Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Krofton Montgomery

Position Teacher

School/District West Hall High School/ Hall County Schools

E-mail Krofton.montgomery@hallco.org

Phone 770-710-3927
Grade
Level(s) 9-12

Content Area Social Studies

Timeline 2 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards:
USH: 21 a. Analyze the international policies and actions taken as a response to the Cold War including U.S.
involvement in Cuba and the escalation of the war in Vietnam as a result of the Gulf of Tonkin
Resolution
USH: 21 b. Connect major domestic issues to their social effects including the passage of civil rights
legislation and Johnson’s Great Society, following the assassination of John F. Kennedy.

USH:21 c. Describe the impact of television on American culture including the presidential debates
(Kennedy/Nixon, 1960), news coverage of the Civil Rights Movement, the moon landing, and the war
in Vietnam.
USH:21 d. Investigate the growth, influence, and tactics of civil rights groups, Martin Luther King, Jr., the
Letter from Birmingham Jail, the I Have a Dream Speech, and Cesar Chavez.

USH:21 e. Describe the social and political turmoil of 1968 including the reactions to assassinations of
Martin Luther King, Jr., and Robert F. Kennedy, the Tet Offensive, and the presidential election.

NETS*S Standards:

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1.b. Students build networks & customize learning environ. In ways that support the learning process.

2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions o

3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectu

3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artif

6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communi

6.b. Students create original works or responsibly repurpose or remix digital resources into new ones.

6.d. Students publish or present content that customizes the message and medium for their intended audiences.

7.b. Students use collaborative technologies to work with others, including peers, experts or community members, to exa

7.c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively t

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This will be a differentiated project that allows for students to take a look into multiple formats to come to their
own historical conclusion. Students have the ability to make a video, blog post, PowerPoint, Prezi, or any type of
technological delivery of a topic they pick from the 1960’s. That topic must be multifaceted and cover certain
criteria. Covering standard 2 in late March early April leads to time constraints before you take the Milestone
state mandated test. Having students work through a standard and redeliver it allows for an opportunity to flip the
classroom halfway and garner some enthusiasm in a time when students start feeling over whelmed. Students
should complete an authentic reproduction of material they choose with the standards in a medium that fits their
creativity.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

What are some values of Americans in the 1960’s? (What are their views socially, politically, intellectually?
What was the difference between the hawks and the doves?
What does the term the 60’s mean in today’s society?? How did participants think of themselves at the time?
How does MLK and the RFK assassinations define the time period?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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 The summative assessment is a normal 35 question test that will cover domain 4 and include standard 21 as well
as 20 that was the previous unit. Students should know the following:
1. Each project should include information on the following:
A) Fashion/Clothing/Hairstyles (Men and Women)
B) Music (Types and Popular Artists)
C) Entertainment/Recreation/Leisure
D) Food
E) Values (Culture, What was important, Slang terms, etc.)
F) Politics (Presidents and Major Events)
G) Economy
H) Inventions and Technology

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Technology will be used in all facets. From google drive sharing ideas to the actual delivery of the material.
Technology allows the students to research and coherently put the thoughts into the proper locations.
Technology will support all aspects as well as enhance it. Students in a junior level US History course are usually
doing well enough with technology to master all forms I’m asking of them.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

For this assignment students need to be open minded and willing to use technology. Those are the first two
requirements. My facilitator role provides students the ability to ask questions about prior knowledge or help with
difficulties with technology or creativity. That being said I want students to be creative and to not feel stifled on
doing things a certain way. Glogster, Prezi, ppt, and many different web 2.0 tools are available for use by the
students. Google drive will allow students working together without needing to be in the same room at all times.
The only issue with this is making sure everyone has digital equitable access. I like being able to have instant
communication on google drive facilitates equal participation.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students will work in groups in various locations in my classroom and throughout the school. A few groups will be
in the classroom, and if necessary, a group can go to the learning commons. Having different locales is important
for students so they feel creative and genuine. Students are usually really good with technology tools, but having
the ability to float is important to make sure I can help if needed. One particular tech issue is how to get what you
do into a presentation format. I love authentic work, but being able to re deliver it is key. Access should be fine
with the numbers that I have.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or

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creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Before the activity students pick their own groupings. During the lesson the peer work that the students will be
doing falls into create, evaluate, and synthesize levels of the Depth of Knowledge. This is definitely a higher level
thinking project that can be adapted to fit the needs of the learner. Cooperation and communication are key
components of the project whereas my role as teacher is more of a facilitator. Providing assistance when
students need help and to help them come up with strategies is important.
The end result is for students to show content mastery. To make sure this happens I need to be involved within
each group’s collection of resources and choice of redelivery. A lot of the digital tools that we will be using are
found in the classroom on chrome books etc. Some students will need access to other tools that are needed in
computer labs and on desktops.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

This whole assignment is about being differentiated. Giving students choices in how they want to take their
chosen topics and re-deliver it to their peers is empowering in itself. Students have an independent part in
knowing that the knowledge will be used for a future summative exam. There isn’t going to be a chance to get
this information in class if they independently don’t take notes and do their part. I could add in an essay etc. , but
have found those techniques to be detrimental to creativity in the past. You can enrich the project by taking it to
the next level and using more than one platform to present. You can add in audio components, subtitles, and
paper copies of the presentations for students that need assistive technologies.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

The closing event will be the re-delivery of the student’s presentation to the class. Follow up for this project will
take place after the summative assessments make their way onto my desk. Students will use their products to re-
deliver to the class to inform them of their individual part of the 1960’s. With such a differentiated project it will be
imperative to keep the material focused on the GSE standards listed. Discussions can happen, but must be
limited for a time constraint could take place. Presentations if someone chooses the blogging role will be used on
the Epson projector in front of the class in a reading format.
I expect students to comprehend and take notes of activities of the re-delivery to students. Having an authentic
piece within the project is a key element that was the purpose of putting the assignment together to begin with. I

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 really feel that taking an event or series of events and chunking it for students is important for their
comprehension. Sometimes when learning from their peers it increases interest as well.

Closure: Anything else you would like to reflect upon regarding anything they feel would improve the activity in
the future. What advice would you give others if they were to implement the lesson? Please provide a quality
reflection on your experience with this lesson and its implementation.
This lesson is something I look forward to tweaking and implementing every year around this time. Using
redelivery of the time period in a time where students are usually pre occupied with their prom dress or date
allows for ownership to take place. Letting the students be creative is the key to making it authentic and allowing
students to have a stake in the ownership of the project. The 1960’s is a time period looked on differently
depending on sources and the reader. I want my students to be creative and not feel hindered at all. Using
technology and making it student centered with re delivery allows for students to put their own spin on the
material with their own interpretations. Additionally, in the past I’ve taught this unit via ppt alone and video.
Allowing students the ability to delve deeper and analyze and create makes the DOK level go upward.
IF I were to do it again I would allow for students to use google drive at home also and share a lot of the
documents as group to edit access. We didn’t do that this year from home because of a past issue I ran into with
equitable access. Got to make sure all students have the same chance, but I would procure the proper
technology in the future to make sure I didn’t have as many papers shuffling across my desk.

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