Lesson Plan

Lesson Plan

Integrating Technology & Pedagogy

Lesson Title: Interviewing the Past

Target Age/Grade Level: 10th

Content Area Standards:

NYSED

Standard 2: World History
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: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4: Economics
Students will use a variety of intellectual skills to Demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Technology Standards:

Technology communications tools

	Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
	Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Technology research tools

	Students use technology to locate, evaluate, and collect information from a variety of sources.
	Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology productivity tools

	Students use technology tools to enhance learning, increase productivity, and promote creativity.
	Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Basic operations and concepts

	Students demonstrate a sound understanding of the nature and operation of technology systems.
	Students are proficient in the use of technology.

Lesson Objective(s): Using provided websites, students will be able to research an important strike, protest or uprising in Middle and Modern Latin America. After gathering the necessary research and preparing questions focusing on one perspective of the event students will pair up to conduct “interviews” and publishing them as podcasts.

Introduce the Learning Activity: I would start by telling the students that they are going to use podcasting to create an interview using information collected through internet research.

Provide Information: I would explain to the students what I want them to do.

ê Research one of the strikes, protests or uprisings in Middle and Modern Latin America that we have read briefly about in our text using the websites provided.

ê Choose an individual or group that was affected by the event you have chosen.

ê Generate a list of five open-ended questions relevant to the individual/group and the event.

ê Write out the answer to these questions from the perspective you have chosen.

ê In pairs take turns interviewing and recording onto on podcast. (See instruction sheet on the webquest. We will also go over this in class)

Provide Practice: Everyday for two weeks, students will have time to do research. They will find documents from the websites I have given them that relate to the topic they have chosen. During the first week students will be asked to come up with questions that relate to the topic they have chosen. These questions should be able to be answered and supported by the documents they have found. The answers should come from the perspective of the individual/group they have chosen and relate to the event they have chosen. At the end of week one, they will hand in their topics, the websites they used and the 5 open ended questions they have formulated.

Provide Knowledge of Results: I will check over their progress, write comments on a progress sheet and meet with them to discuss if they need to change their questions or to help redirect them with their documents. Students would have another week to research in class and be provided with opportunities to do research after school. During the research periods I would circulate around the room to help any students with finding appropriate documents or creating their question.

Review the Activity: Each day I would go over any recurring problems students were facing. I would also review how to create a podcast and where students should be at that point in the project. I would allow students to practice podcasting by describing a favorite hobby or activity. These practice podcasts would not be published.

Method of Assessment:

Students would self grade themselves by listening to their interviews and assessing them based on accuracy of information, creativity in creation of questions and proficiency with techonolgy; podcasting and researching using the internet. I would asses their podcasts as well making adjustments to their self assessment where necessary.