How can I as a historian use experiences from the past to change perspectives in the future?

Day 1 Day 2 Day 3 Day 4 Day 5

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)
Content Content Content Content Content
Standard: Standards: Standards Standards Standards

HS.SP1.3 HS.SP2.2 HS.SP2.2 HS.SP2.2 HS.SP1.4 Use

Evaluate the Analyze the Analyze the Analyze the compelling
significance of ways in which ways in which ways in which questions
past events as perspective perspective perspective generated
they relate to shapes shapes shapes about
their own lives recorded recorded recorded individuals and
and the world history history history groups to
assess how the
ISTE Standard: ISTE Standard: ISTE Standard ISTE Standard significance of
their actions
1C Students use 3A Students 1C Students use 6A Students changes over
technology to plan and technology to choose the time
seek feedback employ seek feedback appropriate and is shaped
that informs effective that informs platforms and by the historical
and improves research and improves tools for context.
their practice strategies to their practice meeting the
and to locate and to desired 1C Students
demonstrate information demonstrate objectives of use technology
their learning in and other their learning in their creation to seek
a variety of resources for a variety of or feedback that
ways. their ways. communication informs and
intellectual or . improves their
Learning creative Learning practice and to
Objective(s) pursuits. Objective(s) Learning demonstrate
Objective(s) their learning in
Students will be Learning Students will a variety of
able to give out Objective(s) learn more Students will ways.
their own about John learn more
personal Students will Locke, his about Learning
experience of learn more ideas, and how Montesquieu, Objective(s)
how their own about Thomas they inspired his ideas, and
history has Jefferson, the Thomas how he inspired Students will be
helped importance of Jefferson and Thomas able to make
influenced their him, and the the Declaration Jefferson and connections
life so far significance of of the Declaration with both John
his work on Independence of Locke and
Essential American Independence Montesquieu to
Question for perspective Essential Thomas
Student Question for Essential Jefferson. List
direction: Essential Student Question for out how both
Question for direction: Student of these
direction: enlightenment
 How has events Student How did John How did philosophers
(non-traumatic) direction: Locke inspire Montesquieu inspired
in your own life How has the perspective inspire the Thomas
helped to Thomas of Thomas perspective of Jefferson, and
change your Jefferson Jefferson and Thomas then tie it back
perspective changed the the Declaration Jefferson and to the original
perspective of of the Declaration question to talk
the American Independence? of about the
people for the Independence? project for next
future? week.

Essential
Question for
Student
direction

How did the

enlightenment
philosophers
inspire Thomas
Jefferson
writing the
Declaration of
Independence,
and how can
this relate to
your own life.

Learning Learning Learning Learning Learning

Activities Activities Activities Activities Activities
At the very Students will watch Students will watch This will be very Students will be
beginning of the an introductory an introductory similar to able to share out
class I will be video of Thomas video of John Locke. yesterday’s activity, different ways that
explaining what the Jefferson. Then Then I will have a but with a few these
project is, and what students will not small presentation differences. enlightenment
the question we will only read the about John Locke, Students will team philosophers
be answering. The Declaration of and his beliefs. Then up in groups to inspired Thomas
next thing that we Independence, but I will have the create a pamphlet Jefferson in writing
will be doing is an also learn the students to explain the the Declaration of
entire class sharing beliefs of Thomas individually create a similarities between Independence. I will
how different Jefferson. They will venn diagram using Montesquieu and write them down,
(non-traumatic) finally share out their laptop about Thomas Jefferson and facilitate the
events help to within groups how how Thomas which includes conversation with
change perspectives Thomas Jefferson Jefferson and John information about questions that will
of different people. changed the Locke are similar both. They will do engage them. Then I
The final thing is perspectives of the and different. individual research, will have them write
that they need to American people for and I will be walking a discussion post
write a one page the future. Instructional around to help if relating to the same
mini paper about Strategies: they need anything. thing as I did the
how different Instructional Technology in the first day except it’s
events have Strategies: classroom, Instructional about using history
Visualization, Inquiry-based Strategies : for their own life
changed their own Cooperative instruction, Cooperative using the things
lives. learning, and visualization. learning, technology that we have just
technology in the Technology in the in the classroom. learned to show
Instructional classroom. classroom and Cooperative their understanding
Strategies: Visualization and visualization are learning is for the
technology in the meant for students group work that Instructional
We would use classroom are to be able to see they are doing Strategies:
cooperative meant for students the information in within the lesson. Cooperative
learning and to have multiple front of them, and Technology in the learning, and
Inquiry-based ways of learning be able to be classroom is for the technology in the
instruction, about Thomas creative with the students to create classroom.
because we have Jefferson. new information the pamphlet using Cooperative
the entire class Cooperative that they have a template learning is useful
share out in order learning is meant gotten. The software. because all of the
for students to be for students to be inquiry-based students are sharing
able to learn from able to learn from instruction is meant their ideas relating
their peers. The each other, and gain for the venn to the main
Inquiry-based more knowledge diagram where question that I am
instruction is from from their peers. students can asking them. The
the posted question evaluate the technology in the
that the students information, and classroom is for the
have to answer. use problem solving different discussion
skills to assess the posts.
info.
Assessment Assessment Assessment Assessment Assessment
I will gage them in During the The students will be The students are I will be able to see
two different ways. cooperative making a venn going to be making their discussion
The first will be learning I am going diagram between pamphlets where posts to not only
from the classroom to have one student John Locke and they are going to see if they
share out since this be the “recorder” Thomas Jefferson. print them out, understand the
is the intro into the within the group to This will then be show them to the content that they
lesson so I can know write down all of posted on a different groups, just learned, but
prior knowledge. the points that they discussion board and then turn in also how it can tie
The second would make during their where all of the their final things for into their own life.
be through the one discussion. They will students can view me to check for
page paper so I can then turn in a copy each other's venn understanding and
see if they have a to me so I can read diagram. I can also completion.
better over to see if they look through all of
understanding of understand what I them to see if
how the past has was asking. students are
changed their own understanding it
perspective.
Technology Technology Technology Technology Technology
The technology that The technology that The technology that The technology that The technology that
is being used is is being used is is being used is a is being used is a is being used is the
personal laptops for YouTube for the venn diagram pamphlet template discussion post
the paper since I video, and personal program for the program where program that the
would rather them laptops to type out students to make students can make school uses. The
type it. The the notes. The one for the the pamphlet. The second would be
standard for standard for assignment. The other thing is a the laptops so all of
students is 3d students is 3A second thing is laptop to access the the students have
Students build Students plan and canvas or whatever technology. The
knowledge by employ effective program that school standard for an opportunity to
actively exploring research strategies uses for discussion students is 6A complete the post.
real-world issues to locate posts. The final Students choose the
and problems, information and thing would be my appropriate
developing ideas other resources for power point that I platforms and tools
and theories and their intellectual or would use to teach for meeting the
pursuing answers creative pursuits. them at the desired objectives
and solutions. For For teachers the beginning. The of their creation or
teachers the standard is 6a standard for communication. For
standard is 6d Foster a culture students is 1C the teachers the
Model and nurture where students take Students use standard is 6d
creativity and ownership of their technology to seek Model and nurture
creative expression learning goals and feedback that creativity and
to communicate outcomes in both informs and creative expression
ideas, knowledge or independent and improves their to communicate
connections. group settings. practice and to ideas, knowledge or
demonstrate their connections.
learning in a variety
of ways. For
teachers the
standard is 5b
Design authentic
learning activities
that align with
content area
standards and use
digital tools and
resources to
maximize active,
deep learning.

Day 6 Day 7 Day 8 Day 9 Day 10

Standards & Standards & Standards & Standards & Standards &
Learning Learning Learning Learning Learning
Objective(s) Objective(s) Objective(s) Objective(s) Objective(s)
Content Content Content Content Content
Standards Standards Standards Standards Standards

HS.SP1.3 HS.SP1.3 HS.SP1.3 HS.SP1.3 HS.SP1.4 Use

Evaluate the Evaluate the Evaluate the Evaluate the compelling
significance of significance of significance of significance of questions
past events as past events as past events as past events as generated
they relate to they relate to they relate to they relate to about
their own lives their own lives their own lives their own lives individuals and
and the world and the world and the world and the world groups to
assess how the
ISTE Standards ISTE Standards ISTE Standards ISTE Standards significance of
their actions
6A Students 6B Students 6B Students 6B Students changes over
choose the create original create original create original time
appropriate works or works or works or
platforms and responsibly responsibly responsibly
tools for repurpose or repurpose or repurpose or and is shaped
meeting the remix digital remix digital remix digital by the historical
desired resources into resources into resources into context
objectives of new creations new creations new creations
their creation ISTE Standard
or Learning 7A Students
communication Learning Learning Objective(s) use digital tools
Objective(s) Objective(s) to connect with
Learning Students will learners from a
Objective(s) Students will Students continue to variety of
start their should be done work on their backgrounds
Students will creative with their posters, and and cultures,
begin their projects, and research, and should finish up engaging with
creative project continue to be continued by the end of them in ways
about how research with their the class period that broaden
history has different events poster making. or else they will mutual
helped change if they still need If any of them have to finish understanding
their to. are done they the rest at the and learning.
perspective, can come up to home. They will
and change Essential me where I can then need to Learning
their life using Question for give them then print it out Objective(s)
different Student feedback to for the next
historical direction make it better. time so we can Students
events, and hang it up on should have
linking it to the How will Essential the board at their final
things they students start Question for the school poster, and
learned the to organize Student where all of the hang it up for
previous week their poster, direction posters will be display where
as well. and what can I up. all of the
do to support How will students in the
Essential them? students Essential class as well as
Question for continue with Question for other students
Student their posters, Student can view them.
direction and how can I direction They will then
help students write a short
What creative with How will reflection
medium are improvement about their
students
students going with their experience, and
continue with
to use for their posters their posters, the importance.
creative poster ?
and what can I
project? Essential
do to ensure
that they are Question for
successful in Student
direction
finishing their
poster?
What will
students be
able to take
away from this
lesson, and was
I successful
 with my
questions?

Learning Learning Learning Learning Learning

Activities Activities Activities Activities Activities
Students will begin Students will finish Students should be Students should Students will hang
to gather different with their research, done with their continue to work on up with their
events, as well as and start creating research, and their posters, and posters, and also
the things that they their poster. I will continue with their finish by the end of will be able to check
have just learned. walk around for poster. If they are the class or else out all of the
They will also find questions in case finishing up they they will have to different posters
their own software anyone needs them. can come up to me finish it at home. from their
that they can create for classmates. They
posters on. Instructional improvements/sugg Instructional will then write a
Strategies​. estions. Strategies final reflection for
Instructional Technology in the Technology in the their project.
Strategies: classroom, and Instructional classroom. This is
Inquiry-based professional Strategies: The really the only one Instructional
instruction, development. same as yesterday since they are really strategies:
technology in the Technology in the just finishing up Technology in the
classroom, classroom is for the their project for the classroom, inquiry
professional program and the next time. based learning,
development. The laptops. cooperative
inquiry-based Professional learning,
instruction is used development is for visualization. The
for students being the same as technology in the
able to find the yesterday which is classroom and
different events building up inquiry-based
that they can use to creativity that can learning is meant
connect to their be useful for for the final
own life. The careers. reflection. The
technology in the cooperative
classroom is the learning and
laptops and the visualization are
poster software meant for when
that they will need they take a look at
for the project as everyone's posters
well as further to learn from them
research. The as well.
professional
development is
used for creating a
poster since this is
extremely
important for future
careers in being
able to have a
creative touch that
most businesses
could use.
Assessment Assessment Assessment Assessment Assessment
Students will need I will have them do I will check in to see I will check to make I will check out all of
to let me know a check in so I can their progress, but sure that they are the posters that the
which software that see their progress, also if they are done with their students made,
they are planning and if a student is finishing up I can posters, and if not then with the one
on using so I am falling behind we check to see for they will have to page paper I would
able to make sure can make a plan for suggestions or finish at home look it over to see if
that they are using the next day. anything. they truly
good software. understood what
the project was
about. I would have
a brief class
discussion before it
so students could
share out what they
took away from it.
Technology Technology Technology Technology Technology
The technology that The technology that The technology that The technology that Just a laptop for the
is needed is a is used is the laptop, is used is the laptop, is used is the laptop, reflective paper.
laptop, and a poster and a poster making and a poster making and a poster making The standard for
making program. program. The program. The program. The the students is 7A
The standard for standard for standard for standard for Students use digital
the students is 6A students is 6B students is 6B students is 6B tools to connect
Students choose the Students create Students create Students create with learners from a
appropriate original works or original works or original works or variety of
platforms and tools responsibly responsibly responsibly backgrounds and
for meeting the repurpose or remix repurpose or remix repurpose or remix cultures, engaging
desired objectives digital resources digital resources digital resources with them in ways
of their creation or into new creations. into new creations. into new creations. that broaden
communication. For The standard for The standard for The standard for mutual
the teachers the teachers is 6B teachers is 6B teachers is 6B understanding and
standard is 6B Manage the use of Manage the use of Manage the use of learning. The
Manage the use of technology and technology and technology and standard for the
technology and student learning student learning student learning teacher is7a
student learning strategies in digital strategies in digital strategies in digital Provide alternative
strategies in digital platforms, virtual platforms, virtual platforms, virtual ways for students to
platforms, virtual environments, environments, environments, demonstrate
environments, hands-on hands-on hands-on competency and
hands-on makerspaces or in makerspaces or in makerspaces or in reflect on their
makerspaces or in the field. the field. the field. learning using
the field. technology.

Sustaining The Project and Innovation

Technology

The use of technology within the daily activities of this project is pretty basic because the

project isn’t too complicated. The biggest thing that is needed for this project is the laptop, and
this would be the main thing that could access everything for the project. If the technology is

more limited then they would have to make the poster on paper instead of using computer

programs to make it. The district board would be the one that would have to support the project

because I would need the students to have laptops. At my high school we had our own personal

laptops which would hopefully be the case for the school that I would work at.

After Proposal Period

The project would be amazing after it is done within the classroom because other classes would

be able to take a look at this, and be able to think back on their own life experiences. While it

would be harder to have other content areas to do the same thing because it is from a historical

experience, it would be possible for them to change the question out of the historical aspect to

whatever content area. This would be great for anyone to do because it can help anyone be able

to understand themselves, and be able to understand where they come from which is always

important for life's purpose.

Innovation

The students' learning will be transformed because they will be able to understand how to

be able to connect different pieces of their lives into what makes them who they are. It really

helps them to gain reflective skills so students can reflect more critically on big picture items.

This will also help the students be able to understand the importance of learning history within

their school, and it will help them tie history to their own lives so it makes it more meaningful

for them. This will help transform my teaching because I will be able to resonate with the

students on a much deeper level because they will be able to understand the importance of the

content they are learning. This will also help me more because I am able to learn more about

how I can understand if they are getting the information that I need them to. It’ll also help me
teach in more of a big picture way which would help me make sure that I am covering the

standards that I need to.