Scott Sheehan EDU 5170

03/09/14 Interactive Lesson Plan

Standards:
A. Content Area- 1. Consider different historians analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations. 2. Evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Directly from NYS Standards) B. Technology- 1. Students apply digital tools to gather, evaluate, and use information. a. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 2. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Identify trends and forecast possibilities. (Directly from ISTE standards)

Objectives:
A. Content Area- Students will learn about the election of 1912 and the different historical perspectives on the election. Students will learn what ideologies were more in line with the American people at the time of the 1912 election. Students will develop their own political party and see if they can win the election of 1912! Students will also develop skills in picking out intricate details of political cartoons from the time period. Students will also learn how to use a citation website to begin research for an upcoming paper.

B. Technology-Students will learn to use a scholarly database to read about the election of 1912. Students will develop their own party platform using an interactive web tool on pbs.org. Students will navigate a website to find a political cartoon that they find interesting on the election of 1912. Students will also learn how to use a citation tool.

Learning activity:
A. Content Area- Students will find political cartoons about the election of 1912, break into small groups and discuss why they choose that cartoon. B. Technology- Students will navigate a scholarly search engine, navigate a web site to find a political cartoon, and learn how to cite scholarly journal articles using a citation maker.

Provide information/Provide Practice:

A. Content Area- Have the students go to the class website resources page as they come into the room and have the website up on the over head. Students will begin with a quick warm up on how to search for scholarly journals using Feinberg libraries scholarly online journals. Go to http://plattsburgh.edu/library/ and model going on to JSTOR, Proquest or Google scholar. These are scholarly web browsers and students will play around with them to try and gain information about the election of 1912. Have the students divide themselves into 3 groups. Assign one group to look up information about the Democratic Party Platform, assign another group to look up the Republican Party Platform and assign group 3 to look up the Bull-Moose Party Platform. Have them search terms like; bullmoose party, Theodore Roosevelt, Woodrow Wilson, Progressive Era, and any other terms that students can come up with. Ask them if there are any other terms that come to

mind. Have each group pick an article they come across and read the first page or abstract of the article. After that have each group share their findings with the whole group. Once that is complete have the students open up http://www.citationmachine.net/apa/cite-a-journal. This website lets students cite the academic journal that they just found and is great practice for research in college. Go around the room and help students plug in bibliographic information and then open a word document have them put Bibliography at the top of it and have them paste the citation. This will be the start of research for a later paper. After that is complete have students find a political cartoon about the election of 1912 from http://harpweek.com/. Have them navigate the website to find political cartoons on the election of 1912 and pick which one they find most interesting and that tie into their assigned political party. They will then in their small groups of 3 or 4 discuss why they choose the cartoon copy and paste the cartoon into a word document and then type up a brief description of what they think the artists message was. Students will then discuss the political cartoon and show it to the entire class. After this discussion have students go onto http://www.pbs.org/wgbh/amex/wilson/sfeature/sf_election.html and follow the step by step instructions on campaigning during the 1912 election. Using prior knowledge and what they learned from the previous activities have the students in the small groups of 34 run a campaign and see if they can win!! Wrap up by having each team discuss the results of their campaign and assign homework. B. Technology- Students will be navigating websites and learning how to conduct research using key terms.

Provide Knowledge of Results:

A. Content- Students will be graded on their participation in class discussion and in group discussion. B. Technology- Students will not be graded on how effectively they can navigate the websites but will be graded on their enthusiasm and participation in using web tools.

Methods of assessment:
A. Content- Participation in classroom discussion is how I will assess students during this activity. The structure of the lesson by using group discussion and small group discussion is ideal for students of different learning and participation styles. B. Technology- Students will be observed to see if they are staying on task. Every time a student is off task or on a different website they will lose points. An example of a spreadsheet is below. Students will receive a check if they are on task and participating. They will also receive a check in the negative if they are off task.

Student Name

Date Participation Off Task