Stage 4 - Events and Tempers That Led To The American Revolution

Running Head: THE COMPLETE PICTURE OF THE PRE-REVOLUTION 1
The Complete Historical Background to the Events Leading up to the American Revolution
8th Grade Social Studies Unit Design
Laura Williams
December 2, 2019
THE COMPLETE PICTURE OF THE PRE-REVOLUTION 2
Introduction
By participating in this unit, the students will research and examine all the events leading
up to the American Revolution. By layering sections of History, Geography, Economics, and
Civics relating to the time, students are putting together a full picture of the Revolutionary War
Era. Much of the unit is student-centered or inquiry based learning to maximize on student
learning outcomes. This unit is based off of the C3 framework and should take about two weeks
to execute. Ultimately, students should be able to answer the compelling question “What criteria
is required to reject bad authority?” The students will repeatedly return to this question during
the course of completing the unit.
In order to fully participate in the unit, students should have a solid foundation of the
founding of the Americas. They should also be comfortable with most of the first colonies
established in North America and the events surrounding such an exploit. This unit relates to this
content by connecting these first colonies with what the British developed and claimed as their
own. By having this previous knowledge, students can look back at the governments set up in the
first colonies and compare them with the way the thirteen British colonies were ruled.
Throughout the unit, the students will be given a series of formative assessments to
ensure student learning before moving on to the next topic. These will inform the teacher as to
where they would need to recover some information before the students are able to complete the
unit. The design of the unit relies upon students building layers of each aspect of social studies of
the era, namely: historical events and people, civic policies and responsibilities, geographical
aspects, and economical decisions. All of these layers create a full illustration of why the
colonies pushed and fought for their independence. To correct any misunderstandings by the
students, the teacher may need to resort to a more teacher-centered instruction, then release the
students to their inquiry and ultimately allowing them to take informed action.
The first two days of the lesson the students will explore the acts of Parliament using the
Smithsonian site and create a flier that the Parliament would have made to tell the colonists about
the Proclamation of 1763, Townshend Acts, or Stamp acts. While exploring these acts, the
students will gain an understanding of civics and how the government’s decisions affected the
daily life of the colonists. In the next two or three days, the students will make sketchnotes of the
Boston Massacre, read excerpts from Thomas Paine’s Common Sense, and then pretend to be the
publisher. As a publisher, they will design and create an advertisement to help circulate Common
Sense. This will provide the students with an overview of the historical events leading up to the
Revolution. Over the next four days, the students will use GeoInquiries to determine the distance
between England and the Colonies. Then they will also create their own Google tour builder
based on an historical event. This will allow the students to connect how geography can affect an
event. The last two or three days the students will cover all the content concerning the economy
of the 18th century colonies. To begin, they will watch a video about the Boston tea party and
learn the effect that a boycott has on the economy. Next they will play a taxation game using
M&Ms to build understanding about how the taxes from Parliament works. Finally, they will
create a news segment on the effects of the Boston Tea Party and boycotting. This will round out
the unit by letting the students explore how the economy can effect the colonists daily lives. By
putting together the other news segments, the students will complete their summative assessment
for the unit. After the completion of the summative assessment, the students will return to the
compelling question. They will then enter into a brainstorming session using post-it’s to decides
where they need to take informed action and how they are going to effect change in their
communities. The students will create a list of criteria for when rejection of authority is
appropriate. Then, they will identify current exploitations of people where breaking away from
authority is necessary. This could be considering whole countries or a single person. Lastly, the
students will make a game plan and carry out their plans to effect change.
Rationale
By completing this unit, the students are creating projects that will help with the
concretion of events in history. This allows them to think through the reasons why events
happened, rather than just what happened. By layering the different aspects of history,
geography, civics, and economics, the students are able to clearly connect how each little event
affected everything else. This unit guides students to think critically about the world around
them, carrying extensive educational value. There are many sides to every story as in the events
of the Revolution. By asking these provoking questions, the students will prob into all the
dimensions of an event rather than just what is seen on the surface. This will enable them to
ponder the compelling question in relation to their own lives. We will return to this content when
discussing what the founding fathers decided to put into the new Constitution of the United
States. The students will study similarities and the solutions the founding fathers came up with to
prevent a tyrannical government from forming.
The technology chosen was to best serve the students. All of the technology chosen is
completely free and simple to use by both the teacher and student. Much of the technology
provides an opportunity for students to collaborate on projects, which benefits both the process
of creation as well as providing feedback. There are also sites that would allow the students to
explore and learn at their own pace. This unit will help students build critical thinking skills by
offering scenarios where the students would be required to predict outcomes based on evidence.
When completing the summative assessment at the end of the unit, the students will use problem
solving skills in planning and executing ways to take informed action. The students will build
participatory skills by engaging in discussions. This is especially prevalent during the civics
section and will help them become informed citizens.
Outcomes/Standards/Evidence Alignment
During the course of completing the unit, the students will aim to accomplish several
learning outcomes. Each of these outcomes are aimed toward a standard and will be measured
for adequate learning.
Student Learning Outcome CCSS-ELA in Evidence of SLO

SLO History/Social Studies attainment
SLO 1 - The students will CCSS.ELA-LITERACY.RH.6- The students will create a flier
explain why Great Britain 8.1 from Parliament to the Colonists
needed and wanted to create the Cite specific textual evidence to explaining one of the acts and
acts of Parliament support analysis of primary and present why they put elements
secondary sources. of the flier on it. The students
will explain why Great Britain
needed and wanted to create the
acts of Parliament. Students are
able to articulate the cause and
effects of parliament taxes and
the colonists’ reactions. Their
flier is well put together and
shows what the act would do.
SLO 2 - Students will explore CCSS.ELA-LITERACY.RH.6- Students will explore other

other propaganda and methods 8.7 propaganda and methods
governments have used to governments have used to
Integrate visual information persuade their constituents by
persuade their constituents.
(e.g., in charts, graphs, writing a few ideas on an entry
photographs, videos, or maps) slip after post-it note
with other information in print discussions. Students are able to
and digital texts. think critically about why
propaganda is used and was
used historically. Students are
able to write down 3 points on
their entry slip.
SLO 3 - Students will identify CCSS.ELA-LITERACY.RH.6- Students will complete the
which acts of parliament were 8.1 GimKit of 10 questions to
important turning points in Cite specific textual evidence to identify which acts of
which the colonists’ decision to support analysis of primary and parliament were important
turn toward independence secondary sources. turning points in which the
colonists’ decision to turn

toward independence.
Students should get 80% on the
GimKit to show understanding
of the cause and effects of the
Acts of Parliament
SLO 4 - The students will CCSS.ELA-LITERACY.RH.6- The students will create an

interpret how the colonists 8.2 advertisement to help better
would have used Common Determine the central ideas or circulate Common Sense. Then
Sense as a call for revolution information of a primary or interpret how the colonists
and independence and how it secondary source; provide an would have used Common
changed their minds accurate summary of the source Sense as a call for revolution
distinct from prior knowledge or and independence, and how it
opinions. changed their minds.
Students must be able to
describe how the colonists’
views changed after reading the
pamphlet and discuss with peers
and the class the important
points of Common Sense.
SLO 5 - The students will CCSS.ELA-LITERACY.RH.6- Students will give their

measure the distance from 8.7 measurement of time that it
England to the colonies Integrate visual information would take to cross from
(e.g., in charts, graphs, England to Boston and write a
photographs, videos, or maps) brief description about how the
with other information in print trip could have gone.
and digital texts. Students should write about
hygiene, uncomfortableness,
maybe being afraid and how
boring it might have been.
Students should get near 3,300
miles across and about 400
hours and around 16 days.
Answers do not have to be exact
but should be with 10%
SLO 6 - Students will explore CCSS.ELA-LITERACY.RH.6- The students will create a

how the terrain could have 8.7 Google Tour about an event and
affected where events could Integrate visual information discuss how the geography
have taken place and order (e.g., in charts, graphs, affected the events. Students
events in chronological order by photographs, videos, or maps) will explore how the terrain
placing them on a map with other information in print could have affected where
and digital texts. events could have taken place
and order events in
chronological order by placing
them on a map.
Students should have 5 events
in chronological order placed
in the spots where they took
place. On each pinpoint, they

should give at least one
reason how the geography
affected the event.
SLO 7- The students will CCSS.ELA-LITERACY.RH.6- Students will post to Pinup
explain a boycott and its effects 8.3 and explain the effects a
on the colony’s economy by Identify key steps in a text's boycott can have on a
pinning up ideas of how it can description of a process related business and an economy.
effect an economy to history/social studies (e.g., Students are able to think
how a bill becomes law, how
through scenarios and post
interest rates are raised or
lowered). two effects that boycotting
has on a business.
SLO 8 - Students will analyze CCSS.ELA-LITERACY.RH.6- The students will create s
the main causes and effects of 8.2 news segment analyzing the
the Boston Tea Party and Determine the central ideas or causes and effects of the
demonstrate this through the information of a primary or Boston Tea Party. Students
creation of a news segment secondary source; provide an give 2 causes of the Boston
accurate summary of the source
Tea party, 3 effects of the Tea
distinct from prior knowledge or
opinions. Party itself and the boycott
that followed
Research-Based Reflection
Student-centered teaching is increasingly becoming a prevalent method to increase
student engagement in the classroom, which Bradford, Mowder, and Bohte (2016) examine and
discuss in their article. The purpose of student-centered learning is to aid the student in playing
an active role in their learning journey and ultimately improve student learning outcomes. Much
of the unit involves the students working in groups or discussing important concepts in small
groups. The majority of students involved in a group do better than those who work alone
(Bradford et al., 2016). Bradford et al. claims that group work improves “student cooperation,
preparation, and a foundation for common-sense thinking that leads to improved critical
decision-making” (p. 35).
Political consciousness is also a part of the framework in which would benefit students to
enhance their civic impact. According to Busey (2016), students must be aware of the history of
their own “economic, social, and political history, [to] [be] [able] [to] transform that history into
a tool for understanding the sociopolitical world around them” (p. 230). Eventually, the students
will be able to use this knowledge to transform their decisions and political thinking based on
and informed awareness of all options. When considering the compelling question, the students
will bring what they learn about the causes of the American Revolution to their present life. By
layering history, geography, civics, and economics in this unit, the students will form a full
picture of how the United States came to be. This not only affects how students examine history,
but gives them the skills to become informed citizens.
With the use of technology in the unit, the students are learning many life-skills that will
benefit them later. Educational technology can be expensive investment, which is the reason that
all programs used in the unit are completely free, so as to not add to the cost of the device itself.
However, Delgado, Wardlow, McKnight, and O’Malley (2015), claim that a variety of subjects
are seeing a positive effect by the use of technology in classrooms. Technology in the classroom
also benefits students because it prepares them for college or careers down the road that use
some sort of technology. In addition, troubleshooting technological problems builds problem
solving skills and critical thinking.
Lesson Plans Including Assessments
Lesson Plan 1
Lesson Title: __Acts of Parliament Flier____ Grade:__8___
Rationale for contemporary technology integration: The students will use Google Drawings to create
their flier from Parliament to the colonists explaining one of the new taxes or acts of Parliament. Google
Drawings allows for students to create textboxes that they can move around on the page. They can add
pictures and animations if they desire. However, Google Drawings was the chosen tool mainly because it
allows for collaboration of students and easy sharing of the completed project.
Learning Target/Student learning outcome (SLO):

This lesson was designed to meet the following learning outcomes and will take 2 days to complete
1. The students will explain why Great Britain needed and wanted to create the acts of Parliament
2. Students will explore other propaganda and methods governments have used to persuade their
constituents.
3. Students will identify which acts of parliament were important turning points in which the
colonists’ decision to turn toward independence
Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Standards Interdisciplinary Connections
(ie: NCSS, Ohio Standards)
NCSS Standards CCSS.ELA-LITERACY.RH.6- Real life connections about
STANDARD II, Time, 8.1 advertising and bias
Continuity, & Change Cite specific textual evidence to English Language Arts
Social studies programs should support analysis of primary and connections are used to create the flier
include experiences that provide for secondary sources. itself by thinking about cause and
the study of the CCSS.ELA-LITERACY.RH.6- effect and the sequence of events
ways human beings view 8.7 CCSS.ELA-LITERACY.W.8.3
themselves in and over time, so that Integrate visual information Write narratives to develop real or
the learner can: (e.g., in charts, graphs, imagined experiences or events using
a. demonstrate an understanding photographs, videos, or maps) effective technique, relevant
that different people may describe with other information in print descriptive details, and well-structured
the same event or situation in and digital texts. event sequences.
diverse
ways, citing reasons for the
differences in views;
Ohio Standards
5. The ideas of the Enlightenment
and dissatisfaction with colonial
rule led English colonists to write
the Declaration of Independence
and launch the American
Revolution.
18. Participation in social and civic
groups can lead to the attainment of
individual and public goals.
19. Informed citizens understand
how media and communication
technology influence public
opinion.
Academic Language: Students should be familiar with the following academic language:
Constituents, taxes, propaganda, colonists, acts, bias
Students’ Needs: Students need the following previous knowledge in order to best participate in the
lesson:
Students need to know the acts of parliament that influenced the American Revolution and how
the colonists reacted to them. Students must also have a basic knowledge of how to work on a computer
English Language Learners Special Needs
The English Language Learners will be given a vocabulary Learning Disabilities: Students will
sheet with all the academic language. Students will be given have access to a vocabulary sheet and
videos with visuals that help explain the acts of Parliament previous notes. Students will be directed
to videos that explain some of the acts of
parliament.
Physical Disabilities: Students could
create a commercial in place of a flier,
allowing them to speak rather than
write.
Materials:
Student needs:
 Laptop or some equivalent
 Notes from previous classes
 Access to internet
 Earbuds (if necessary)
 Online resources provided by teacher. However, because the nature of this lesson is
inquiry-based students are encouraged to find other helpful and informative sites:
o http://www.historyplace.com/unitedstates/revolution/rev-prel.htm
o https://historyofmassachusetts.org/american-revolution-acts/
o https://www.youtube.com/watch?v=Eytc9ZaNWyc
o https://www.youtube.com/watch?v=O1Aai9YmQ5Q
o https://docs.google.com/document/d/1YXTs0w2mCAvofEmVKDXbbaSIoLhy1
GWZC7viHxMok4c/edit?usp=sharing
Teacher Needs:
 Laptop/Computer
 Instructions
 https://docs.google.com/document/d/1YXTs0w2mCAvofEmVKDXbbaSIoLhy1GWZC7
viHxMok4c/edit?usp=sharing
Propaganda
Posters.pptx

 https://www.gimkit.com/view/5dc0751b91e06f00228cd828
Language Function:
Justify- students are asked to justify why parliament would want to tax the colonists
Describe- students are asked to describe the colonists’ reactions
Explain- students are asked to explain how the colonists reacted to the taxes
Evaluate- students are asked to evaluate what the best way to try to convince the colonists that
the taxes are a good idea
Lesson Plan
Before: Before beginning the activity, the students will be given propaganda posters used in the World
War II era from both the Nazi’s and the Allied powers, an advertisement from today, and an example
flier. The students will write on post-it notes how governments use propaganda to help get their
constituents to understand why they do something or in order to get the citizens to take action. Or when
considering the advertisement, what the ad is trying to get the consumer to do? The students will post
their ideas on the white board, the class as a whole will critique each idea. Students will write the most
compelling reasons on an entry slip. After all ideas are presented, the students will be asked to consider
strategies to get the colonists to understand why the taxes had to be put into place from the point of
view of Great Britain. These would also be put on to post-its and presented to the class. If the students
were in the colonists shoes, at what point would colonists get so mad that they would decide that they
need to break away from England?
During: The students will begin by opening Google Drawings and explore the different ways that it
can be used. Then the students will receive resources that explain what each act of Parliament consisted
of. The students will then create their own flier pretending they were part of the British Parliament
explaining one of the prominent acts or taxes during the Revolutionary War era to the colonists. They
will use strategies that were presented with other posters on the post-it’s to try to make the colonists
understand why parliament thinks this is best. As the students are creating their flier, the teacher will be
walking around the room and observing how the students are creating their fliers. The students will be
asked what the best way to get the colonists to “want” to help the government, or what they think the
colonists’ reaction will be. If the British Parliament used their flier, would the colonists have
understood and not wanted to become independent? If the student were in the colonists shoes, would
this act make them mad? What criteria is required to reject bad authority? Early Finishers can start
to share their creations with other students and discuss why they added certain elements to their flier. If
some students are struggling with what the colonists may be thinking, they will be presented with an
example of what would the student’s reaction would be if they were put in similar situation today.
After: After the students have completed their fliers, they can share their creations with the class on
Padlet or our classroom site. Then the students can look at each other’s as well as their parents. Each
student or group will present their flier and why they put elements on their flier. The students in a
think-pair-share structure will explore if there were some taxes that had more influence over the
colonists turn toward independence. Can a society break away from its authority over a few acts of
Parliament? What criteria is required to reject bad authority? The students will have an opportunity to
share how it is important to think critically when looking at anything to determine if there is bias, and
strategies to take informed action to determine all options before deciding by taking turns writing them
on the whiteboard.
Assessment: I will use these tools and techniques to show student learning.
Type of assessment Description of Modifications to Evaluation Criteria- How good is good

(formal or informal; assessment the assessment so enough to meet standards?
formative or What will students do that all students (related to the learning objectives)
summative) to show what they have may demonstrate Include scoring guide, rubric or other
learned? learning criteria
Formative: thumbs This will be done after Students will put their thumbs up if they
up/down the directions for the understand the directions and begin.
flier are given and Student who do not understand any part of
when the instructions the directions will put their thumbs down
on the basic using of and I will go over the directions again or
Google Drawings have a nearby student help explain Google
Drawings.
Formative: Entry slip Students will explore Students can create Students are able to think critically about
SLO 2 other propaganda and a few ideas and tell why propaganda is used and was used
methods governments them to me orally. historically. Students are able to write
have used to persuade down 3 points on their entry slip.
their constituents by
writing a few ideas on
an entry slip.
Formative: The students will Students can ask Are the students able to answer my
Observations and answer the questions questions about any questions? Are the students exploring good
discussions about their flier or what part of the project sites? Are they on task?
the outcomes might be. or the history part
itself and I will
answer them or
have a student near
them show them
Summative: The flier The students will create Students could Students are able to articulate the cause
and presentation the flier and present have created a and effects of parliament taxes and the
SLO 1 why they put elements video/commercial colonists’ reactions. Their flier is well put
of the flier on it. The in place of the flier together and shows what the act would do.
students will explain if getting ideas
why Great Britain down on paper is a
needed and wanted to difficulty
create the acts of
Parliament
Summative: GimKit Students will complete The questions and Students should get 80% on the GimKit to
SLO 3 the GimKit of 10 options can be read show understanding of the cause and
questions to identify out loud. effects of the Acts of Parliament
which acts of
parliament were
important turning
points in which the
colonists’ decision to
turn toward
independence
Resources:
 http://www.historyplace.com/unitedstates/revolution/rev-prel.htm
 https://historyofmassachusetts.org/american-revolution-acts/
 https://www.youtube.com/watch?v=Eytc9ZaNWyc
 https://www.youtube.com/watch?v=O1Aai9YmQ5Q
 https://docs.google.com/document/d/1YXTs0w2mCAvofEmVKDXbbaSIoLhy1GWZC7viHxMo
k4c/edit?usp=sharing
Propaganda
Posters.pptx

 https://www.gimkit.com/view/5dc0751b91e06f00228cd828
 https://www.cultofpedagogy.com/speaking-listening-techniques/
Lesson Plan 2
Lesson Title: __Common Sense Advertisement___ Grade:__8___
Rationale for contemporary technology integration: The students will use Canva to pretend to be the
publisher and create an advertisement to get people to read the pamphlet. Canva is a free resource that can
be a fun way to create any sort of printed media. There are many templets to help get you started. The
students are able to collaborate on it, create textboxes, and add many artistic elements

This lesson was designed to meet the following learning outcomes and is designed to take at least 2 days:
1. The students will interpret how the colonists would have used Common Sense as a call for
revolution and independence and how it changed their minds

NCSS Standards CCSS.ELA-LITERACY.RH.6- Real life connections about
STANDARD II, Time, Continuity, 8.2 advertising and bias
& Change Determine the central ideas or English Language Arts connections
Social studies programs should information of a primary or are used to create the advertisement
include experiences that provide for secondary source; provide an itself by thinking about cause and
the study of the accurate summary of the source effect and the sequence of events
ways human beings view distinct from prior knowledge CCSS.ELA-LITERACY.W.8.9
themselves in and over time, so that or opinions. Draw evidence from literary or
the learner can: CCSS.ELA-LITERACY.RH.6- informational texts to support analysis,
d. identify and use various sources 8.6 reflection, and research.
for reconstructing the past, such as Identify aspects of a text that
documents, letters, diaries, maps, reveal an author's point of view
textbooks, photos, and others; or purpose (e.g., loaded
language, inclusion or
Ohio Standards avoidance of particular facts).
5. The ideas of the Enlightenment
rule led English colonists to write
the Declaration of Independence
and launch the American
Revolution.
17. Americans began to develop a
common national identity among its
diverse regional and cultural
populations based on democratic
ideals.
Thomas Paine’ Common Sense, taxes, colonists, acts, independence,
lesson:
Students need to know the basic concept of what was written in Thomas Paine’s Common Sense.
They should also know and understand how the colonists interpreted the pamphlet. Students must also
have a basic knowledge of how to work on a computer
The English Language Learners will be given a vocabulary Learning Disabilities: Students will
sheet with all the academic language. Students will be given have access to a vocabulary sheet and
videos with visuals that help explain Common Sense previous notes. Students will be directed
to videos that explain part of Common
Sense
Physical Disability: Students could
create a trailer in place of an
advertisement, allowing them to speak
rather than write.
Visual Disability: Students have access
to enlarged text and screens
Materials:
Student needs:
 Online resources provided by the teacher. However, due to the nature of the lesson as
inquiry-based learning, students are allowed and encouraged to use other informational
sites
o https://www.youtube.com/watch?v=-1bt6bNmtg8&t=117s
o https://www.canva.com/
Teacher Needs:
 Laptop/Computer
 Instructions
Language Function:
Synthesize- students are asked to synthesize what the colonists felt about independence before
reading Common Sense, then how the colonists feel about independence after reading it
Describe- students are asked to describe the colonists’ reactions
Analyze- students are asked to analyze what would be the best way to get the colonists to read
Common Sense
Lesson Plan
Before: Before beginning the lesson, we will discuss what goes into a good advertisement and book
review using a snowball discussion strategy. The students will be given a few examples of ideas of that
modern-day book advertisements use. Students will start in pairs and discuss the advertisements. After
a few minutes the students will join another group, creating a group of four. Then they will all share
their ideas and so on. Some students will be asked to do a quick recap for the class about Common
Sense. We will then discuss a few of the colonists’ reactions and what would be a convincing point that
would get the colonists to read the pamphlet. This will be done by the students raising their hands, and
giving one reason. This will be written on the board by a representative from the class.
During: The students will get out their laptops out and pulling up Canva, which they already know
how to use. Then the students will work on their own advertisement for Common Sense. The students
will be reminded that many advertisements for books include the reviews of other readers. This will be
an opportunity for them to include how the colonists reacted to reading Common Sense. It is also
important that the students think about what was in Common Sense that unified the colonists to band
around the idea of independence? What criteria is required to reject bad authority? As the students are
working, the teacher will be walking around making observations and assisting when necessary. The
students will be asked to put themselves in the colonists’ shoes and analyze how they think they can get
the colonists to read Common Sense. If students finish early, they can create a new book cover for
Common Sense and make it relate to their advertisement. If students get stuck and need to be retaught,
they will be shown a video that explains the surrounding details of Common Sense.
After: After the students have completed their advertisement, they will share their creations with the
class on Padlet or our classroom site. Then the students can look at each other’s advertisement, and the
students can share their advertisement with their parents if desired. Then I will put the students in small
groups and have them share what elements they included in their advertisement and each student can
provide effective feedback either on Padlet or when the advertisement is presented. Then a
representative from each group will share what some of the main elements of each of the
advertisements were. Students will then post in a the class discussion board whether or not they believe
that a society can break away from its authority based on words from a little leaflet. Then students will
explore the power of taking informed action using print to help change people’s mind. They will be
encouraged to use all forms of media to get their voice out there when they have opinions on current
events or other points in life. The idea that sometimes something that seems small can have a big
impact on society and history itself will be emphasized.

Formative: thumbs This will be done after If a student has a Students will put their thumbs up if they
up/down the directions for the physical disability, understand the directions and begin.
advertisement are given we can have a Student who do not understand any part of
and when the special sign of a the directions will put their thumbs down
instructions on the smile or something and I will go over the directions again or
basic using of Canva so that they can have a nearby student help explain Canva.
show they
understand
Formative: I will walk around the Students can ask Are the students able to answer my
Observations and room and observe how questions about any questions? Are the students exploring good
interviews the students are moving part of the project sites? Are they on task?
their way through it. I or the history part
will “interview each itself and I will
publisher” and ask what answer them or

their thoughts were to have a student near
get the colonists to read them show them
the pamphlet
Summative: The The students will create Students could Students are able to describe how the
advertisement and the advertisement have created a colonists’ views changed after reading the
discussion where the students will trailer in place of pamphlet and discuss with peers and the
SLO 1 interpret how the the advertisement if class the important points of Common
colonists would have getting ideas down Sense.
used Common Sense as on paper is a
a call for revolution and difficulty
independence and how
it changed their minds
Resources:
 https://www.youtube.com/watch?v=-1bt6bNmtg8&t=117s
 https://www.canva.com/
 Examples of Ads:
Lesson Plan 3
Lesson Title: __Exploring the Colonies___ Grade:__8___
Rationale for contemporary technology integration: The students will use GeoInquires to get an idea
of how the colonies were laid out and compare them to how the states are now. GeoInquires was chosen
because it is an interactive website that the students can manipulate the maps and put an overlay on the
maps to see how the colonies have changed. It also allows the students to measure the distances between
areas. Then the students will use Google Tour Builder to recreate an event during the Revolutionary War
Era. Google Tour Builder allows students to create a story of an event while examining how closely or far
away something is.

This lesson was designed to meet the following learning outcomes and will take 4 days to complete:
1.) The students will measure the distance from England to the colonies
2.) Students will explore how the terrain could have affected where events could have taken place
and order events in chronological order by placing them on a map

NCSS Standards CCSS.ELA-LITERACY.RH.6- Real life connections of map skills
STANDARD III, People, Places, & 8.7 English Language Arts connections
Environments Integrate visual information are used to create the Tour itself by
Social studies programs should (e.g., in charts, graphs, thinking about sequence of events and
include experiences that provide for photographs, videos, or maps) writing the story of the event
the study of with other information in print CCSS.ELA-LITERACY.W.8.3
people, places, and environments, and digital texts. Write narratives to develop real or
so that the learner can: imagined experiences or events using
a. construct and use mental maps effective technique, relevant
of locales, regions, and the world descriptive details, and well-structured
that demonstrate understanding of event sequences.
relative location, direction, size, and CCSS.ELA-LITERACY.W.8.3.C
shape; Use a variety of transition words,
b. interpret, use, and distinguish phrases, and clauses to convey
various representations of the earth, sequence, signal shifts from one-time
such as maps, globes, and frame or setting to another, and show
photographs; the relationships among experiences
d. estimate distance and calculate and events.
scale; CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or
Ohio Standards informational texts to support analysis,
5. The ideas of the Enlightenment reflection, and research.
rule led English colonists to write Mathematics connections are used to
the Declaration of Independence measure the distance and how long it
and launch the American would take to cross the Atlantic Ocean
Revolution. CCSS.MATH.CONTENT.8.EE.C.7
13. Modern and historical maps and Solve linear equations in one variable.
other geographic tools are used to
analyze how historic events are
shaped by geography
17. The movement of people,
products and ideas resulted in new
patterns of settlement and land use
that influenced the political and
economic development of the
United States.
Colonies, England or Great Britain, distance, topographic, storyline
lesson:
Students need to know at least one major event during the events leading up to the Revolutionary
War. Students need a basic understanding of using a computer. Students need the basic concept of how to
find how long it may take something to travel when given the distance and speed.
The English Language Learners will be given a vocabulary Learning Disabilities: Students will have
sheet with all the academic language. Students will be given access to a vocabulary sheet and
videos with visuals that help explain the event they have previous notes. Students could point out
chosen. on the map where the event happened
Visual Disability: Students will have
access to enlarged text and screens.
Materials:
Student needs:
 Online resources provided by the teacher. However, the nature of this lesson is inquiry
based. Therefore, students are allowed and encouraged to explore other websites that are
informational and relevant
o https://tourbuilder.withgoogle.com/
o http://education.maps.arcgis.com/home/webmap/viewer.html?
webmap=c1effa92e3f2476385991d4bf4fc84ee
o Pinup.com
o Geoinquires: http://education.maps.arcgis.com/home/webmap/viewer.html?
Teacher Needs:
 Laptop/Computer
 Instructions
Language Function:
Explain- Students are asked to explain the difficulties of ruling colonies that are across the ocean.
Evaluate- Students are asked to evaluate the amount of time it would take for a ship to cross from
England to the Colonies on an 18th century ship.
Describe- Students are asked to describe how the geography of the area could have affected the
event they chose.
Lesson Plan
Before: Before beginning the lesson, the students will explore and complete the given example of
Google Tour Builder. This will give them an example and given them experience playing with the
features of Google Tour Builder. The students will brainstorm in groups then and present ideas on how
the colonists’ knowledge of the terrain effected their fighting skills whereas the Redcoats lack of
knowledge was detrimental. Then they will be given directions to create their own tour based upon an
event that happened before or during the Revolutionary War. While they are brainstorming topics, the
students will be asked to think about how the location of the New World could affect its ability to
break away?
During: The lesson will begin by the students getting out their laptops out and pulling up
GeoInquiries. Students will be given a brief explanation of all the features of GeoInquires, including
the base map overlays, the measure feature, and the legend. Then they will have the chance to play
with the site for a short while, then they will be asked to measure the distance from England to Boston.
After they come up with an answer, they will calculate how long it would take an 18 th century ship to
cross from England to Boston given that the average speed is 8.3 miles per hour. Then the students will
begin to create their own Tour using Google Tour Builder giving a brief description of the events that
took happened at each place and how the geography could have affected it. They will choose an
important event in the American Revolution to use in their Google Tour Builder and consider the
question: What criteria is required to reject bad authority? Can the geography of the area affect the
criteria. As the teacher walks around the room, the students will be asked to share how certain events
could have played out differently if the geography was different. Early finishers begin working on their
exit slip with their calculations. If students need re-teaching, then they will quietly receive one-on-one
instruction. They will be asked questions to see if they can connect the event to the geography. In the
Disney movie Mulan, would the outcome of the final battle between Shan Yu’s army and the depleted
Imperial army have turned out differently if they were in a flat plain rather than in the mountains? How
would it have been different?
After: After the students have completed their Tour, they will show their tours to the class. They will
get to be the tour guide for their event. How would the distance of an ocean affect the ability to break
away? In a pinwheel discussion strategy, we will discuss how the geography would affect their daily
lives. They will be asked to think about how in the world today, how the geography can affect a
population of people, maybe through natural disasters. Could geography affect the criteria required to
reject bad authority? They will turn to a partner and discuss how we can help those people even if we
can’t change the geography itself. Then the students will be asked to put their ideas on the classroom
pinup so that all students can see it and share with others to help take these ideas and put them into
action.


advertisement are given we can have a Student who do not understand any part of
and when the special sign of a the directions will put their thumbs down
instructions on the smile or something and I will go over the directions again or
basic using of so that they can have a nearby student help explain either
GeoInquires and show they site.
Google Tour Builder understand
Observations and room and observe how questions about any questions: How would that have affected
questioning the students are moving part of the project life? How would the rough terrain effected
their way through it. I or the history part the outcome? Are the students exploring
will question each itself and I will good sites? Are they on task?
student and ask what answer them or
their thoughts were have a student near
about how the them show them
geography could have
made the event turn out
differently
Summative: Exit Slip Students will give their Students can Students should write about hygiene,
SLO 1 measurement of time imagine crossing uncomfortableness, maybe being afraid
that it would take to on an old boat and and how boring it might have been.
cross from England to the conditions they Students should get near 3,300 miles
Boston and write a may have gone across and about 400 hours and around 16
brief description about through days. Answers do not have to be exact but
how the trip could have should be with 10%
gone
Summative: The The students will create Students could Students should have 5 events in
Tour and discussion the Tour and we will place events in chronological order placed in the spots
SLO 2 discuss how the order and pinpoint where they took place. On each pinpoint,
geography affected the where they would they should give at least one reason how
events. Students will go on a map the geography affected the event.
explore how the terrain
could have affected
where events could
have taken place and
order events in
chronological order by
placing them on a map
Resources:
 https://tourbuilder.withgoogle.com/
 https://tourbuilder.withgoogle.com/tour/ahJzfmd3ZWItdG91cmJ1aWxkZXJyEQsSBFRv
dXIYgICgj8qtgAsM
 Geoinquires: http://education.maps.arcgis.com/home/webmap/viewer.html?
 Pinup.com and link to classroom site
Lesson Plan 4
Lesson Title: __Boycotting News Segment___ Grade:__8___
Rationale for contemporary technology integration: The students will use Movie Maker MovieStudio
online with Chrome. Movie Maker allows students to add videos and layering of text, pictures, and sound.
Movie Maker MovieStudio was chosen because it is online and completely free.

This lesson was designed to meet the following learning outcomes and is designed to take three days to
complete
1. The students will explain a boycott and its effects on the colony’s economy by pinning up ideas
of how it can effect an economy
2. Students will analyze the main causes and effects of the Boston Tea Party and demonstrate this
through the creation of a news segment

NCSS STANDARDS CCSS.ELA-LITERACY.RH.6- Real life connections of the flows of
STANDARD VII. Production, 8.2 the economy
Distribution, & Consumption Determine the central ideas or English Language Arts connections
Social studies programs should information of a primary or are used to create the Newscast section
include experiences that provide for secondary source; provide an itself by thinking about sequence of
the accurate summary of the source events and writing the story of the
study of how people organize for distinct from prior knowledge event
the production, distribution, and or opinions. CCSS.ELA-LITERACY.W.8.3
consumption of goods and services, CCSS.ELA-LITERACY.RH.6- Write narratives to develop real or
so that the learner can: 8.3 imagined experiences or events using
a. give examples that show how Identify key steps in a text's effective technique, relevant
scarcity and choice govern our description of a process related descriptive details, and well-structured
economic decisions; to history/social studies (e.g., event sequences.
how a bill becomes law, how CCSS.ELA-LITERACY.W.8.3.C
Ohio Standards interest rates are raised or Use a variety of transition words,
5. The ideas of the Enlightenment lowered). phrases, and clauses to convey
and dissatisfaction with colonial sequence, signal shifts from one-time
rule led English colonists to write frame or setting to another, and show
the Declaration of Independence the relationships among experiences
and launch the American and events.
Revolution. CCSS.ELA-LITERACY.W.8.9
17. The movement of people, Draw evidence from literary or
products and ideas resulted in new informational texts to support analysis,
patterns of settlement and land use reflection, and research.
that influenced the political and
economic development of the
United States.
23. The U.S. Constitution protects
citizens’ rights by limiting the
powers of government.
26. Governments can impact
markets by means of spending,
regulations, taxes and trade barriers.
Colonies, Taxes, Boycott, The Boston Tea Party,
lesson:
Students need to know the main reasons for the Boston Tea Party and the effects of a boycott.
Students need a basic understanding of using a computer.
The English Language Learners will be given a vocabulary Learning Disability: Students will have
sheet with all the academic language. access to a vocabulary sheet and
previous notes.
Hearing Impairment: Students will have
access to the transcript of all videos and
segments
Materials:
Student needs:
 Laptop or some equivalent with Movie Maker Chrome added to the Brower
 Some sort of video recording device
 Online Resources: the nature of this lesson is inquiry based and therefore the students are
not limited to the resources provided by the teacher but are allowed and encouraged to
explore relevant and informative sites.
o https://www.youtube.com/watch?v=fUgARhCWvdI
o https://www.cnn.com/2019/11/12/cnn10/ten-content-weds/index.html
watch from minute 4:00
o https://padlet.com/lewilliams9999/uv1wshwgq0w2
o https://www.redcoolmedia.net/PopcornEditor/moviemaker.html
o https://pinup.com/-Cmqhf65j
Teacher Needs:
 Laptop/Computer
 Instructions
Language Function:
Explain- Students are asked to explain the cause and effects of the Boston Tea Party and the
Boycott that followed
Analyze- Students are asked to analyze how a boycott would affect the economy
Justify- Students are asked to justify why the Colonists thought that a boycott would serve their
needs
Lesson Plan
Before: Before beginning the lesson, the students will watch a quick video explaining the Boston Tea
Party. Then the students will be asked if they know what a boycott is. How would the lack of
representation and excessive taxes lead to the Boston Tea Party? What criteria is required to reject bad
authority? We will discuss the economic implications of having boycotts using a discussion strategy
called the hot-seat. One student will be in the middle and given a scenario and they have to tell how
they would react. Then someone else will sit in the hot seat and react to what the student just said.
Then, we will shift to situations in current events in relation to the economy. The news will usually also
include an economic expert segment that will explain the economic implications of the event. The
students will watch an example with CNN10. Then the students will be split into groups of four.
During: The students write out a storyboard of how they are going to explain what happened at the
Boston Tea Party and the economic implications of a boycott. Then they will be shown how to work
MovieStudio and able to play around with the site. The students will then start recording and editing
their videos. When the students are finished, they will be able to post their videos to our classroom
Padlet. Early finishers will be able to watch other students’ videos and help other groups if necessary.
If something needs to be retaught, then the student will be presented with examples pertaining to them.
They will put themselves in the shoes of a boycotter, then in the shoes of a shopkeeper whose product
is being boycotted. What would their initial response be? If this is an extended period of time, how
would that effect the business?
After: After the students have completed their videos, they will post it to the classroom Padlet. Can a
society break away from its authority based on their economic policies? What criteria is required to
reject bad authority? Then the students will be asked if there are any policies of the current government
that they do not agree with or want to change. They will be asked to think about how that can be done
today? Would a boycott work? How would you inform other citizens? Are there any other ideas in
which the citizens could let the government know of their dissatisfaction and desire for change?
Students will get back in their groups and share to Pinup a few points that they would do if they were
in this situation. Then each group will present their ideas and the other students can critique their ideas.
After the students are presented with everyone’s ideas, the students will be asked what we as a class are
going to do about it.

video are given and we can have a Student who do not understand any part of
when the instructions special sign of a the directions will put their thumbs down
on the basic using of smile or something and I will go over the directions again or
MovieStudio. so that they can have a nearby student help explain the site.
show they
understand
Observations and room and observe how questions about any questions? Are the students exploring good
questioning the students are moving part of the project sites? Are they on task?
their way through it. I or the history part
will question each itself and I will
group to see if they are answer them or
on track and on task. have a student near
them show them
Formative: The Pinup Students will post to Students can share Students are able to think through
post Pinup and explain the with each other and scenarios and post two effects that
SLO 1 effects a boycott can have another boycotting has on a business.
have on a business and student post for
an economy them
Summative: The The students will create Students can get Students give 2 causes of the Boston Tea
news segment the news segment involved in the party, 3 effects of the Tea Party itself and
SLO 2 analyzing the causes shooting of the the boycott that followed
and effects of the segment and walk
Boston Tea Party through scenarios
of boycotts
Resources:
 https://www.youtube.com/watch?v=fUgARhCWvdI
 https://www.cnn.com/2019/11/12/cnn10/ten-content-weds/index.html
watch from minute 4:00
 https://padlet.com/lewilliams9999/uv1wshwgq0w2
 https://www.redcoolmedia.net/PopcornEditor/moviemaker.html
 https://pinup.com/-Cmqhf65j
References
Bradford, J., Mowder, D., & Bohte, J. (2016, August). You Can Lead Students to Water, but You
Can't Make Them Think: An Assessment of Student-Engagement and Learning through
Student-Teaching. Journal of the Scholarship of Teaching and Learning, 16(4), 33-43.
doi:10.14434/josotl.v16i4.20106
Busey, C. L. (2016). Teaching the Election with Purpose: Toward a Framework of Racial Media
Literacy and [Socio] Political Consciousness When Discussing Elections in the Social
Studies Classroom. The Clearing House, 89(6), 228-234.
doi:10.1080/000986555.2016.1235954
Delgado, A. J., Wardlow, L., McKnight, K., & O'Malley, K. (2015). Educational Technology: A
Review of the Integration, Resources, and Effectiveness of Technology in K-12
Classrooms. (P. Blakey, Ed.) Journal of Information Technology Education: Research,
14, 397-416.
Appendices
Stage 1: EDU 365 Unit Design “Big Picture” Plan
C3 Inquiry Learning and Backward Design Framework
Unit Grade Level: 8

Topic: Events and tempers that led to the writing of the Declaration of Independence
Number of Days:14
Interdisciplinary Assistance: the Language Arts teacher
Standards Alignment
CCSS OHIO Social Studies
CCSS.ELA-LITERACY.W.8.3 5. The ideas of the Enlightenment and
Write narratives to develop real or imagined dissatisfaction with colonial rule led English colonists
experiences or events using effective technique, to write the Declaration of Independence and
relevant descriptive details, and well-structured event launch the American Revolution.
sequences. 17. The movement of people, products and ideas
CCSS.ELA-LITERACY.W.8.3.C resulted in new patterns of settlement and land use
Use a variety of transition words, phrases, and that influenced the political and economic
clauses to convey sequence, signal shifts from one development of the United States.
time frame or setting to another, and show the 23. The U.S. Constitution protects citizens’ rights by
relationships among experiences and events. limiting the powers of government.
CCSS.ELA-LITERACY.W.8.9 26. Governments can impact markets by means of
Draw evidence from literary or informational texts to spending, regulations, taxes and trade barriers.
support analysis, reflection, and research.
Compelling Question
What criteria is required to reject bad authority?
Supporting Question Supporting Question Supporting Question Supporting Question
Civics History Geography Economics
What acts of the British What did events caused How would the new With the lack of
Parliament, with the lack the colonists to unite world’s location effect representation, what
of representation, upset around independence? its ability to break effect did the excessive
the colonists? away? taxes have on the
colonists?
Formative Performance Formative Performance Formative Performance Formative Performance
Task Task Task Task
Explore the acts of Make sketchnotes of the Look at a map, using the Watch video about the
Parliament using the Boston Massacre. legend, figure out how Boston tea party and
Smithsonian site. Read excerpts from far England is from the learn the effect of a
Create a flier that the Thomas Paine’s Common Colonies. GeoInquiries boycott on the economy.
Parliament would have Sense. Pretend to be the Explore and Discuss Play a taxation game with
made to tell the colonists publisher and create an technologies to get students using M&Ms to
about the Proclamation advertisement to help from England to understand how the
of 1763, Townshend Acts, circulate Common Sense. Colonies, how weather taxes from Parliament
or Stamp acts. And could affect the cross. works. Create a news
Present to class. Create their own segment on the effects of
Write a letter in first Google tour builder the Boston Tea Party and
person from the based on an event boycotting
viewpoint of a colonist,
to the Parliament
complaining about the
new taxes.
Featured Sources Featured Sources Featured Sources Featured Sources
Source A: History Place Source A: Thomas Paine’s Source A: GeoInquiry Source A: Watch Hip
Source B: Teaching Common Sense Source B: Naval Action Hughes
History Source B: Kahn Academy Source C: Ship
Source C: Watch simulation
Freedom Project
http://education.maps.arcgis.com/home/webmap/viewer.html?
webmap=0db427be590f4f0a9307482cb392f44d
http://www.historyplace.com/unitedstates/revolution/rev-prel.htm
https://teachinghistory.org/history-content/beyond-the-textbook/25627
https://www.learner.org/workshops/primarysources/revolution/docs/Common_Sense.pdf
https://www.khanacademy.org/humanities/us-history/road-to-revolution/the-american-revolution/a/the-
boston-massacre
https://www.paulreverehouse.org/the-real-story/
https://www.youtube.com/watch?v=fUgARhCWvdI
https://www.youtube.com/watch?v=5AsJJLAVqqw
http://www.navalaction.com/#open-world
https://www.youtube.com/watch?v=i6CGVWDjs-A
Summative Assessment Task Why would dependent colonies want to break from their mother-
country?
Create a script and storyboard of a newscast portraying the key events,
major Acts of Parliament, brief description of important people, and
speculative reasons why events occurred.
Extension: actually video tape the Newscast
Taking Informed Action  Identify other times when a separation is good

 Create a list of problems in our society that we may need to
separate from and ways in which to do it. How would we get
the word out to the rest of society?
 Do it.
Stage 2: Research Paper
Literature Review of Pedagogical Articles Including: Student-Centered Learning, Social
Studies Pedagogy, and the Effectiveness of Technology Integration
Review of Student-Centered Learning with Focus on Engagement Summary
Student-centered teaching is increasingly becoming prevalent to increase student
engagement in the classroom, which Bradford, Mowder, and Bohte (2016) examine studies and
discuss in their article. The purpose of student-centered learning is to initiate the student in
playing and active role in their learning journey. The counterpart is called teacher-centered
learning which could be thought of as traditionally taught classes where the teacher lectured,
students did the homework, and took tests on the material. In this instance, well-organized
students did well, whereas non-motivated students would not put in the work would fail or be in
the “average” category. Many teachers default to this teaching style because student-centered
learning is often difficult to do with large-class sizes.
The study completed by Bradford et al., (2016) was done in a criminal justice and
criminology research methods and statics class chosen for the label of being a difficult class. The
main purpose of the study was to see if the teachers adopting a student-centered teaching method
would improve student learning outcomes. In this project, the techniques examined were team-
based learning (TBL), Incentive-based learning (IBL), and flipped classrooms. In each category,
they studied how the techniques effected student engagement. Bradford et al., (2016) define
these techniques respectively as the “employ[ment] [of] facilitated group work, the use of
positive-reinforcement for work, and using the classroom for more direct interaction as a result
of directed work outside the classroom” (p. 34). However, testing the effectiveness of these
techniques proves difficult as there are many variables that could also occur in a classroom
setting. For example, the teacher’s delivery, classroom environment, diversity, and even the type
of class could affect the outcome of student engagement.
TBL is commonly thought of as “group work.” Research has shown that students
involved in a group do better than those who work alone. Bradford et al. claim that TBL
improves “student cooperation, preparation, and a foundation for common-sense thinking that
leads to improved critical decision-making” (p. 35). TBL also allows for students to delegate
work into a manageable load and work toward a common goal. However, many drawbacks may
apply, such as freeloaders, scheduling time to meet, and students that do all the work. TBL can
be used with many other combinations of student-centered learning that can multiply its
effectiveness.
Rewarding students for good work is part of IBL. If used in the correct context, the
incentives motivate students to do their best and work through challenges and deadlines.
However, sometimes this can lead to the students competing against each other. Time restrictors
can also lead to students to just completing the project without their best work. Many researchers
claim that instructors should use low-stakes incentives to motivate students. These would
increase motivation but not in an over-exuberant manner. Bradford et al. (2016) uses the example
that tests are often used as a motivator yet lead to over stressing the student. Whereas, quizzes
are less stressful, yet can inspire the student to study without the extra pressure. Extra credit is a
controversial motivator because the high-achieving students are often the ones who complete it,
yet do not necessarily need it. Extra credit tends to improve grades on particular assignments but
does not usually make an impact on overall grades.
In a flipped classroom, the students learn the material at home with readings and
homework, then come into the classroom to discuss. This facilitates critical thinking and leads to
a greater understanding of the concepts. However, the instructions on the homework assignment
must be very clear in order to maximize student learning. Flipped classrooms let the instructor
see and address learning gaps in students that would ordinarily go unnoticed. This technique is
especially effective because the use of technology allows the teacher to make videos or other
uses of media to aid in pre-instruction materials.
This study had the students in the criminal justice statics class take a survey at the
beginning of the semester and again at the end measuring their emotional engagement and active
engagement. The students who thought the class would help them in their future careers and
were motivated by grades were actively emotionally engaged, but those who liked to work in
small groups were less likely to be emotionally engaged. Students were more actively engaged
when they prepared for class. The student-centered techniques applied by the teacher had a
positive impact on student engagement and ultimately learning outcomes.
Analysis of student engagement through student-centered teaching. This research
article confirmed many other sources that claimed that student-centered learning is more
effective than teacher-centered learning. As a takeaway, the article insists that TBL can be an
effective learning technique to help students not only with the content but also build life skills
that can be preparation for the workplace. However, TBL must be correctly facilitated or
depending on the age of the students could be difficult for the students. IBL works to motivate
students but must be carefully used as some motivators can contradict the incentive and lead to
clumsy work. Extra Credit does help better grades on particular assignments but does not usually
affect overall grades. Flipped classrooms tend to be quite effective in that the students take on
learning on their own and then can solidify any misunderstandings in the class discussions.
These class discussions lead to critical thinking and a greater understanding of the concept.
Overall, through their study, Bradford et al. (2016) claims that student-centered learning
techniques work to improve student learning outcomes, specifically TBL, IBL, and a flipped
classroom.
This is relevant to a preservice teacher because it would help them focus on where to and
how to look for resources, get ideas of activities, and instill a love of learning in their future
students to produce the greatest measure of student learning outcomes. Preservice teachers can
focus formation of their style of pedagogy to a more student-centered approach because the
mission of a teacher is to maximize student learning outcomes. It is relevant to future students
because as a preservice teacher, being prepared and ready for many situations is important.
Future students will be able to not only learn content but skills that can prepare them for life.
Review of History/Social Studies Pedagogy and Civic Impact Summary
Knowing the discussion of an election is important concept in a government classroom,
Busey (2016) explains in his article that it is necessary to remain neutral, yet not be afraid the
discuss important matters, mainly race. The main purpose of the article was to make teachers
aware of the “pedagogical frameworks of racial media literacy and (socio)political consciousness
to address systemic issues of race as they are discussed in the election” (p. 228). He focuses on
two frameworks: racial media literacy and political consciousness.
Busey (2016) discusses his experiences as a black educator during the 2008 election. The
school in which he teaches government and US history has a predominantly black population. He
was chosen to do an interview with Channel 6 the day after the election, where he discusses the
importance of having a political discourse with a social studies class. However, he cautions to
determine whether these discussions are intentional in teaching critical thinking skills to analyze
the integrity of political situations rather than just bashing or praising some candidate.
Busey (2016) claims that having discussions around elections present opportunities to
“engage in decision making, the heart of social studies as a democratic practice” (p. 229).
However, in the heart of being a neutral mediator in the discussion, many teachers will stay away
from issues of race and racism because of the sensitivity of the topic. In a study focused on
whether teachers discussed the matter of race during their discussions on the election, only one
teacher had thoroughly brought President Obama’s race into the discourse. In order to prepare
his students for when they begin to vote, Busey (2016) claims that it is necessary to discuss
matters of race and gender before the 2016 election rather than after the results have been
unveiled. Rather than discussing the election process, which is traditionally thought of as rather
dull, taking a rather issue-centered approach leads to deeper learning.
Because today’s students were born in the digital age, they are constantly surrounded by
the media. It serves as an influential role in shaping ideas that are formed by students. Therefore,
in the classroom, students must be taught to think critically about all the information they receive
and use media literacy. Media literacy is part of the framework with integrates the messages of
the candidates and the medium of the message. This also applies to political commercials,
election coverage, and reporting.
Political consciousness is also a part of the framework in which would benefit students to
enhance their civic impact. According to Busey (2016), students must be aware of the history of
their own “economic, social, and political history, [to] [be] [able] [to] transform that history into
a tool for understanding the sociopolitical world around them” (p. 230). Eventually, the students
will be able to use this knowledge to transform their decisions and political thinking based on
and informed awareness of all options. They can use this knowledge to make civic impact in
political action and voting.

It is acknowledged that it is important to have these discussions in the classroom,
however, some pedagogical issues may get in the way of effective teaching. First, teachers may
lack their own knowledge of current events and political standings. It is also necessary to stay
away from polarized media outlets. Teachers are encouraged to choose to not disclose their vote
and remain neutral during these discussions. However, it may be necessary to guide students on
issues when a fundamental truth is challenged. Busey (2016) suggests the 5 C’s for conducting
these classroom discussions: Cogenerate Dialogues, Co-teaching, Cosmopolitanism, Context,
and Content. All are designed to give students a well-rounded basis for making their own
decisions through guiding questions that make them think critically. Teachers should not be
scared to discuss these topics, but if they teach media literacy and political consciousness, it will
greatly benefit the students.
Analysis of social studies pedagogy. The author included many important and worthy
points in which to think. However, one main theme of the article was that teachers should not be
afraid to have these discussions with their students. These discussions challenge them and allow
them to think critically and be their own citizen without having someone to tell them what to
think. It may be necessary to change their pedagogy style to more analysis and discussion, rather
than memorization of facts. With media literacy, student will be able to analyze news outlets and
filter out the real story. With political consciousness, they will eventually vote for a candidate,
not on other people’s perceptions of the candidate, but on the policies on which the candidate is
running. Busey (2016) urges preservice teachers to become aware of current events and political
knowledge. He claims that many preservice teachers have “vision for infusing these topics into
their teaching” (p. 231), yet do not have the social knowledge to lead the discussion. This is
relevant to my future students because at some point they will grow up and be able to vote. With
discussions in the classroom, they will be given the chance to foster the skill of critical thinking
and analyzation of sources and policies that will make them a better-informed citizen.
Review of The Effectiveness of Educational Technology Integration Summary
With their article, Delgado, Wardlow, McKnight, and O’Malley (2015), explore whether
technology integration into the classroom is improving student learning outcomes. The vast
majority of students now have access to internet and technology from home or school, meaning
that: students have access to a vast amount of information and must taught how to decipher
whether the information is accurate. Common Core was created to help standardize how students
would be taught to think critically and prepare them for college or a career. With technology in
the classroom, their learning is not limited to the brick walls around them. With the invention of
radios in the 1920’s, technology has slowly been integrated in the classroom to help teach
students to challenge them into higher-level cognitive skills rather than rote memorization. The
study examined three questions: How is technology being integrated, what investments have
been made, and how effective is it?
Technology is being used as a complement to advance pedagogy. As schools are
increasingly meeting the ideal 1:1 ratio of technology devices to students, instructional strategies
are changing. First, however, there is a concern of budgets to cover software, hardware, and the
technological support that schools and districts must overcome. Once this obstacle is overcome,
there are many ways in which a classroom can be run. Bring your own device (BYOD) is a
method that is cheaper for the school district in that the majority of homes have at least one
device that the students can bring to school to use. However, this means that students may have
different devices, meaning instruction and technological support could be an issue. Blended
Learning is also called hybrid or flipped classroom. This is the idea that students complete all the
main content learning at home and come into the classroom for discussion. This has been tested
and has shown an increase in student learning outcomes. Flipped classrooms should follow for
pillars that optimize student performance: flexible environment, learning culture, intentional
content, and professional educator. Flexibility allow students to work in their own time and at
their own pace. Learning culture refers to the students becoming responsible for their own
learning. With the discussion in class, intentional content helps the teacher give rapid feedback
and helps keep the content relevant for the students. Lastly, professional educator refers to
teachers who spend time observing and assessing rather than lecturing. Studies have shown that
flipped classrooms increase student engagement by 80%. Online learning is a completely
technology integrated form of study. Online learning allows for distance education, the
opportunity to take classes not readily available at the current school and reduces conflicts in
students’ schedules. On average, those who took online classes did better that those who attended
classes at a brick and mortar school. However, some suggest that these studies had some
methodological flaws that could have changed the outcome.
In recent years, spending on educational technology has dramatically increased.
However, in 2010, the Federal Government spent $1.3 trillion on education, but only $625
billion was spend on the K-12 level. Statics say that 97% of classrooms have at least one
computer with 93% accessing the internet. However, the actual use of technology in classrooms
is low as only 40% of teachers say that their students use technology ‘often.’ The reasons may be
the teachers’ lack of computer skills, time for management and familiarization with computers,
and the resources in which to do so effectively, such as tech support.
Educational technology is an expensive investment, so is it effective? Delgado et al.
(2015) claim that a variety of subjects are seeing a positive effect, especially reading and math.
However, some of the studies looked at may be flawed by the lack of control groups, pretest
differences, or lack of equivalence between the control and experimental group.
In conclusion, whether the technology is creating a significant difference in learning may
be uncertain, however all agree that it is not making scores go down. There are many variables
and environments that affect whether educational technology can be effective, however most
findings suggest it is at least beneficial to expose the students in order to prepare them for
college. However, technology cannot provide assistance or any advantages if the students do not
have access to the tools or technology.
Analysis of Effectiveness of Technology. The takeaway of the article is that there are
many aspects and ways of integrating technology in the classroom with various variables and
student learning outcomes that make it hard to judge whether educational technology is making a
significant positive impact. However, it is also preparing student for college and careers which
makes it worth it. Something that preservice teachers need to be aware of is that many of the
reasons why students are not accessing technology daily in the classroom is because of teacher
ignorance. This is something concrete that can be fixed at the convenience of the teacher through
classes or tutorials. When a teacher is connected to their peers, it becomes easier to find more
ways to integrate technology and snowballs from there. This impacts future students because it
prepares them for college or careers down the road if nothing else. Troubleshooting
technological problems builds problem solving skills and critical thinking. In the best-case
scenario, the student will be able to grasp content faster with the aid of technology and be able to
use it later in life.

References
Bradford, J., Mowder, D., & Bohte, J. (2016, August). You Can Lead Students to Water, but You
Can't Make Them Think: An Assessment of Student-Engagement and Learning through
Student-Teaching. Journal of the Scholarship of Teaching and Learning, 16(4), 33-43.
doi:10.14434/josotl.v16i4.20106
Busey, C. L. (2016). Teaching the Election with Purpose: Toward a Framework of Racial Media
Literacy and [Socio] Political Consciousness When Discussing Elections in the Social
Studies Classroom. The Clearing House, 89(6), 228-234.
doi:10.1080/000986555.2016.1235954
Delgado, A. J., Wardlow, L., McKnight, K., & O'Malley, K. (2015). Educational Technology: A
Review of the Integration, Resources, and Effectiveness of Technology in K-12
Classrooms. (P. Blakey, Ed.) Journal of Information Technology Education: Research,
14, 397-416.

Stage 4 - Events and Tempers That Led To The American Revolution

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Running Head: THE COMPLETE PICTURE OF THE PRE-REVOLUTION 1

up to the American Revolution. By layering sections of History, Geography, Economics, and

the course of completing the unit.

prevent a tyrannical government from forming.

section and will help them become informed citizens.

for adequate learning.

Student Learning Outcome CCSS-ELA in Evidence of SLO

SLO 2 - Students will explore CCSS.ELA-LITERACY.RH.6- Students will explore other

colonists’ decision to turn

SLO 4 - The students will CCSS.ELA-LITERACY.RH.6- The students will create an

SLO 5 - The students will CCSS.ELA-LITERACY.RH.6- Students will give their

SLO 6 - Students will explore CCSS.ELA-LITERACY.RH.6- The students will create a

place. On each pinpoint, they

Student-centered teaching is increasingly becoming a prevalent method to increase

decision-making” (p. 35).

but gives them the skills to become informed citizens.

some sort of technology. In addition, troubleshooting technological problems builds problem

solving skills and critical thinking.

Lesson Plans Including Assessments

Lesson Title: __Acts of Parliament Flier____ Grade:__8___

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

English Language Learners Special Needs

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

Lesson Title: __Common Sense Advertisement___ Grade:__8___

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

English Language Learners Special Needs

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

publisher” and ask what answer them or

Lesson Title: __Exploring the Colonies___ Grade:__8___

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

English Language Learners Special Needs

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

learned? learning criteria

 Pinup.com and link to classroom site

Lesson Title: __Boycotting News Segment___ Grade:__8___

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

regulations, taxes and trade barriers.

English Language Learners Special Needs

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

watch from minute 4:00

Can't Make Them Think: An Assessment of Student-Engagement and Learning through

Student-Teaching. Journal of the Scholarship of Teaching and Learning, 16(4), 33-43.

Studies Classroom. The Clearing House, 89(6), 228-234.

Review of the Integration, Resources, and Effectiveness of Technology in K-12

Classrooms. (P. Blakey, Ed.) Journal of Information Technology Education: Research,

Stage 1: EDU 365 Unit Design “Big Picture” Plan

C3 Inquiry Learning and Backward Design Framework

Unit Grade Level: 8

Taking Informed Action  Identify other times when a separation is good

Stage 2: Research Paper

Literature Review of Pedagogical Articles Including: Student-Centered Learning, Social

Studies Pedagogy, and the Effectiveness of Technology Integration

Review of Student-Centered Learning with Focus on Engagement Summary

Student-centered teaching is increasingly becoming prevalent to increase student

learning is often difficult to do with large-class sizes.

of class could affect the outcome of student engagement.

does not usually make an impact on overall grades.

uses of media to aid in pre-instruction materials.

positive impact on student engagement and ultimately learning outcomes.

Lesson Title: Acts of Parliament Flier Grade:8___

Lesson Title: Common Sense Advertisement_ Grade:8_

Lesson Title: Exploring the Colonies_ Grade:8_

Lesson Title: Boycotting News Segment_ Grade:8_