Subject: Social Studies

Grade/Age Level: 8th Grade

Lesson Topic: American Revolution

Learning Goal(s): Goals:

- Students will be able to put together an informa ve and well-organized infographic.

How will technology play a role in mee ng the learning goals? Technology is just one tool in teaching a lesson. How is this tool helping students meet the
learning goal(s)?

Students will be incorpora ng technology into the lesson by not only using technology to do the research for the American Revolu on ba le/
event, but also pu ng together the infographic as well.

Materials Needed for Lesson (tech and non-tech):

You just need a laptop with access to the internet, and then a website to make the infographic.

What do you need to do to get the technology ready? (se ng up accounts, di eren a ng, etc.)
Depending in their site, they will need to make a free account, like with Canva, but they just need an email address to do that.
How is the Tool Being Integrated? (all boxes are clickable for x) How will you assess the ac vi es happening through the tool?
☐Monitoring/observa ons
X Individual
X Forma ve assessment
X Pairs
☐Informal assessment
X Teams
X Summa ve assessment
☐Other

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 What features of the technology tool
have elements of engagement? Can the technology allow students to focus on the assignment/learning with less distrac on (Time on
Answer the Triple E Engagement Task)?
ques ons concerning how technology ☐No x Somewhat ☐Yes
can bring about co-use, me-on-task
learning and focus on the learning goals Can the technology mo vate students to begin the learning process?

☐No ☐Somewhat x Yes

Can the technology cause a shi in behavior, from more passive to ac ve social learners (co-use)?
☐No x Somewhat ☐Yes

What features of the technology tool

include elements to enhance student Can the technology allow students to develop or demonstrate a more sophis cated understanding of
learning? the learning goals (possibly use higher-order thinking skills)?
Answer the Triple E Enhancement
ques ons concerning how technology ☐No ☐Somewhat x Yes
can bring about learning supports/
sca olds, higher-order thinking, and Can the technology create or provide supports (sca olds) to make it easier to understand concepts or
value-added over tradi onal tools. ideas (possibly di eren ate or personalize)?

☐No ☐Somewhat x Yes

Can the technology create paths for students to demonstrate their understanding of the learning goals
in ways they could not do with tradi onal tools?

☐No x Somewhat ☐Yes

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 How does the technology extend the

learning goals? Can the technology create opportuni es for the students to learn outside the typical school day?
Answer the Triple E Extend ques ons ☐No ☐Somewhat x Yes
concerning how technology can bring
about learning that connects to everyday Can the technology create a bridge between school learning and everyday life (authen c
life, allows learners to con nue to learn experiences)?
24/7 and helps them develop so skills. ☐No x Somewhat ☐Yes

Can the technology allow students to build authen c life skills, which they can use in their everyday
life (so skills)?
☐No x Somewhat ☐Yes

Modified from Liz Kolb’s original TripleE Framework Lesson Planning Template
Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

UDL Guidelines (select all that apply)

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 Provide mul ple means of Engagement Provide mul ple means of Representa on Provide mul ple means of Ac on & Expression
A ec ve Networks Recogni on Networks Strategic Networks
The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide op ons for Recrui ng Interest (7) Provide op ons for Percep on (1)
☐Op mize individual choice and autonomy (7.1) ☐O er ways of customizing the display of informa on
☐Op mize relevance, value, and authen city (7.2) (1.1)
☐Minimize threats and distrac ons (7.3) ☐O er alterna ves for auditory informa on (1.2)
☐O er alterna ves for visual informa on (1.3)
Provide op ons for Sustaining E ort & Persistence (8)
☐Heighten salience of goals and objec ves (8.1) Provide op ons for Language & Symbols (2)
☐Vary demands and resources to op mize challenge ☐Clarify vocabulary and symbols (2.1)
(8.2) ☐Clarify syntax and structure (2.2)
☐Foster collabora on and community (8.3) ☐Support decoding of text, mathema cal nota on, and
symbols (2.3)
☐Increase mastery-oriented feedback (8.4) ☐Promote understanding across languages (2.4)
☐Illustrate through mul ple media (2.5)
Provide op ons for Self-Regula on (9)
☐Promote expecta ons and beliefs that Provide op ons for Comprehension (3)
op mize mo va on (9.1) ☐Ac vate or supply background knowledge (3.1)
☐Facilitate personal coping skills and strategies (9.2) ☐Highlight pa erns, cri cal features, big ideas,
☐Develop self-assessment and re ec on (9.3) and rela onships (3.2)
☐Guide informa on processing and visualiza on (3.3)
☐Maximize transfer and generaliza on (3.4)
Provide op ons for Physical Ac on (4)
☐Vary the methods for response and naviga on (4.1)
☐Op mize access to tools and assis ve technologies
(4.2)
Provide op ons for Expression & Communica on (5)
☐Use mul ple media for communica on (5.1)
☐Use mul ple tools for construc on and composi on
(5.2)
☐Build uencies with graduated levels of support for
prac ce and performance (5.3)
Provide op ons for Execu ve Func ons (6)
☐Guide appropriate goal-se ng (6.1)
☐Support planning and strategy development (6.2)
☐Facilitate managing informa on and resources (6.3)
☐Enhance capacity for monitoring progress (6.4)

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from h p://udlguidelines.cast.org

Bloom’s Digital Taxonomy (highlight all that apply)

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 Remembering Understanding Applying Analyzing Evalua ng Crea ng
is when memory is is about construc ng refers to situa ons is about breaking is about making is pu ng elements
used to produce meaning from where the material judgements together
de ni ons, facts, or di erent types of learned material is into parts, and then based on criteria to form a func onal
lists, or to recite or func on, be they used in products determining how and standards whole, reorganizing
retrieve informa on. wri en or graphic. such as diagrams, the parts interrelate through checking elements into a new
models, interviews, to each other or to and cri quing. structure or pa ern
simula ons, and an overall structure by planning or
presenta ons. or purpose. producing.
Power Verbs Power Verbs Power Verbs Power Verbs Power Verbs Power Verbs
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 Bookmarking Advanced search Ac ng out Adver sing Arguing Adap ng

Bullet poin ng Annota ng Administering Appraising Assessing Anima ng
Copying Associa ng Applying A ribu ng Checking Blogging
De ning Boolean search Ar cula ng Breaking down Cri cizing Building
Describing Categorizing Calcula ng Calcula ng Commen ng Collabora ng
Duplica ng Classifying Carrying out Categorizing Concluding Composing
Favoring Commen ng Changing Classifying Considering Construc ng
Finding Comparing Char ng Comparing Convincing Designing
Googling Contras ng Choosing Concluding Cri quing Developing
Highligh ng Conver ng Collec ng Contras ng Deba ng Devising
Iden fying Demonstra ng Comple ng Correla ng Defending Direc ng
Labelling Describing Compu ng Deconstruc ng Detec ng Facilita ng
Liking Di eren a ng Construc ng Deducing Editorializing Filming
Listening Discussing Demonstra ng Di eren a ng Experimen ng Formula ng
Lis ng Discovering Determining Discrimina ng Grading Integra ng
Loca ng Dis nguishing Displaying Dividing Hypothesizing Inven ng
Matching Es ma ng Examining Dis nguishing Judging Leading
Memorizing Exemplifying Execu ng Es ma ng Jus fying Making
Naming Explaining Explaining Explaining Measuring Managing
Networking Expressing Implemen ng Illustra ng Modera ng Mixing/remixing
Numbering Extending Interviewing Inferring Monitoring Modifying
Quo ng Gathering Judging Integra ng Networking Nego a ng
Recalling Generalizing Edi ng Linking Persuading Origina ng
Reading Grouping Experimen ng Mashing Pos ng Ora ng
Reci ng Iden fying Hacking Mind mapping Predic ng Planning
Recognizing Indica ng Loading Ordering Ra ng Podcas ng
Recording Inferring Opera ng Organizing Recommending Producing
Retelling Interpre ng Pain ng Outlining Re ec ng Programming
Repea ng Journaling Playing Planning Reframing Publishing
Retrieving Paraphrasing Preparing Poin ng out Reviewing Roleplaying
Searching Predic ng Presen ng Priori zing Revising Simula ng
Selec ng Rela ng Running Ques oning Scoring Solving
Tabula ng Subscribing Sharing Separa ng Suppor ng Structuring
Telling Summarizing Sketching Structuring Tes ng Video blogging
Visualizing Tagging Uploading Surveying Valida ng Wiki building
Twee ng Using Wri ng
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 ISTE Standards for Students (select all that apply)

1.1 Empowered Learner
Students leverage technology to take an ac ve role in choosing, achieving and demonstra ng competency in their learning goals, informed by the
learning sciences. Students:
☐a. ar culate and set personal learning goals, develop strategies leveraging technology to achieve them and re ect on the learning process
itself to improve learning outcomes.
☐b. build networks and customize their learning environments in ways that support the learning process.
☐c. use technology to seek feedback that informs and improves their prac ce and to demonstrate their learning in a variety of ways.
☐d. understand the fundamental concepts of technology opera ons, demonstrate the ability to choose, use and troubleshoot current
technologies and are able to transfer their knowledge to explore emerging technologies.

1.2 Digital Ci zen

Students recognize the rights, responsibili es and opportuni es of living, learning and working in an interconnected digital world, and they act
and model in ways that are safe, legal and ethical. Students:
☐a. cul vate and manage their digital iden ty and reputa on and are aware of the permanence of their ac ons in the digital world.
☐b. engage in posi ve, safe, legal and ethical behavior when using technology, including social interac ons online or when using networked
devices.
☐c. demonstrate an understanding of and respect for the rights and obliga ons of using and sharing intellectual property.
☐d. manage their personal data to maintain digital privacy and security and are aware of data-collec on technology used to track their
naviga on online.
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1.3 Knowledge Constructor

Students cri cally curate a variety of resources using digital tools to construct knowledge, produce crea ve ar facts and make meaningful
learning experiences for themselves and others. Students:
☐a. plan and employ e ec ve research strategies to locate informa on and other resources for their intellectual or crea ve pursuits.
☐b. evaluate the accuracy, perspec ve, credibility and relevance of informa on, media, data or other resources.
☐c. curate informa on from digital resources using a variety of tools and methods to create collec ons of ar facts that demonstrate
meaningful connec ons or conclusions.
☐d. build knowledge by ac vely exploring real-world issues and problems, developing ideas and theories and pursuing answers and solu ons.

1.4 Innova ve Designer

Students use a variety of technologies within a design process to iden fy and solve problems by crea ng new, useful or imagina ve solu ons.
Students:
☐a. know and use a deliberate design process for genera ng ideas, tes ng theories, crea ng innova ve ar facts or solving authen c
problems.
☐b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
☐c. develop, test and re ne prototypes as part of a cyclical design process.
☐d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.5 Computa onal Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to
develop and test solu ons. Students:
☐a. formulate problem de ni ons suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in
exploring and nding solu ons.
☐b. collect data or iden fy relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-
solving and decision-making.
☐c. break problems into component parts, extract key informa on, and develop descrip ve models to understand complex systems or
facilitate problem-solving.
☐d. understand how automa on works and use algorithmic thinking to develop a sequence of steps to create and test automated solu ons.

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 1.6 Crea ve Communicator

Students communicate clearly and express themselves crea vely for a variety of purposes using the pla orms, tools, styles, formats and digital
media appropriate to their goals. Students:
☐a. choose the appropriate pla orms and tools for mee ng the desired objec ves of their crea on or communica on.
☐b. create original works or responsibly repurpose or remix digital resources into new crea ons.
☐c. communicate complex ideas clearly and e ec vely by crea ng or using a variety of digital objects such as visualiza ons, models or
simula ons.
☐d. publish or present content that customizes the message and medium for their intended audiences.

1.7 Global Collaborator

Students use digital tools to broaden their perspec ves and enrich their learning by collabora ng with others and working e ec vely in teams
locally and globally. Students:
☐a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual
understanding and learning.
☐b. use collabora ve technologies to work with others, including peers, experts or community members, to examine issues and problems
from mul ple viewpoints.
☐c. contribute construc vely to project teams, assuming various roles and responsibili es to work e ec vely toward a common goal.
☐d. explore local and global issues and use collabora ve technologies to work with others to inves gate solu ons.

ISTE Standards for Students, ©2016, ISTE® (Interna onal Society for Technology in Educa on), iste.org. All rights reserved.

ISTE Standards for Educators (select all that apply)

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 Empowered Professional
2.1 Learner
Educators con nually improve their prac ce by learning from and with others and exploring proven and promising prac ces that leverage
technology to improve student learning. Educators:
☐a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and re ect on their
e ec veness.
☐b. Pursue professional interests by crea ng and ac vely par cipa ng in local and global learning networks.
☐c. Stay current with research that supports improved student learning outcomes, including ndings from the learning sciences.

2.2 Leader
Educators seek out opportuni es for leadership to support student empowerment and success and to improve teaching and learning. Educators:
☐a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with educa on stakeholders.
☐b. Advocate for equitable access to educa onal technology, digital content and learning opportuni es to meet the diverse needs of all
students.
☐c. Model for colleagues the iden ca on, explora on, evalua on, cura on and adop on of new digital resources and tools for learning.

2.3 Ci zen
Educators inspire students to posi vely contribute to and responsibly par cipate in the digital world. Educators:
☐a. Create experiences for learners to make posi ve, socially responsible contribu ons and exhibit empathe c behavior online that build
rela onships and community.
☐b. Establish a learning culture that promotes curiosity and cri cal examina on of online resources and fosters digital literacy and media
uency.
☐c. Mentor students in the safe, legal and ethical prac ces with digital tools and the protec on of intellectual rights and property.
☐d. Model and promote management of personal data and digital iden ty and protect student data privacy.
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 Learning Catalyst
2.4 Collaborator
Educators dedicate me to collaborate with both colleagues and students to improve prac ce, discover and share resources and ideas, and solve
problems. Educators:
☐a. Dedicate planning me to collaborate with colleagues to create authen c learning experiences that leverage technology.
☐b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
☐c. Use collabora ve tools to expand students’ authen c, real world learning experiences by engaging virtually with experts, teams and
students, locally and globally.
☐d. Demonstrate cultural competency when communica ng with students, parents and colleagues and interact with them as co-collaborators
in student learning.

2.5 Designer
Educators design authen c, learner-driven ac vi es and environments that recognize and accommodate learner variability. Educators:
☐a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner
di erences and needs.
☐b. Design authen c learning ac vi es that align with content area standards and use digital tools and resources to maximize ac ve, deep
learning.
☐c. Explore and apply instruc onal design principles to create innova ve digital learning environments that engage and support learning.

2.6 Facilitator
Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:
☐a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group se ngs.
☐b. Manage the use of technology and student learning strategies in digital pla orms, virtual environments, hands-on makerspaces or in the
eld.
☐c. Create learning opportuni es that challenge students to use a design process and computa onal thinking to innovate and solve problems.
☐d. Model and nurture crea vity and crea ve expression to communicate ideas, knowledge or connec ons.
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 2.7 Analyst
Educators understand and use data to drive their instruc on and support students in achieving their learning goals. Educators:
☐a. Provide alterna ve ways for students to demonstrate competency and re ect on their learning using technology.
☐b. Use technology to design and implement a variety of forma ve and summa ve assessments that accommodate learner needs, provide
mely feedback to students and inform instruc on.
☐c. Use assessment data to guide progress and communicate with students, parents and educa on stakeholders to build student self-
direc on.
For more informa on, contact standards@iste.org. ISTE Standards for Educators, ©2017, ISTE® (Interna onal Society for Technology in Educa on), iste.org. All rights reserved.
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