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Jonathan McCabe

Technology Lesson Plan

1/13/17
Edu 5170

Standards

Social Studies Standards


Standard 1: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the
history of the United States and New York.
Standard 2: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in
world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which we livelocal,
national, and globalincluding the distribution of people, places, and environments
over the Earths surface.

Educational Technology Standards


ISTE Standard 3: Students critically curate a variety of resources using digital tools
to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
3b: Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
3c: Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful

connections or conclusions.
ISTE Standard 4: Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.
4a: Students know and use a deliberate design process for generating ideas,
testing theories, creating innovative artifacts or solving authentic problems.
4b: Students select and use digital tools to plan and manage a design process that
considers design constraints and calculated risks.

Objectives
Social Studies:

Students will create a World War II timeline using an interactive map and a timeline
generator of the events that each student believes is important for learning about World
War II which they will be able to use for studying.

Students will be able to identify the important events of World War II.

Technology:

Students will gain the ability to use an online resource and apply it for their own
learning.

Students will learn how to use the internet to research and decipher what is important for
a specific topic that we have discussed class.

Introduce Learning Activity

Students will be making a timeline following the events of World War II and Americas
involvement throughout the war. Students will be using an interactive map online where
they can find information that they will use to create the timeline, also from a source

online. The two web sources can be found at :


o Interactive Map:
https://www.abmc.gov/sites/default/files/interactive/interactive_files/WW2/index.
html
o Timeline: http://www.readwritethink.org/files/resources/interactives/timeline_2/

I will motivate the students to do this project by telling them that they can use this
resource to study from for the test at the end of the unit. I will also tell them that this will
be a graded project and needs to be turned in, either at the end of class or the following
day if it not completed when class ends.

Provide Information

For this activity, students will be using their current knowledge of World War II, as well
as any other outside sources we have used while learning about World War II, including
the interactive map online, to create a detailed timeline of major events that happened
during the war. The interactive map and the timeline can be found on my website
(student.plattsburgh.edu/jmcca030). The events that the students include must be
important for United States history and each event can be chosen by each student based
on his or her own importance of the event. Students should use the interactive map to
research different events and use that information on the timeline. Students can use any
region on the map, as long as it has some form of US history located in it. I will give a
brief demonstration for the class so the students can see the websites that they are to use
and how each website works. Students must include the date in the short description box
on the timeline website. They must also have at least 10 different events in their timeline.
Students may include as many events as they feel is necessary for themselves to help

them study.

Practice

In class, students will be given time to use these resources to try out these resources and
to explore the interactive map website thoroughly and see what events interest individual
students and to find out what events may be important to a timeline. They may look at
any of the resources on the website (i.e., videos, write-ups, maps).

Following the practice, the students will then need to find the information that they found
important to write up their timeline online. They may add as much information on the
timeline that they feel is necessary for understanding of the timeline when they are
finished.

Knowledge of Results

During the activity, I will be walking around the classroom to observe how the students
are handling the task to provide help if it is needed. I can visually keep track of how far
into the project the students are and to see if they are using the resources and computers
properly.

Once finished with the timeline, the students will have to print out a copy of their
timeline to hand in to me for grading and accuracy. If the timeline is not completed, the
students will have to complete the timeline for homework and be turned in the following
day. I will be grading the students on completion of the objectives (at least 10 events, a
date for each event) and how accurate the information is on their timeline. Students will
then be handed back their timelines so they can either fix what is wrong or if there is

nothing wrong, the students may keep it to study with.

Review

Once the students have completed and handed in the timeline, I will review the lesson
that was taught. I will make sure that the students understood the task at hand and that
they will complete the timeline for homework if it is unfinished. I will then have some
students review their own timeline to the class and to ensure that the students have done
it correctly.

Method of Assessment
A) Students will need to hand in their time line that they have created using the interactive
website. They will be graded on the content that they include based on the historical information
that they feel is most important for making a timeline for themselves. They will also be graded
on the detail of their timeline and if they meet the requirements for the timeline project.
B) Students will be graded on how well they have used the technology requirements for their
timeline. The information that they are using will come from the interactive map website and the
timeline generator.