Scott Sheehan 03/09/14

EDU 5170 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 break themselves up into three even groups as they walk
in the door. You can do this by assigning a number to each student or just instructing
them to make three even groups on their own. Once in groups have 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. 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; bull-moose party, Theodore Roosevelt, Woodrow Wilson, Progressive
Era, and any other terms that students can come up with.
For your reference-
Democratic Party values- have a strong emphasis on states rights, womans rights, anti-
trust, and a weaker national government and stronger state government.
Republican Party- emphasis on national power and bureaucracy, no strong position on
womans rights and also anti-trust
Bull-Moose Party- Similar to the Republican Party, but supported womans rights and
other policies that could be seen as progressive.
Woodrow Wilson- Democratic Party candidate
Howard Taft- Republican Party candidate
Theodore Roosevelt- Bull-Moose Party candidate.
Progressive era- Times of great social and political upheaval where advancements in
industry and food production were met with limitations and restrictions to assure the well
being of the American people.

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 have each group
share their findings with the classroom as a whole. This should take 5 MINUTES.

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. (Citations should be done in APA 6
th
ed.)
This will be the start of research for a later paper. This should take 5 MINUTES.

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. This should take 5 MINUTES.

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 3-
4 run a campaign and see if they can win!! Go around the room during the class
constantly to see if students need help and engage with the students and ask them what
they think about an issue like womans suffrage for example. Wrap up by having each
team discuss the results of their campaign and assign homework. At the end of class if
you could mark down which students participated and what the frequency of participation
was for the class in general that would be great!!! Thank you for coming in today and
spending your time with my class!
B. Technology- Students will be navigating websites and learning how to conduct research
using key terms. They will be using Microsoft Word and the class website as well during
the lesson.
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.
P.S.
If a substitute is teaching this lesson please feel free to leave me a note on your
experience with the class. Were students engaged? Did the lesson flow? Any feedback
would be a great help! Thank you for coming in to teach my class today and there is some
change in the top drawer help yourself to a beverage at the school vending machine!
Sincerely,
Mr. S