choose collections
of articles, resources, activities, and primary/secondary sources [including media and
visuals] that address content needs on the American and French Revolutions. This page
serves as a Table of Contents for the resources. The Analyze tab provides diverse points
of view with guiding questions on a particular topic or theme.
Instruct students to access the American Revolution Playlist created in NBC-Learn.
[Note: NBC-Learn is a district-wide resource. When accessed within the HISD system no
additional login is required. However, for remote access an additional login is required.
That is accessible through the Web Content page of the HISD Instructional Technology.]
Have students view short videos on events of the American Revolution. Students can use
these resources to complete the handout cited above.
Provide the link [or play in class] the You Tube video Too Late to Apologize: A
Declaration [suggestion is to display the close captioning so that students both see and
hear the words]. Post/Pose the Guiding Question for viewing: What are the main
complaints the colonists have against George III, the British Parliament, and Britains
rule over the American colonies? Ask students verbally to explain their ideas.
Post a copy of Delacroixs painting Liberty Leading the People [from ABC-Clio] in
VoiceThread [or a similar digital tool] and have students use OPTICS to analyze the
painting and comment on how the artwork embodies the spirit of the French Revolution.
The website Liberty, Equality, Fraternity Exploring the French Revolution also
provides an excellent source of primary and secondary source materials on the French
Revolution that students may find interesting/useful. Consider have students explore the
website to answer the following question: Why is the French Revolution considered such
a critical turning point in World History?
In the ABC-Clio databases World History: The Modern Era, have students access the
Analyze tab near the top of the page. Once there, choose the Analysis Activity A Time of
Revolutions, 1776-1825 / Enlightenment and the French Revolution from the listed
activities. Divide the students into two groups and assign each group to read the section
on the Key Question: Was the French Revolution a direct result of the Enlightenment?
They should also all skim the Need to Know section and then under the Dilemma tab,
read EITHER the Opening, Perspective 1, and the Closing or the Opening, Perspective 2,

Utilize Technology, Media, and Materials

and the Closing. Have students summarize their ideas in a digital format. Then arrange
for groups of four two #1s and two #2s to share their summaries and discuss each
opposing argument related to the Key Question. Have each group of four complete a final
written answer to the Key Question citing evidence from the readings. This collaborative
writing can be completed using the Office 365 SkyBox or a similar digital platform. Once
completed, have one person from each group digitally submit the group response.
As an extension, individual students could complete the Investigate section of this
Dilemma. In order to answer the questions posed the student may want to do one of two
things: e-mail the document to him/herself and complete the questions posed within the
e-mail; OR copy and paste the questions into a word document, answer them, and submit
the Word document based on the teachers instructions. order to answer the questions
posed the student may want to do one of two things: e-mail the document to him/herself
and complete the questions posed within the e-mail; OR copy and paste the questions into
a word document, answer them, and submit the Word document based on the teachers
instructions.
Require Learner Participation
These suggested assessments provide students an opportunity to demonstrate mastery of the
standards, content, and concepts.
As a culminating strategy, have students individually choose at least six important
events/people/themes to create and submit a presentation about the American and French
Revolutions. For Presentation Tools, access the New Technology and 21st Century Skills
website to connect to several digital tools from which students can choose in order to
create presentations for formative assessments. To evaluate student work, use the Social
Studies Rubrics or access web tools for creating your own rubrics. Have students post
links or documents for their presentations in their class folder using EdModo or another
digital platform. Ask each student to view and comment on at least three presentations
other than their own.
An additional formative assessment of this content is to ask each triad to make a
Napoleon Poster that supports one of the following viewpoints:
Napoleon: Man of the Century!
Napoleon: Villain of the Century!
This poster presentation could be completed in any one of a variety of presentation tools.
Click on the New Technology and 21st Century Tools website to connect to several
digital tools students can use to create presentations. Students could view any of the cited
Discovery Learning videos or other online resources as review or enrichment.
Evaluate and Revise

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