Lesson Plan Assignment

ITEC 7430: Internet Tools in the

Classroom

Teacher(s)
Name Joshua McCorkle

Position High School Social Studies Teacher

School/District Central High School – Bibb County

E-mail Joshuarmccorkle@gmail.com

Phone 678-882-9551

Grade Level(s) 9-12

Content Area United States History

Timeline 3 – 4 Weeks (1 Unit)

GSE United States History Standards

SSUSH20 Analyze U.S. international and domestic policies including their influences on
technological advancements and social changes during the Truman and Eisenhower
administrations.
a. Analyze the international policies and actions developed as a response to the Cold War including
containment, the Marshall Plan, the Truman Doctrine, and the Korean War.
b. Connect major domestic issues to their social effects including the G.I. Bill, Truman’s integration
policies, McCarthyism, the National Interstate and Defense Highways Act, and Brown v. Board of
Education.
c. Examine the influence of Sputnik on U.S. technological innovations and education.

SSUSH21 Analyze U.S. international and domestic policies including their influences on
technological advancements and social changes during the Kennedy and Johnson administrations.
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.
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.

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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.
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.
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.

SSUSH22 Analyze U.S. international and domestic policies including their influences on
technological advancements and social changes during the Nixon, Ford, and Carter
administrations. a. Analyze the international policies and actions taken as a response to the Cold War
including the opening of and establishment of diplomatic relations with China, the end of U.S.
involvement in Vietnam, the War Powers Act, the Camp David Accords, and Carter’s response to the
1979 Iranian Revolution and hostage crisis.
b. Connect major domestic issues to their social effects including the creation of the Environmental
Protection Agency, the emergence of the National Organization for Women, Nixon’s resignation due to
the Watergate scandal, and his pardon by Ford.

SSUSH23 Assess the political, economic, and technological changes during the Reagan, George
H.W. Bush, Clinton, George W. Bush, and Obama administrations.
a. Analyze challenges faced by recent presidents including the collapse of the Soviet Union, Clinton’s
impeachment, the attacks of September 11, 2001, and the war against terrorism.
b. Examine economic policies of recent presidents including Reaganomics.
c. Examine the influence of technological changes on society including the personal computer, the
Internet, and social media.
d. Examine the historic nature of the presidential election of 2008.

Social Studies Reading Standards

L11-12RHSS7: Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.

L11-12RHSS10: By the end of grade 12, read and comprehend history/social studies texts in the grades
11–12 text complexity band independently and proficiently.

Social Studies Writing Standards

L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

L11-12WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.

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L11-12WHST6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.

ISTE-S Standards

Standard 1: Empowered Learner – Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Standard 3: Knowledge Constructor - Students critically curate a variety of resources using digital
tools to construct knowledge, product creative artifacts, and make meaningful learning experiences for
themselves and others.

Standard 6: Creative Communicator – Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media
appropriate to their goals.

Overview

This project will be the summative assignment for the final unit in United States History. In
collaborative groups, students will choose one standard and objective from SSUSH20 – SSUSH23 and
will create a movie poster using Glogster, a movie trailer using Animoto, and a full-length ten-minute
movie using IMovie. Students will also collaborate to create a script for their movie using Office 365.
At the end of the unit, groups will present their movie posters, movie trailers, and movies to the class.
Movies will be uploaded to Youtube.com, and will be embedded into a class wiki page. The technology
used by the students is not necessarily set in stone. It is certainly a recommended option, but students
have the flexibility to use any other type of technology to create the artifact and demonstrate mastery.
All projects and technology must be approved by the teacher.

Expected Artifacts and Technology Used:

1) Movie Poster – Glogster
2) Movie Trailer – Animoto
3) 10 Minute Movie – IMovie & Completed Movie Script – Office 365
4) Movie Uploaded and Embedded – Youtube.com and Class Wiki Page

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Essential Questions

1. What is the Marshall Plan?

2. How did the Marshall Plan so the United States commitment to Europe?
3. What is the Truman Doctrine?
4. What is meant by the policy of containment?
5. What are the implications of the containment policy?
6. What happened in the Chinese Civil War and what new communist regime took over
China?
7. Why did the Korean War begin?
8. Who is Senator Joseph McCarthy and what is meant by “McCarthyism”?
9. How did President Truman integrate the armed forces?
10. What was decided in Brown v. Board of Education?
11. How did Sputnik influence United States education?
12. What was the Gulf of Tonkin Resolution and how did it effect the war in Vietnam?
13. What was the difference between the Civil Rights Act of 1964 and the Voting Rights Act of
1965?
14. How did television impact the presidential debates of 1960 between Kennedy and Nixon?
15. What role did news coverage play in the Civil Rights Movement?
16. How were the tactics of the SCLC (Southern Christian Leadership Conference) and SNCC
(Student Nonviolent Coordinating Committee) different?
17. How did the Letter from a Birmingham Jail and the “I have a Dream Speech” influence the
Civil Rights Movement?
18. Why was 1968 a year of political and social turmoil?
19. Why were diplomatic relations established with Communist China in the 1970s?
20. Why did the United States end the war in Vietnam?
21. What was the War Powers Act?
22. What happened in the Camp David Accords?
23. What happened in the 1979 Iranian Hostage Crisis and what was Carter’s Response?
24. What was the Watergate Scandal, and what happened to Nixon?
25. What was the purpose of Reaganomics?
26. Why did the Soviet Union collapse?
27. Why was President Clinton impeached?
28. How did the personal computer, the internet, and social media impact society?
29. What were the effects of the 9/11 attacks?
30. Why was the Presidential Election of 2008 a historic election for African-Americans?

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Assessment

Students will be assessed through the completion of 4 major artifacts/tasks and the final class
presentation of their project. The entire project is worth 42 points and will count as Two Test
Grades.
1) Movie Poster – 12 points
2) Movie Trailer – 12 points
3) 10 Minute Movie & Completed Movie Script – 15 points
4) Movie Uploaded to Youtube.com and Embedded onto the Class Wiki. – 3 points
Student projects will be graded according to the project rubric provided to the students. The
artifacts created will demonstrate mastery of the standard chosen by the students. Students will be
formatively assessed through regular check-ins and guided questioning during class. Once topics
are approved by the teacher, students can begin working on their projects. By asking the groups
specific questions regarding the standard they chose, I can gauge for student understanding of the
historical concepts. Projects will be differentiated by group. Students are allowed to choose their
own technology if they do not want to use the technology I have provided for them. Groups will be
composed of mixed ability levels, which should allow for stronger students to assist weaker
students in understand the concepts. Even though the projects have a set rubric and artifacts, project
artifacts may certainly be differentiated by group depending upon the specific limiting factors of
students with disabilities.

Movie Poster Poor - 1 Average - 2 Excellent - 3

The movie poster does The movie poster

Historical Content not reflect the The movie poster effectively portrays the
historical content reflects the historical historical content
chosen for the project content chosen for the chosen for the project
OR the poster is project. at very high level.
slightly related to the
historical content.

The movie poster does The movie poster The movie poster
Title not have a title or the contains a title and is contains a catchy title,
title is not seen on the related to the historical which relates directly
movie poster. content. to the historical context
of the movie.

The movie poster was The movie poster used The movie poster
Digital not created using digital tools to be effectively used digital
Creativity/Appearance Glogster or some created, however its tools showcase its
digital tool or is not appearance is limited. creativity and appears
present. like a professional
movie poster.

The group did not work The group worked well The group worked well
Group Participation well together or there together, and split the together, split the
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 were problems within duties accordingly. duties evenly, and
the group. Some difficulties on scored well on the Peer
Peer Review Review.

Movie Trailer Poor - 1 Average - 2 Excellent - 3

The movie trailer does The movie trailer The movie trailer
Historical not reflect the historical reflects the historical effectively portrays the
Content/Accuracy content chosen for the content chosen for the historical content
project OR the trailer is project, and is accurate. chosen for the project
slightly related to the at very high level.
historical content.

Length The trailer is 1 minute The trailer is 2 minutes The trailer is at least 3
or less in length. or less in length. minutes in length.

The movie trailer was The movie trailer used The movie trailer
not created using appropriate digital tools effectively showcased
Digital Creativity Animoto or is not in its creation. May its creativity using
present. contain minor issues in digital tools, and
editing. appears professional.
No issues in editing
present.

The group did not work The group worked well The group worked well
Group Participation well together or there together, and split the together, split the
were problems within duties accordingly. duties evenly, and
the group. Some difficulties on scored well on the Peer
Peer Review Review.

Historical Movie Poor - 1 Average - 2 Excellent - 3

The historical movie The historical movie The historical movie

does not reflect the reflects the historical reflects the historical
Historical historical content content chosen for the content chosen at a
Content/Accuracy chosen for the project project, and may very high level, and is
OR the movie is only contain a few errors in historically accurate
slightly related to the historical accuracy with no errors.
historical content.

The historical movie is The historical movie is The historical movie is

Length less than 5 minutes at least 8 minutes long, at least 10 minutes
long and/or contains and accurately conveys long, and accurately
scenes unrelated to the the historical content. presents the historical
historical content. content.
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 The historical movie
The historical movie The historical movie effectively showcased
was not created using used appropriate digital its creativity using
Digital Creativity IMovie or some other tools in its creation. digital tools, and
digital software, or is There may be minor appears professional.
not present. issues in editing. No issues in editing
present.

The movie script is not The movie script is The movie script is
Movie Script present, typed, or is present, typed, and present, typed, and
riddled with contains few contains no
grammatical/spelling grammatical/spelling grammatical/spelling
errors. errors. errors.

The group did not work The group worked well The group worked well
Group Participation well together or there together, and split the together, split the
were problems within duties accordingly. duties evenly, and
the group. Some difficulties on scored well on the Peer
Peer Review Review.

Upload/Embedded Not Completed - 0 Completed - 1

Trailer Uploaded to Trailer is not uploaded Trailer is uploaded to

Youtube.com to Youtube.com Youtube.com

Movie Uploaded to Movie is not uploaded Movie is successfully

Youtube.com to Youtube.com uploaded to
Youtube.com

Poster, Trailer, Parts of the project are Poster, trailer, movie,

Movie, and Script embedded to Class and script is all
Embedded to Class Wiki or are missing. embedded to Class
Wiki Wiki.

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 Movie Project Peer Review
Name of Group Member: Grade: _____________

On a scale from 1-5, with 1 being the lowest and 5 being the highest, please rate each of your group
members.

Positive Attitude: 1 2 3 4 5
Completed Fair Share of Work: 1 2 3 4 5
Communication: 1 2 3 4 5
Worked Well Together: 1 2 3 4 5
Contributed to the Group: 1 2 3 4 5

Additional Comments:

Name of Group Member: Grade: _____________

On a scale from 1-5, with 1 being the lowest and 5 being the highest, please rate each of your group
members.

Positive Attitude: 1 2 3 4 5
Completed Fair Share of Work: 1 2 3 4 5
Communication: 1 2 3 4 5
Worked Well Together: 1 2 3 4 5
Contributed to the Group: 1 2 3 4 5

Additional Comments:

Name of Group Member: Grade: _____________

On a scale from 1-5, with 1 being the lowest and 5 being the highest, please rate each of your group
members.

Positive Attitude: 1 2 3 4 5
Completed Fair Share of Work: 1 2 3 4 5
Communication: 1 2 3 4 5
Worked Well Together: 1 2 3 4 5
Contributed to the Group: 1 2 3 4 5

Additional Comments:

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Resources

Technology will support student learning by giving the student the ability to create an engaging,
authentic project which will show their mastery of the state standards.

Digital Tools – Glogster.com, Animoto.com, IMovie, Office 365, Youtube.com, Wikispaces.com

Resources: Project Rubrics (Seen Above), How to use Glogster Tutorial, IMovie For Beginners,
Creating Your First Animoto Video Tutorial, How to Embed a Youtube Video in Wikispaces.

The digital tools listed above are not all-inclusive. These are simply the recommended digital tools to
be used for this project. With teacher approval, students may use other digital tools such as Adobe
Photoshop, Final Cut Pro X, Canva, etc. Students should not be limited to using only certain types of
technology. For the purposes of this project, the students will be only be limited by their standard
choice and their imagination.

This project will require a moderate amount of technology skills. Students will need to know how to
record, edit, publish, and embed videos. Students will also need to know how to navigate and use cloud-
based software such as Glogster, Animoto, and Office 365. Students will need to have an understanding
of a Wiki, and how to insert text and embed videos. The tutorials listed above will help the students
refine their understanding of technology in these areas. Technology skills will also be taught by the
teacher in small groups if necessary.

Instructional Plan Preparation

This project is the summative project after the final unit of study in United States History. Each of
these standards will have been taught and covered in class as a foundation for this summative project.
Students will select the standard based upon their specific needs and interests about the topic.
Informal, formative assessments will allow the teacher to check for understanding and proper
foundation. Because this project is so rich with technology use, students may have difficulties with
specific nuances regarding embedding videos into Wiki pages and/or editing videos using software.
Students may also need a tutorial on using Glogster and Animoto to complete the movie poster and
movie trailer. Fortunately, all of the digital tools selected are fairly straight forward and user friendly.
Time in class will be dedicated to teaching small groups how to use the tools for their projects.

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Management

For this project, students will work in small groups in the classroom. To ensure equitable access, every
student will have access to a laptop during class time. A classroom BYOD policy will also be in place,
which will allow students to bring their own devices and/or equipment to the classroom to work. One
small group may go to the media center to work on their projects if they choose. Groups in the media
center will respect all media center rules and be under the supervision of the media specialist. Possible
technical issues can always occur with digital lessons such as these. The internet could crash, or the
class set of laptops could run out of battery. Cloud-based Web 2.0 tools such as Animoto and Glogster
could be offline temporarily. To trouble-shoot these issues, I have the phone number of the Bibb
County technical help desk. They respond to technology issues immediately, and will work to resolve
them as quick as possible. For cloud-based issues that I cannot control, students will have alternative
cloud-based programs which they can use to work on the project. While technical issues are sometimes
unavoidable, most of the problems which may occur will be dealt with immediately.

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Instructional Strategies and Learning Activities

This project is rooted in project-based learning, and in the model of constructivism. By having
students create their own posters, trailers, and movies, they will be constructing their learning and
demonstrating their mastery of the historical standard they chose. Peer grouping will be utilized, and
groups will be established by ability level. The classroom will be set up with desks in groups of
four. Stations will be set up around the perimeter of the room where groups can get specific help
using Glogster, Animoto, and Imovie. The Clear Touch Panel will be open at the front of the
classroom as a resource to test their current iterations, or research helpful videos/tutorials for their
projects. Students will be working at high levels of Bloom’s Taxonomy, through their creation of
the movie poster, trailer, and movie. This will require both analysis and evaluation of information.
The project will be divided into three specific phases. Formative assessments will be given across
the phases, to make sure the students are on track to finish, and that they understand the historical
content. The role of teacher will be to give specific training to students in digital Web 2.0 tools, and
maintain the proper learning environment for the classroom. The student’s role will be to work
collaboratively and take responsibility for finishing the project.
A sample project outline is given below:
Phase 1: Movie Poster
 Groups brainstorm and choose historical standard for their projects.
 View and discuss exemplary poster from previous years.
 To design a movie poster or brochure, like one would see at the movies. Give
your movie a name, and any catchy phrases that you would like. Be sure your
poster/brochures attractive, and makes the audience want to watch it
 Poster or brochure is to be made digitally using Glogster
 Group training on Glogster
 Students are expected to share content and materials via Class Wiki

Phase 2: Movie Preview

 View and discuss exemplary preview from previous years.
 Create a 3-minute minimum preview of your movie. This should be a movie
trailer like the one you would watch at the movies.
 Students will use Animoto to create trailers for their movies.
 Group Training on Animoto
 Students may work in the Classroom, Media Center, or Computer Lab.

Phase 3: Historical Movie/Script

 View and discuss exemplary movie from previous years
 Movies must be historically accurate, at least 10 minutes, and graded based on
historical accuracy and participation of all group members.
 Students will work collaboratively on Office 365 writing the script for their
movies
 Movies will be filmed and edited using IMovie.
 Students may work in Media Center, Classroom, or Computer Lab.
 Movies, Posters, and Previews will be posted to Class Wiki
 Final Presentation of Projects to Class.

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Differentiation

First, content will be differentiated by group. Each group will have the choice to select which
standard they are going to create their project over. By giving the students choice, this will create
a more engaged, authentic experience because the students had a say in the matter. Process will be
differentiated across varying learning styles and abilities. As was mentioned earlier, Animoto,
Glogster, and IMovie are not the only tools which have to be used to complete this project.
Students are free to experiment and use other digital tools which they feel more comfortable with.
For students with disabilities, teachers should monitor their IEP’s and work with the co-teacher in
assisting these students with the project. For these students, the project will certainly be adapted to
their abilities. For instance, instead of having to work with IMovie, these students may instead
work with Powtoon to create a comic strip of the historical event.

For gifted students, the project will be adapted to give an opportunity for enrichment. Gifted
students will be asked to add visual and audio SFX to both the movie trailer and the historical
movie. During the presentations, the gifted students will also be asked to give an oral presentation
over their specific historical standard prior to the presentation of the project.

Assistive technology will be available for students who have visual, auditory, and/or physical
disabilities. Assistive keyboards are available for students in large print for students with visual
needs. Students with auditory needs will be given assistive headsets. For students with physical
disabilities, the classroom environment will be adapted for wheelchair space and any other
physical needs. Computers with voice recognition software will allow students with motor
impairments to work on the script for the project. The project will also be adapted to better fit the
needs of these particular students.

Reflection

The final closing event for this project will be the presentations of their movie posters, trailers, and
movies to the class. Popcorn will be provided to students to eat during the movies. Students will
review the class wiki page, and an award will be given for Best Poster, Best Trailer, and Best Film.
Each student will complete the Peer Review independently and will turn in their peer reviews to the
teacher.

Students will be asked to reflect on their work and the work of their peers. Students will be
encouraged to leave positive comments on the Class Wiki and will be asked to give feedback on the
project through a Google Forms Survey. By reviewing the Class Wiki comments and student surveys,
as well as observing the class presentations, I will gain valuable insight into whether the project was
successful or not. The surveys will also inform my decision on how meaningful and effective the
lesson was, and provide ideas for making the lesson better in the future.

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Closure
Implementing this lesson was a learning experience for both the students and the teacher. The students
were actively engaged in the lesson, however the students needed a bit more specific technological
instruction than I initially thought. Next time I implement this lesson, I will spend a day teaching the
entire class how to use the digital tools, where to find the digital tools, and where to find helpful
resources. If I were giving advice to anyone else looking to implement this lesson in your classroom, I
would say to scale it down just the Historical Movie the first time you implement it. Having the
students create a movie poster, movie trailer, and movie was a fun experience, but it was
overwhelming at times for the students and the teacher. This project requires a bit of technical
knowledge, and while many students were just fine, there were several issues with needing assistance
with using the Web 2.0 tools. Overall, the project was an amazing experience, and I still have students
telling me that it was the “best project they’ve done all year.”

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