Kaitlyn Wisniewski
SAC Lesson
DRAFT
*(LAT bolded in RED); PLAN B highlighted in yellow
Context: Structured Academic Controversy
Student (SAC) Learning Plan
Grade: Designed for 6th
grade
Class: US History I
Length: One class period (approximately
55 minutes)
Topic: Causes of the American
Revolution
Overview: In the SAC lesson, students
will be provided with a general introduction and review of the political
climate in the weeks and months leading up to the outbreak of the American
Revolution. Students will then be divided into small groups of either four or
six students depending on the class size. Students will be given two separate
hand-outs; one hand out will provide information from British loyalists’ perspective
and the second handout will provide information from the patriot perspective
regarding Great Britain’s rule of the American colonies. After annotating the text and discussing the main ideas with their
groups/partners, each group will have the opportunity to present their perspective briefly in three minutes. The opposing side will then
have one minute to ask clarifying questions about the information
they were just provided. The process will repeat itself as the second group has
an opportunity to present their perspective. Following the controversial
discussions, students will make an informed decision about which perspective
they personally find more compelling; this response will take the form of an exit ticket.
Background Information: Our nation was born as a result
of the American Revolution. If colonists accepted British legislation such as
the Stamp Act and the Proclamation of 1763, the 13 American colonies may still
be under British rule present-day. Colonists’ dissatisfaction with British rule
was at the heart of the fight for American Independence. While this point is
not largely contested present day, in the mid to late 1700’s, American
Colonists and the British government could not come to an agreement in regards
to taxation and government representation and rule within the colonies. The
result of these grave disagreements between the colonies and the Mother Country
was the birth of America’s representative democracy founded upon the US
Constitution.
Rationale: The decision to break away from
British colonial rule is a perfect for a SAC lesson because the colonies’
breakaway from Great Britain was unprecedented; it is an eminent event in the
birth of America as an independent, democratic nation. Not only will students
gain a greater understanding of the events that led to the Revolutionary War,
but will be able to consider colonists’ diverse opinions about potentially
breaking away from the mother country; students will be able to consider both
the loyalists’ and the patriots’ mentality leading into the American
Revolution. Students will learn that history is a culmination of multiple
perspectives and interpretations; there are often two or more sides to consider
in any historical event.
Instructional
Model: The
Structured Academic Controversy (SAC) lesson model is designed to help students
objectively discuss
multiple viewpoints of a historical
event or issue from an informed perspective. Students will be assigned a topic
and will have to build a case in favor or in opposition of a given event or
issue. Students will work with their group members to synthesize main ideas from the passage provided;
each student will then have a chance to present their critical point. Students will
objectively listen to their peers’ perspectives in order to reflect upon both
perspectives presented. Students’ goal is to understand the multiple
perspectives presented as to make an informed opinion of
the topic discussed. This particular model is important for students because it
allows students to work together to synthesize
and then constructively
debate different facts, opinions, and perspectives of a given event or issue. Each of these skills will
prove inherently useful in students’ future social studies classes as well in a
practical sense as they become active democratic citizens.
Objectives:
Content:
The student
will demonstrate knowledge of the causes and results of the American Revolution
by identifying the issues of dissatisfaction that led to the American
Revolution (USI.6a)
The student
will demonstrate knowledge of the causes and results of the American Revolution
by identifying how political ideas shaped the revolutionary movement and led to
the Declaration of Independence (USI.6b)
Skills:
Students
will demonstrate skills for historical and geographical analysis and
responsible citizenship including the ability to sequence events in United States history form pre-Columbian times to
1865 (USI.1c)
Students
will demonstrate skills for historical and geographical analysis and
responsible citizenship including the ability to interpret ideas and events from different
historical perspectives (USI.1d)
Students
will demonstrate skills for historical and geographical analysis and
responsible citizenship including the ability to interpret patriotic slogans
and excerpts from notable speeches and documents (USI.1h)
The learner
will explain how information and experiences may be interpreted by people from diverse cultural
perspectives and frames of references (NCSS Standards I [culture]b)
The learner
will identify and describe selected historical periods and patterns of change
within and across cultures, such as the growth and breakdown of colonial
systems (NCSS Standards II [time, continuity, and change]c)
Assessment: Assessment for this particular
lesson is formative. The teacher will observe the students as they work with
their groups to organize and present their ideas. In addition, the teacher will
collect students’
notes sheets in which they organized their
main ideas and specific facts they
planned to address in their short presentations; these will be graded based on
completion and effort. Students will also be responsible for submitting an exit
ticket in which they decide whether it was appropriate for the
colonists to have broken away from the Mother Country, Great Britain. It may
also be beneficial to include a short answer type response in the unit test that requires students to explain the variety of
perspectives among the Colonists’ in respect to separating themselves as a new
independent nation.
Content and Instructional
Strategies:
Perennial Issue: Are colonists within their
rights to break away from their mother country?
Case Issue: Were the Colonists justified in
revolting against Great Britain in the hopes of creating a separate,
independent nation?
Hook/Background
of Controversy: To
introduce the lesson to students, I will explain that they will be working in
small groups to debate a central issue in the forming of our nation—the
Colonists’ decision to break away from Great Britain. To introduce students to
the content material more specifically, I will show them two short video clips that
summarizes the causes of the American Revolution. The first clip is from the
infamous School House Rock. While the clip is juvenile, it does a great job of
simplifying the causes of the American Revolution. For the second clip, I would
show tidbits of the video because the clip is altogether about 11 minutes in
length. This video is John Greene’s Crash Course in World History. I think that
the students will particularly like this clip because it is fast-paced and
humorous. I particularly liked this clip because it highlights specific
vocabulary and historical events that students will likely already have
learned; this clip is great for reinforcing previously learned content material
in preparing students for their academic debate. (10 minutes)
PLAN B
If the teacher is unable to
access the video clips or the technology in some way, shape, or form fails,
he/she may choose to work with their students to quickly brainstorm different
events that they have previously learned about that may have contributed to
different colonists’ perspectives regarding the American Revolution. Teachers
could begin by highlighting a few main events such as The Boston Massacre, The
Tea Party, and The French Indian War. The teacher could then write these
subheadings on the dry-erase board and open up the class for brief
discussion/brainstorming. As the class briefly discusses each event, the
teacher could write a few important facts about each event on the board and
then write next to each fact different Colonists’ opinions. This would provide
students with a brief introduction and would help students “jog” their memories
regarding previously learned content material.
Classroom
Setup and Pre-Instruction:
·
Students
will be arranged in groups of either 4 or 6 (depending on class size)
·
Desks will
be facing one another so that students of opposing viewpoints will be sitting
directly across from one another (eyeballs to eyeballs, knees to knees)
·
As students
walk in the classroom, they will look on the projection screen to find their group
and table number
PLAN B
If the
projector is not working that day, the teacher could simply write the
directions on the dry-erase board. Each board could be devoted to different
components of the lesson. For example, one board could show students’ groups
and their locations. The next board could display the “game plan.” And yet
another board could be used for the brainstorming activity in the warm-up (if
the video clips fail). I could also read aloud students’ groups and their
locations if there is not enough board space or time in-between each class to
get the board ready.
·
Prior to
starting the lesson, I will ensure students are in the correct locations. After
organizing students, I will then explain the SAC lesson model to students. I
will explain to them that they will either be for or against revolting against
the Mother Country based on the perspectives of Colonists and the British. I
will explain that they will work with their groups members to prepare several
arguments based on the information provided them. Each group with have several
minutes to explain their perspective, ask clarifying questions, and respond.
Students’ goal is to try to develop a better understanding of both perspectives
in order to reach a consensus as to which perspective they find most
compelling.
Round 1—Presenting Positions:
Once I have explained the overall layout of the lesson plan and
students’ responsibilities, I will hand out the corresponding worksheets for
each perspective. To make it easier for myself and my students, I will print
the handouts on two separate colored papers (i.e. pink worksheet with the
Loyalists’ perspective, green handout for the Patriots’ perspective); this will
be particularly helpful for in grouping students. It will also help students to
remember which perspective they will be addressing. As a reminder, I will write
on the white board which color represents which “side” of the issue. (3 minutes)
Once the handouts are distributed, I will place students into
pairs or groups and then pair them up with an opposing team. Students will then
work independently for about 3 minutes to read through, take notes, and
annotate their particular handout. Students will then have 2 minutes to work
with their partner(s) to discuss the main ideas they would like to discuss.
Students will use this time to build their case and divide up arguments between pairs/group
members. (5 minutes)
After inter-partner discussion, students representing
the Loyalists’ perspective will have three minutes to present their case. After three
minutes, students representing the Patriots’ perspective will have two minutes
to ask
clarifying questions. (5
minutes)
The next five minutes will be devoted to students representing the
British perspective to share their arguments in three minutes. Following these
three minutes, students representing the Colonists’ perspective will have two
minutes to ask clarifying questions. (5
minutes)
Round 2—Reverse Positions: After each group has an opportunity to
present the two groups will each receive a new handout with the reverse
perspectives. This will be the same handout that the opposing group used for
the previous round. However, the handout will have multiple main ideas and
students will be challenged to highlight ideas not previously brought up in
discussion. The above activity will be repeated in identical fashion, students
will just be arguing from the reverse perspective. (13 minutes)
Group Discussion/ Attempts to Reach Consensus: Now that students
have had the opportunity to explore both the various Colonists’ perspectives,
they will spend the next five minutes working as a larger group to discuss both perspectives
addressed. Specifically, students will discuss stronger and weaker points of each
perspective. Based on the information provided, the groups will try to reach a
consensus as to which perspective they found most compelling. Each
group should be prepared to share a few of their thoughts aloud with the class.
(5 minutes for discussion within groups,
5 minutes for class discussion)
Following the brief class discussion, students will be given an exit ticket in
which they must take a stand. On the exit ticket, students will be
asked whether they think the Colonists’ should or should not have separated
themselves from the Crown; students should use the information discussed to
support their claim. Students must support their response with at two pieces of evidence
discussed in their groups, in a minimum of 3 sentences. (10 minutes)
PLAN B
If for some reason the
copy-machine is out of operation students could easily create their own note’s
sheet or exit ticket. I could provide students with a template using the
overhead projector—so that they could see how to layout their paper. If I am unable
to make copies of each of the perspective handouts, then I may have to make
different posters for each group. This may mean that groups have to combine and
share posters with information, but it would still allow students to access the
content material.
Resources:
Introductory video clips:
https://www.youtube.com/watch?v=m5YIBmfZid0 (3 minutes)
https://www.youtube.com/watch?v=HlUiSBXQHCw (start at
1:00-2:16, 3:22-4:10, 4:40-5:20, 5:58-6:50; altogether about 4 minutes)
Handouts:
Student Name:
Structured
Academic Controversy: Loyalists v. Patriots
Case question: Were the Colonists justified in revolting against Great Britain in
the hopes of creating a separate, independent nation?
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PERSPECTIVE
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ARGUMENTS
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STRENGTHS
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WEAKNESSES
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LOYALISTS
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PATRIOTS
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EXIT TICKET: Based on the
discussion you participated in today, assess which perspective (Loyalists OR
Patriots) you found most persuasive. Below, Cite at least two pieces of
evidence in your response of at least 3 sentences.
PATRIOT
PERSPECTIVE
·
The
Colonists were NOT represented in
Parliament but were required to follow laws passed by the British
parliament
o
Resented
colonial governors’ power
o
Went against Britain’s
traditional “virtual
representation” in which all members of parliament are to represent ALL British
citizens’ interests
o
“TAXATION WITHOUT
REPRESENTATION”—Stamp Act
·
Quartering
Acts
o
Required
colonists to provide British troops in the colonies with necessary
accommodations (i.e. Food, a place to stay)—at Colonists’ personal expense
o
Colonists
were NOT reimbursed by Great Britain
·
Boston Tea
Party
o
Colonists’
through tea into Boston’s harbor after King George III implemented a tax on tea
o
Colonists
were infuriated by the high tax on
tea from the Mother Country; this was an act of revolt and dissatisfaction
o
Britain
further restricted Colonists’
ability to trade with other
countries through taxes and tariffs—forced colonists to trade with Great
Britain despite high prices
o
As a result
of the tea party, Great Britain closed
the Boston harbor for trading
o
Taxes on tea and stamps (Stamp Act)
were unfairly taking away Colonists’ property (i.e. money and goods)
o
As colonists
began to boycott goods, many colonists’ businesses suffered—some
colonists refused to buy British imported goods
·
French and
Indian War Affects
o
Proclamation
of 1763—restricted Colonists’ westward movement
o
Great
Britain imposed new taxes on the
colonies to finance the French and Indian War
o
Tax was also
used to finance British troops
within the colonies
o
Many
Colonists fought in the French and Indian
War and did not feel they should be held to the Quartering Acts; they already
“served” the Mother Country
·
Boston
Massacre—11 Colonists in Boston were
shot, 5 died and 6 were injured, after taunting British soldiers
o
Colonists
were gathering to protest parliamentary legislation
o
Unnecessary
use of violence by British soldiers
o
Colonists’
feel that they had a right and duty to
change a government that was violating
their rights
o
British troops CAUSING violence within the colonies
LOYALIST
PERSPECTIVE
·
Great Britain is a world power and if the colonies break away,
they will not be as strong
politically or economically—fear years
of turmoil and upset
o
Colonies
benefit from trading directly with Great Britain; main source of trade
·
British settlers founded the
colonies and
therefore, colonists should respect British laws
o
Britain is “Mother Country” and colonists should
respect the King as British citizens
o
Colonists
have a duty to follow British laws in
the colonies
o
Many
Loyalists were appointed by King George
III as governors—they had personal
ties to the King himself
·
Divine Right—many Loyalists were religious
leaders who believed that the King’s power was directly linked to God’s will
o
Respecting the King = respecting
God; disobeying the King = disobeying God
o
DUTY to the church of England and to
God to respect and obey the King of England
·
Great
Britain was forced to impose taxes
through measures such as the Stamp Act to raise the necessary funds to pay for
the French and Indian War
o
French and Indian War was
necessary in protecting the colonies
·
Great
Britain had to tax the colonies to finance
the maintenance of British Troops in the colonies
o
Troops were NECESSARY to maintain
order and British
rule in the colonies
·
Do not want
to break away from the Mother Country because many colonists had family members still residing in
Britain
o
Feared they would not be allowed back into Britain if the colonies broke away
·
It would be
too difficult for colonists to be represented in parliament because all parliamentary meetings are held in
Great Britain
o
It would be too difficult for Colonists to travel
back and forth between the colonies and Great Britain for parliament meetings
·
Believed Patriots were causing political unrest,
violence, and unnecessary upheaval in the colonies
o
i.e.
boycotting goods hurt Colonist-owned
businesses that sold British goods
o
feared bloody war with Great
Britain
Differentiation:
This lesson
is beneficial because it requires 100% student participation. Students will
each be responsible for contributing to the discussion in offering one aspect
of their group’s assigned perspective. Students will able to work independently
in working
through the text provided, but they will also work with their groups
to present a compelling argument. In addition, they will work with their peers
at large to create a more informed opinion regarding a particular historical
event or issue.
One way to differentiate this
lesson to better fit students’ needs is by altering how the information is
presented in addition to the quantity of information presented. Students will
lower reading abilities, including ESL and ELL students, may have an easier
time deciphering the information provided if it is outlined or organized in
bullet format. Students could then briefly fill out a graphic organizer to help
prepare their thoughts before speaking. This may ease students’ fear of
participating while simultaneously making students feel more prepared. For
advanced students, I would likely provide them with additional information as
well as a short primary document to use in their discussion. I would give
advanced students more time to sift through their materials but I would also
require them to annotate and take notes on the documents independently; this
will help students prepare their individual focus for discussion. I would also
give advanced students a more extensive wrap-up type of assignment that
requires them to reflect upon the perspectives offered in an essay-oriented
format.
Adaptations:
The lesson
is traditionally very text-heavy. One way to adapt the lesson for students will
difficulty reading or decoding information would be to break the information
down in a graphic organizer or into a bulleted outline. Within the bulleted
information, important words or phrases could be highlighted for students. If
this is still too difficult, students may have an easier time understanding
multiple perspectives of an issue by interpreting artwork or political cartoons
surrounding the historical event or issue. Students may have an easier time
breaking down information if they can visually view it. For students who
require all texts be read aloud to them, the teacher could designate the
stronger reader in each student group or pair to read the text aloud. It will
also be helpful for students to discuss different information they have read as
they present their brief summaries to share. I would also recommend that
students write down a few things that they know they might like to say; this
will help them guide their thoughts and stay focused while presenting.
Reflection:
This lesson is dependent upon
high student engagement, participation, and cooperation within students’ groups.
A potential issue may arise if students are randomly placed with students that
tend to encourage personal off-task behaviors or if students are placed with
individuals that they do not work well with. To avoid this potential issue, it
may be best to pre-arrange groups prior to teaching. It would also be
beneficial to plan groups ahead of time as to put at least one, stronger
student, in each pair/group so that each pair/group has a leader.
Another problem that may arise is
in confusing students with the process and pacing of the lesson itself. Most,
if not all of my sixth grade students, have never participated in an academic
debate or discussion in a previous social studies class. At the start of the
lesson, students may already have a bit of anxiety about participating in a
debate with their peers. The organic skills necessary for debating and
discussing content material are likely unbeknownst for many students; they do
not have the knowledge or practice necessary to engage in a flawless debate. Therefore,
students will likely need a great deal of modeling and scaffolding prior to and
during the lesson. Students will need direct input and explicit instructions at
each step of the lesson so that they are able to better focus their thoughts
and energies into the correct task at-hand. It may also be helpful to write a
brief outline on the board of the discussion itself as well as the approximate
time given for each task. This visual reminder will help students pace
themselves and will likely ease their stress about the amount of time they have
to prepare and present.
The last main concern that I have
in using this lesson is the amount of individual reading students will be
required to complete in order to form informed arguments. Many of my current
students are below grade level in reading and comprehension; they struggle with
reading a text straight through, understanding the material presented, and
applying that material. I think that it may be best to bullet information so
that students are not overwhelmed by a narrative form of information. In
addition, students may also benefit from using pictures and cartoons with brief
captions in understanding multiple perspectives. This would allow students
below grade level in reading to access the content in a differentiated format;
however, they would still be able to understand the important concepts. In
addition, working in groups will help students who have greater difficult with
reading comprehension understand the material.
Activity
Types Planning Guide
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Targeted Virginia SOL (or relevant
portion):
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Grade Level: 6th
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Content Area: US History I (through 1865)
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Restate
the standard in terms of a learning goal for the students: Students
will understand the various perspectives of the colonists’ in the events
leading up to the American Revolution. More specifically, students will
determine the British Loyalists’ and Patriots’ perspectives regarding rule
and life in the colonies under King George III’s rule.
SOL based
objectives:
The student will demonstrate knowledge of the causes
and results of the American Revolution by identifying the issues of
dissatisfaction that led to the American Revolution (USI.6a)
The student will demonstrate knowledge of the causes
and results of the American Revolution by identifying how political ideas
shaped the revolutionary movement and led to the Declaration of Independence
(USI.6b)
To meet
the standard above, students will engage in a structured academic
controversy with their classmates. In this lesson plan, students will create
evidence based arguments regarding the justification of the colonists’ revolt
again the Mother Country, Great Britain. More specifically. . .
SOL and
NCSS based objectives:
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Block 1—Hook/Background Instruction
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Possible Activity Type:
View Presentation—Provide students with brief
overview of the lesson plan and their roles throughout the course of the
class period
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Non-digital—Straight-forward teacher instruction to
explain SAC lesson plan and students’ responsibilities
Digital—create a brief presentation to aid
instruction and direction (could leave this up during lesson)
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Possible Activity Type:
View Images—
https://www.youtube.com/watch?v=m5YIBmfZid0 (3
minutes)
https://www.youtube.com/watch?v=HlUiSBXQHCw (start
at 1:00-2:16, 3:22-4:10, 4:40-5:20, 5:58-6:50; altogether about 4 minutes)
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Digital—project YouTube clips on the projector
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Possible Activity Type:
Take Notes—students will be provided a chart in
which they may begin taking notes based on the information that they listen
to in the video clips
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Non-digital—make copies of each chart for students
as they will use this chart for their debate as well
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Block 2—Preparing for debate
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Possible Activity Type:
Read text & consider evidence—Students will
receive a handout with perspectives of either Loyalists or Patriots. They
will read the text and consider which evidence they believe most compelling
for their debate. Students will have to choose three pieces of evidence in
which they would like to address in their presentation.
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Non-digital—Students will use handouts provided to
take notes in their charts.
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Possible Activity Type:
Complete charts/tables—As students read through the
text, they should make notes about different arguments they find most
compelling. Students will add to their charts once they discuss the text with
their group members.
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Non-Digital—Students will use paper copies of the
chart; this will allow them to write quick ideas and as well as use notes
from their debates to come to a consensus.
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Possible Activity Type:
Discuss—Students will work with their group
members/partner to identify main pieces of evidence they would like to argue
in their presentation. Students will also use this time to divvy up who will
cover which argument.
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Non-Digital—Student will orally discuss main points
that they would like to address in their 3 minute presentation.
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Block 3—Debate
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Possible Activity Type:
Debate—Each group with have 3 minutes to present
their arguments. Each student will be responsible for sharing different
compelling pieces of evidence. Each group will have an opportunity to present
their arguments. After going through this “round,” students will switch
perspectives and pull new pieces of evidence from the text to argue.
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Non-Digital—Students will orally present their
arguments (each group with have 3 minutes to present their arguments).
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Possible Activity Type:
Answer Questions—Students listening to the
presentation will have 1 minute to ask the group clarifying questions.
Clarifying questions are NOT rebuttals; they are questions that clarify
evidence presented.
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Non-Digital—Students will orally ask questions about
the content presented. Students may choose to write these questions down as
they arise during the opposing group’s presentation.
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Block 4—Cool Down
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Possible Activity Type:
Discussion—After the debate, the two groups of
students will come together to discuss the different arguments presented.
Students will discuss which arguments they found most compelling personally.
They will also discuss flaws in some of the evidence or perspectives
represented.
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Non-Digital—Students will orally discuss the
material presented and will refer back to the text as well as their notes to
support their arguments.
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Possible Activity Type:
Compare/contrast multiple perspectives—Students will
discuss and compare and contrast the perspectives represented in their
debates. Students will then orally share their thoughts aloud with the class
before completing an exit ticket.
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Digital—Students will orally share their opinions of
each perspective and I may choose to add these into a power point slide or
chart that is projected onto the screen.
Non-Digital—This part of the lesson will require
students’ oral participation. Students may also find it helpful to write down
classmates’ responses that they found interesting or compelling (this may
help them with their exit ticket).
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Possible Activity Type:
Construct an Essay—Students will write a brief
response (3 sentences, citing 2 pieces of evidence discussed in the text
& their debates) in which they choose either the Loyalist or Patriot
perspectives. Students will be responsible for discussing which perspective
they personally found compelling; they must cite two specific pieces of
evidence that they found most convincing.
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Digital—I could have students do this particular
activity for homework in which they could write a blog post to a class wiki.
OR I could have students write a newspaper article using SMORE.com from
either the Loyalist or Patriot perspective. This would be a little more UDL
and I think the students would particularly enjoy it!!
Non-Digital—Students could write their response at
the bottom of their classwork. This would then allow me to take a look at
their class notes as well as their reflection.
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Reflection of My
Technology Integration Structured Academic Controversy (SAC) Lesson Plan
1. How
do you address one or more UDL principles in the lesson to meet the needs of
diverse learners?
This lesson
addresses UDL principle 1, checkpoints 1.1, 1.2, and 3.1 as it allows student
multiple ways to access the content while also reviving students’ background
knowledge of the political climate prior to the American Revolution. These
particular checkpoints help meet the needs of diverse learners by providing
students multiple ways to access the content—both information in bullet form,
discussion with their peers, and two different video clips. Each of these
activity types will allow students to access the important content material
they will need to actively participate in their groups’ discussion. This lesson
also meets UDL principal 2, checkpoints 5.1 and 5.3 in that it allows students
to express themselves orally and through their writing. This will be
particularly helpful for students who have difficulty writing because they will
be able to use their content knowledge to lead discussion. In addition,
teachers could provide a range of flexibility in terms of the wrap-up type
activity; some students could write an online newspaper (smore.com) while other
students could use another website to create their own cartoon. This would
allow students to play to their individual advantages and interests—which is
our primary goal as teachers!
2. How
do you see the use of technology connecting with the content focus?
Social
studies classes provide many opportunities to incorporate technology into the
classroom largely because the content requires teaching students research
skills. This particular lesson opens students to research by listening to,
reading, and taking notes using audio and text-based sources. While students
are not researching on their own per-say, they are getting practice annotating
and taking notes based on the texts provided. Developing annotation and
note-taking skills will help students when researching in the future as well as
in annotating future texts.
In addition,
social studies classes allow students opportunities to create their own version
of primary and secondary sources such as journals, newspapers, and cartoons.
Each of these types of creative writing projects can form as alternative forms
of assessment and can encourage students’ further engagement with the content
material. For this particular lesson, it would be great to have students
further apply the material by writing a newspaper article via Smore.com to have
them further apply the content material. This would allow students to apply the
facts learned in a more personal manner; it would also likely be more fun for
the students.
While this
lesson is not technology-based, it would be easy to incorporate technology
throughout the lesson plan if necessary. For this particular lesson, the focus
is on teaching students discussion skills. However, if the goal was to
incorporate technology, teachers could have students research individually
before debating.
3. How
do you see the use of technology connecting with the pedagogical approach
you’ve selected?
I see
technology fitting into the beginning and end of the SAC-style lesson. I think
that it is important to “hook” students into the lesson with video clips; this
will help them refresh their background knowledge and also give them new
information to use in their debates. It will also draw the students into the
content and hopefully peak their interest. It would also be advantageous to
have students apply the knowledge gained from the discussion in-class to a
homework assignment in which they write a newspaper article or blog online.
This would be advantageous in reinforcing the content material as well as in
further engaging the students. Students will likely enjoy this assignment as
opposed to writing the basic 5 sentence minimum paragraph; it will also them to
get creative and incorporate photos, images, and facts of their choice. If teachers
want to incorporate more technology into this lesson, students could be
responsible for working with their groups in researching to prepare their
arguments for discussion. This may be better for students who have more
experience researching.
4. How
do the content, pedagogy and technology all “fit” together in the lesson?
Content,
pedagogy, and technology fit together nicely in this lesson in that they
complement each other. The pedagogy of the SAC-style lesson is designed to
deepen students’ knowledge of multiple and competing historical perspectives.
This compliments the content nicely in that students will be responsible for
understanding the Colonists’ varying perspectives leading up to the outbreak of
the American Revolutionary War. As far as technology is concerned, this lesson
weaves technology in so that it benefits students’ learning. This lesson is not
technology-centered because the goal is to teach students how to participate in
SAC-style lessons. More technology could be integrated if teachers wanted to
extend the lesson into two days or more where students have a class period or
two to research and prepare their own arguments for their debates.
5. What
is the relative advantage of the technology(ies) used in the lesson?
The relative
advantage of using technology in this lesson is that it “hooks” students into
the lesson plan. Each of the video clips is fun and catchy. The first video
clip is from School House Rock; it is a little song about the Colonists and
King George III. The second video clip is a “crash course” in the events
leading up to the American Revolution. Students will likely also enjoy this
video clip because it is fast-paced, comical, and a nice combination of
cartoons and lecture. Each of these video clips will capture students’
attention from the start of the lesson. Each of the clips will also help
students with lower reading levels access the target concepts; these students
will be able to take notes and understand the varied Colonial perspectives by
listening to the content material. Students will have the opportunity to take
notes based on the information presented in the video clips and the texts; this
differentiated instruction will allow all students access to the material and
ultimately, the opportunity to participate in their groups’ debate.
6. What
was your overall experience like designing this lesson using the Learning
Activity Types approach to technology integration planning? In other words,
how, if at all, did this process help you to zero in on appropriate and
effective technologies to approach the lesson?
This
particular approach to lesson planning made me realize how much teachers try to
accomplish within a given lesson plan. For my particular lesson, I have
students completing 11 different learning activities—and I think that is a lot,
maybe even too much! However, I think that this approach has also made me
realize that while we may try to accomplish a lot in a lesson, that we have the
ability to accomplish a lot if students stay on-task and procedures are
explicitly organized and provided. I
think that this lesson would be difficult to teach in the sense that many of
students will not have experience debating; however, this lesson is great
because it allows students to engage in a plethora of different learning
activities within 55 minutes. While the lesson is primarily discussion-based,
it also incorporates other types of LATs such as reading, listening to and
watching video clips, taking notes, and reflecting upon content.
This
activity was helpful in planning out activities throughout the lesson and
integrating technology as a way to enhance students’ learning. It was nice to break down each part of the
lesson by activity and then decide whether digital or non-digital technology
should be used. This sort of breakdown and step-by-step organization was
extremely helpful in thinking through the lesson; it helped me get a better
understanding of my expectations for my students at each step of the lesson. In
addition, it helped me narrow in on deciding whether technology would be
helpful in each “block” of the lesson. For this particular lesson, technology
was not needed in each “block” or was only need in a segment of a “block” to
lead the way through the rest of the “block.” Overall, I found this type of
planning very helpful for me as a new teacher.
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