Beruflich Dokumente
Kultur Dokumente
Introduction
o USII.9: The student will demonstrate knowledge of the key domestic and
international issues during the second half of the twentieth and early twenty-first
centuries by
c) identifying representative citizens from the time period who have influenced
Cognitive Objectives
Students will:
• create an enhanced podcast that includes narration of their script and pictures showing the
Materials/Technology:
• computers with Internet access, audio editing software, and built-in microphones
Advanced Preparation:
• Post a list of the required representative citizens with their subject headings and the
• Introduction/Anticipatory Set
o Teacher will explain to the students that sometimes individual citizens make
important contributions that influence the lives of people all over the country or
even the world. Even when there is collaboration between several people to do
someone who history has decided to give all the credit or blame.
o Teacher will write the four lesson categories on the board: science, culture,
! Teacher will ask, “Can anyone tell me an individual U.S. citizen who has
present?” Hints: think of things we use on a daily basis, things that save
lives, things that make life easier, the way business is conducted
did something, because they can suggest the end result. Examples:
the person who invented the cell phone, credit card, etc.
• Teacher and students will discuss the suggested people and place
• After there are a few people on the board, the teacher will explain
contemporary life.
• Lesson Development
o Teacher will display the class website and show the students the eight people they
must research.
Frank Lloyd Wright, Martha Graham, Henry Louis Gates, Jr., Maya
! Teacher will ask the students which people they know and which ones
o Teacher will display the assignment details on the class website and review them
! Each student will research the eight listed citizens and select one more
be missing something.
Les Paul
AUDIO LESSON PLAN 4
• Teacher will also suggest students look around the websites where
! From the research, the students will write a short biography on each
• The script must include citations for the information and it will be
• The script should not include minor biographical details that do not
dates of birth or death, town where they lived, where they went to
! Students will select images that represent each person and his/her
contributions.
• Each individual must have at least three images: one picture of the
Garageband.
AUDIO LESSON PLAN 5
• Students will read their scripts and record into the podcast using
• Students should keep the people in their categories and put their
Graham.
o Teacher will ask the students to get out their laptops and open the audio editing
software
o Teacher will show the students how to use the audio editing software by using an
! Teacher will display a script she wrote about the contributions of Steve
! Teacher will show the students how to record their voice and she will
as well.
! Teacher will show the students how to add pictures and edit their display.
AUDIO LESSON PLAN 6
! Teacher will show the students how to export the podcast and upload it to
! Teacher will ask if there are any questions on how to make the podcast.
o Using the remaining class time and the next class block, the students will conduct
! Teacher will walk around the room and assist the students with any
questions. She will also check to ensure the students are selecting the
sources.
• Closure
o Teacher will explain that the podcast project is due on the class website one week
from the second class block. Students must also hand-in their printed scripts on
that date.
o Teacher will encourage the students to ask her questions either in person or
through email if they need assistance with the project over the next week.
o Teacher will advise the students to use their podcasts as a study aid for the unit
test. If they have an MP3 player, then they can listen to the podcast and study
! If a student does not include the necessary information to study for the test
in his/her podcast, then the teacher will advise him/her not to use the
o Teacher will encourage the students to think about what they enjoy in life and
realize that there was a person who made many of those things a reality.
Individual people can change the world and how we live our lives.
Homework
After the second class block, the students have one week to complete the podcast project and
upload it to the class website. On the same day, the students must submit their written scripts in
class.
Assessment
• Formative: Teacher will walk around the classroom while the students are working on
their podcasts to make sure the students are including the necessary information in their
scripts and using appropriate sources. Teacher will ask the students questions on an
• Summative: The contributions of the eight representative citizens will be on the unit test.
Students will be graded on their podcasts based on the following evaluation criteria:
o 50%: narration and script for each person includes accurate and clear
o 20%: at least three pictures for each person (one of the person and two of his/her
References
Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
Department of African and African American Studies. (2008). Henry Louis Gates, Jr. Retrieved
from http://www.fas.harvard.edu/~amciv/faculty/gates.shtml
Pepin, J. (1998, December 7). Burger meister Ray Kroc. Time. Retrieved from
http://www.time.com/time/magazine/article/0,9171,989785-1,00.html
Appended Materials