TPACK Creating Assignment Template

Subject United States History

Grade Level 12th

Learning Objective VUS.13 The student will apply social science skills to
understand the social, political, and cultural
movements and changes in the United States during
Content Knowledge

the second half of the twentieth century by

b) evaluating and explaining the impact of the Brown
v. Board of Education decision, the roles of
Thurgood Marshall and Oliver W. Hill, Sr., and
how Virginia responded to the decision;

Complete this sentence by naming the technology tool and the creation activity:

In this activity, my students are going to use LucidChart to create a visual road map of content
Pedagogy Planning

notes to highlight and explain the impacts of the stated events and responses made by the State of Virginia.
Activity
1. On Monday, the instructor will introduce the SOL via open
discussion and focus on who was involved in the Brown v.
Board of Education case, what it entailed, when and where
it occurred, and what events lead up to the case.
2. After open discussion, students will watch the following
Crash Course video on YouTube and take notes on things
that stand out to them surrounding the
who/what/when/where of the case.
https://www.youtube.com/watch?v=NBlqcAEv4nk
3. Following review, the teacher will assess the student’s
retained knowledge with a formative assessment in the
form of class discussion by asking open ended essential
questions that pinpoint the who/what/when/where.
4. Finally, in small groups of 3-4, students will compile their
knowledge of Brown v. Board of Education into LucidChart
in a way that is digestible for their understanding.
5. On Tuesday, the teacher will distribute a 5-question entry
quiz based off of Mondays class. Remind students this is a
non-graded, formative assessment and is intended solely to
evaluate content retainment.
6. Following the collection of assessments, the teacher will
introduce the students to Thurgood Marshall and Oliver W.
Hill, Sr., and will encourage students to popcorn read the
following articles:
https://www.npr.org/2003/12/08/1535826/thurgood-
marshall-and-brown-v-board-of-ed
https://www.pbs.org/beyondbrown/history/oliverhill.html
7. Next, students will refer back to their mind maps in
LucidChart and add on to their maps they began creating
Monday, filling in gaps and fitting in the significance of
Thurgood Marshall and Oliver W. Hill Sr., in reference to
Brown v. Board of Education. This should take the majority
of class time.
8. For the last 15-20 minutes, the teacher will encourage
students to interact amongst each other in a large class
discussion to ask and answer questions about content.
9. On Wednesday, students will be introduced to the
response of Virginia in reference to the Brown v. Board of
Education decision via evaluation and review of the
Massive Resistance section on the Virginia Museum of
History and Cultures website linked below:
https://virginiahistory.org/learn/historical-book/chapter/
massive-resistance
10. On Thursday, the teacher will divide the students into 3
groups, each group will focus on a different aspect of the
given SOL. Group A will focus on the Brown v. Board of
Education case, Group B will focus on Thurgood Marshall
and Oliver W. Hill Sr., and group C will focus on Virginias
 Web 2.0 Technology For this assignment students will be using LucidChart. Prior to
submission students will need to make their chart viewable to
those who have the link by selecting the “share” button then
clicking the “anyone who has link” selection.
Technology

Link to the example https://lucid.app/documents/view/0e020d76-813f-4ab2-b3ec-

product you made 6ed9a4d0e8ea
pretending to be a
student
Mobile App Option LucidChart does have a mobile app available to be utilized by
students.