Dane Hartman

EdTech 541 – Final Instructional Unit

Lesson #1:

Lesson Overview: This lesson addresses travel and its many components with the goal of
inspiring students to explore the world and study abroad. The idea is to first provide students
with some background knowledge about geography, climate, and population, and then to
prepare them for the day-to-day challenges that living in another country can present.

Curriculum subject: World Language, Math.

Curriculum goals and standards:

World Language Content Standard 2.3: Communicate with proficient speakers of the language in
a variety of situations.
World Language Content Standard 4.3: Plan, draft, revise, proofread, and edit written
communications.
World Language Content Standard 4.4: Convey meaning by accurately using vocabulary,
structures, spelling, capitalization, and punctuation.
World Language Content Standard 5.4: Demonstrate awareness of the geography, history,
political systems and socioeconomic aspects of other cultures.
Math Content Standard 1: Students link concepts and procedures as they develop and use
computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators,
and computers, in problem-solving situations and communicate the reasoning used in solving
these problems.

Grade Level: 9-12

Estimated Time: 6-7 weeks

Objectives:
Students will:
Demonstrate knowledge of the general population breakdown of Spanish-speaking countries.
Correctly conjugate 20 important Spanish verbs.
Explain what cognates and false cognates are.
Perform basic on-the-spot currency conversions in their heads.
Create a map and provide navigational instructions in Spanish.
Collaboratively produce multimedia simulations that address common travel situations.
Participate in real-time chat sessions in Spanish with native speakers.

NETS:
1a: Apply existing knowledge to generate new ideas, products, or processes.
1b: Create original works as a means of personal or group expression.
1c: Use models and simulations to explore complex systems and issues.
2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
2c: Develop cultural understanding and global awareness by engaging with learners of other
cultures.
2d: Contribute to project teams to produce original works or solve problems.
6a: Understand and use technology systems.
6b: Select and use applications effectively and productively.

Prerequisite Learning / Key Concepts:

Students must:
1. Know how to log-on to a computer and access the Internet with a web browser.
2. Have a Gmail account and know how to access Google Docs.
3. Know how to use a word-processor.
4. Be able to perform written addition, subtraction, multiplication, and division.

Part 1 - Motivation / Engagement:

1. Students watch video on inspiring stories from study-abroad.
2. Students watch video on the value of study-abroad.
3. Students watch video on cognates and false cognates.

Part 2 - Informational Activities:

1. Students search online and create a list of 10 cognates and 5 false cognates. They then add
these to a Google Doc that the instructor has shared with all students. The Google Doc will
consist of two tables (one for cognates and the other for false cognates) with two columns
each, the first column containing English words and the second column containing their
Spanish equivalents. Once all students have added their words to the table, the instructor will
alphabetize the list and remove duplicates. Students will use this document as a study guide
for a written assessment that will take place two class sessions later. The assessment will be
a replica of the study guide, except all of the Spanish words will have been removed and
students are charged with the task of filling them in.
2. Students access a verb chart database activity (Excel file). They use this to practice
conjugating a set of 20 important Spanish verbs. The file has two pages, the second of which
displays the correct answers. Students use this as a study guide to prepare them for a written
conjugation assessment. The assessment is a replica of the study guide, consisting of empty
verb charts that students must fill in.
3. Students access a population chart database activity (Excel file). They find the populations of
all Spanish-speaking countries using the World Bank website and enter this information into
the database file along with country names. The Excel file generates population graphs which
students use to prepare for a basic quiz that will take place during the next class session. For
the quiz, students will need to know the population breakdown of the Spanish-speaking world
by country and by geographical region (for country, they need only memorize the 3 most
populous and 3 least populous).
4. Students engage in a whole-class brainstorming session to create an anticipatory list of the
phrases that might come in useful for real-time chat sessions in Spanish. This will include
introductions, get-to-know-yous, and goodbyes. This list will be displayed using the LCD
projector for students to refer to while engaging in chat sessions.
5. Students watch three videos on doing math in your head, including:
Thinking of Numbers as Blocks
Adding Large Numbers
Looking for the Tens

Part 3 – Application Activities:

1. Students complete a Maps and Directions assignment using Prezi. Instructors should budget
roughly one week of class time for the completion and presentation of this assignment. Please
find separate lesson plan document here.
2. Students create multimedia presentations that address four of eight possible travel scenarios
including Taxis, Hostels, Busses, Restaurants, etc. Students can use the web tools
Xtranormal, VoiceThread, and Make Belief Comix to complete this assignment. Instructors
should budget 3-4 weeks for this project. Please find a separate lesson plan document here.
3. Students participate in real-time chat sessions with native Spanish speakers using Rosetta
Stone SharedTalk. They can refer to the list of useful phrases that the class generated
collectively, and they will document their conversations by copying and pasting the text into a
Word document. Find some getting-started instructions for SharedTalk here.
4. Students create Livemocha accounts and work on their own to earn Mocha Points. Students
may pursue whichever aspects of this site they find the most interesting and the most
appropriate for their ability level. Options include free vocabulary and grammar lessons,
submission of writing samples to native Spanish speakers for correction, correction of English
writing samples by individuals learning English, real-time chat sessions with native speakers,
 and more. The only specific requirement is active participation, which the Mocha Points
system makes easily evaluable. Find some getting-started instructions for Livemocha here.
5. Students use the National Library of Virtual Manipulatives Converting Units tool to practice
unit conversion.

Part 4 – Closure Activities:

1. Upon completion of each mini-lesson, students break into groups and discuss what they found
most challenging, and what they found most rewarding about each assignment.
2. Each students fills out a self-assessment form for the mini-unit that they submit to the
instructor.

Accommodation / Modifications:
1. School will provide FM transmitters to deaf and hard of hearing students. Instructor carries
and transmitter device connected to a clip-on microphone while student(s) wears a receiver
earpiece.
2. Instructor will use the School Messenger system (if available) to send text-message reminders
about assignments and deadlines to students at-risk students.
3. Livemocha allows gifted and talented students to challenge themselves as it can
accommodate all ability levels. These students can also challenge themselves using the
various aforementioned web 2.0 tools which are capable of creating advanced content.

Assessment / Evaluation:
Students will:
1. Complete a written assessment on cognates and false cognates. The assessment will be a
replica of the student-generated study guide, except all of the Spanish words will have been
removed and students are charged with the task of filling them in.
2. Complete a written conjugation test 20 important Spanish verbs.
3. Answer a brief set of questions about the geography and population breakdown of the Latin
world. For the quiz, students will need to know the population breakdown of the Spanish-
speaking world by country and by geographical region (for country, they need only memorize
the 3 most populous and 3 least populous).
4. Document their Spanish chat-sessions by copying and pasting the written conversation into a
Word document and emailing it to the instructor.
5. Win ‘Mocha Points’ by actively participating in the Livemocha online learning community,
6. Create a Prezi-based city map and a set of written navigational directions. Please find a
separate lesson plan document here.
7. Collaborate to create a multimedia simulation of common travel situations. Please find a
separate lesson plan document here.
8. Complete a written set of math currency conversion problems without the help of a calculator
or scratch paper.

Materials / Technology Resources:

1. A computer lab or laptop cart with at least 30 PCs with internet access and Microsoft Office.
2. An LCD projector and speakers connected to an instructor computer.
3. An FM transmitter device for any DHH students.
Lesson #2:

Lesson Overview: This lesson is designed to familiarize students with the foreign actions of the
US government – in particular those of the CIA – and to shed light on the effect that these actions
have had on the perception of the United States abroad.

Curriculum subject: History, English, Social Studies

Curriculum goals and standards (Colorado):

History Standard 1.2: Students use chronology to organize historical events and people.
History Standard 2.2: Students know how to interpret and evaluate primary and secondary
sources of historical information.
History Standard 5.4: Students know the history of relationships among different political powers
and the development of international relations.
English Standard 1: Students read and understand a variety of materials.
English Standard 3: Students write and speak using conventional grammar, usage, sentence
structure, punctuation, capitalization, and spelling.
English Standard 4: Students apply thinking skills to their reading, writing, speaking, listening,
and viewing.
English Standard 5: Students read to locate, select, and make use of relevant information from a
variety of media, reference, and technological sources.
Social Studies Standard 1: Identifying historical contexts of contemporary issues;
Social Studies Standard 2: Using historical information to interpret and evaluate decisions or
policies regarding contemporary issues. Social Studies Standard 3: Explaining how the foreign
policy of the United States and other nations continues to develop and change.

Grade Level: 9-12

Estimated Time: 2-3 weeks

Objectives - Students will:

1. Create a timeline detailing the history of CIA interventions throughout the world.
2. Create a Google Earth tour of the CIA intervention timeline.
3. Publish an eBook report on the actions of the CIA abroad.
4. Hold informed discussions about the purpose, legitimacy, and morality of US interventions
abroad.
5. Discuss how the same event can be interpreted differently by different sources and
consequences of this reality in the current geopolitical landscape.

NETS:
2b: Communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
2c: Develop cultural understanding and global awareness by engaging with learners of other
cultures.
3a: Plan strategies to guide inquiry.
3b: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media.
3c: Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks.
6a: Understand and use technology systems.
6b: Select and use applications effectively and productively.

Prerequisite Learning / Key Concepts - Students must:

5. Know how to log-on to a computer and access the Internet with a web browser.
6. Have a Gmail account and know how to access Google Docs.
7. Know how to use a word-processor.
Part 1 - Motivation / Engagement:
4. Students watch 5 videos that provide a brief history of the CIA:
The History Channel – A Brief History of the CIA (1 of 5)
The History Channel – A Brief History of the CIA (2 of 5)
The History Channel – A Brief History of the CIA (3 of 5)
The History Channel – A Brief History of the CIA (4 of 5)
The History Channel – A Brief History of the CIA (5 of 5)

Part 2 - Informational Activities:

6. Using the online resources listed below, create a Google doc that summarizes the actions of
the CIA throughout the 20th century. This is a collection of information only – It does not have
to be in your own words, you can copy and paste text from primary sources.
The CIA’s Greatest Hits
Declassified CIA documents
7. Using the resources listed below, create a three-column table in your Google doc and title it
‘Chile, Pinochet, and the CIA’. You will use this table to sort the following resources into those
that condemn the actions of dictator Agosto Pinochet, those that portray him in a positive
light, and those that take a neutral stance. Include a one-sentence justification for each
placement.
Casahistoria.net
A guide to 20th century Chile
Historical Texts Archive – Chile
BBC News: Chile Timeline
Chile and the United States - Declassified Documents relating to the Military Coup, 1970-1976
The CIA’s Greatest Hits
Declassified CIA documents
National Security Archives – Pinochet and U.S. support
National Security Archives – Declassified CIA biography of Pinochet
President Pinochet Foundation – (in Spanish; you can use Google Translate if necessary to
understand text).

Part 3 – Application Activities:

6. xTimeline
Tasks:
a) Using the web tool xtimeline, create a timeline of all declassified CIA covert
operations throughout the 20th century. Provide a 30+ word summary of each event
and include at least one photograph for each.
b) Using the web tool VoiceThread, create a multimedia presentation documenting the
1973 CIA-backed military coup in Chile. You will present a factual timeline of the events
that took place in addition to an analysis of the differing perceptions surrounding these
events. Your presentation will incorporate text, photos, video, and your own audio
narrative. The following requirements apply:
• 20 or more total slides
• 10 or more photos
• 2 or more video clips
• 2 or more audio narrative clips created by you, each lasting at least 30
seconds.

7. eBook
Tasks:
After completing your timeline, select 1-3 events that you find most interesting as your
area of focus. The project requirements are the same regardless of how many events
you choose to cover, so feel free to hone in on a single topic or to cover several in less
detail.
 • Write create concise, summative statements to inform us about your selections.
• You can think of them as bullet points, although they may not end up that way in your
finished product.
• Throughout the research process you should find and save images that are relevant to
your topic. You need at least 15 images.
• Using the web tool Mixbook (www.mixbook.com), you will use combine your research
paper and images into a polished final project. See account creation notes below.

1. Go to www.mixbook.com
2. Create an account
3. Click 'my projects' > 'create one now'
4. Provide a title and a description
5. Select a book size – You can choose square, landscape, or portrait.
6. Explore the theme options that are available – You can use one of these
templates, or start from scratch by choosing ‘Blank Canvas’. NOTE: Please be sure
to de-select the checkbox next to ‘Give me a book that is almost done’.
7. Click ‘choose theme’ to proceed
8. Use the Photos, Layouts, and Backgrounds tabs in the sidebar at left to build
your eBook. The layouts templates make it easy to place text and images.
9. When finished, click ‘save’, then click ‘home’
10. Click on the thumbnail for your new eBook, find the text ‘No Contributors’,
then click ‘Invite’. Enter your instructor’s email address and click ‘send invitation’.

8. Google Earth Tour

Task:
• As a follow-up to your primary source research project, you will recreate your
CIA covert operation timeline as a Google Earth tour. You should already have
completed a graphic timeline summarizing all declassified CIA covert operations in
the 20th century including a photograph and 30+ word summary of each event.
• Watch this Video Tutorial on how to add comments and photographs to a
Google Earth tour.
• Download these detailed directions to guide you through the process of
building a Google Earth tour and saving it as a .kmz file.
• Your instructor has provided you with a sample .kmz file for reference.

Part 4 – Closure Activities:

3. Hold informed discussions about the purpose, legitimacy, and morality of US interventions
abroad. This can be done as a class or in groups.
4. Reflect as a group on the way in which the same event can be interpreted differently by
different sources. Continue this conversation by discussing how different views of reality
manifest themselves in the current geopolitical landscape.

Accommodation / Modifications:
4. School will provide FM transmitters to deaf and hard of hearing students. Instructor carries
and transmitter device connected to a clip-on microphone while student(s) wears a receiver
earpiece.
5. Instructor will use the School Messenger system (if available) to send text-message reminders
about assignments and deadlines to students at-risk students.
6. Screen readers and OCR + text-to-speech devices can be used for blind and visually impaired
students.
7. Speech-to-text applications can be provided for students with disabilities that prevent them
from writing.
8. Multimedia tools allow gifted and talented students to challenge themselves.
Assessment / Evaluation:
9. Students will be evaluated by the quality of the Xtimeline, eBook, and Google Earth tour that
they create. Specific requirements should be adjusted to accommodate learner level and
available instructional time.
10.Students fill out individual self-assessments sheets for each project.

Materials / Technology Resources:

4. A computer lab or laptop cart with at least 30 PCs with internet access and Microsoft Office.
5. An LCD projector and speakers connected to an instructor computer.