TAT2, Task Three Technology Production

TAT2, Task Three – Technology Production

Task 3

R Andrew Morris

September 12, 2016

A Written Project Presented to the Faculty of the Teachers College

of Western Governors University TAT2, Task Three – Technology Production

Table of Contents

Overview of Instruction ………………………………………...... 3

Introduction and Instructional Goal...... 3

Instructional Setting and Audience...... 3

Instructional Length and Delivery Approach ……………………………………………. 4

Goal of Instruction...... 4

Instructional Sequence Lesson Plans...... 5

Materials Needed...... 7

Assessments...... 7

Instructional Delivery and Strategies...... 7

Materials and Resources...... 8

Instructional Materials...... 8

Physical Resources...... ……………………...... 9

Formal Lesson Plans ...... 11

2 TAT2, Task Three – Technology Production

Overview of Instruction

Introduction & Instructional Goal

This instructional unit focuses on the European world of the 1400, 1500, and 1600s. In order to ensure that students understand the political workings of the modern world, it is essential that they understand the political workings of the past, and that they can make connections between the older and newer political philosophies. This particular unit helps students to do that by explaining the differences between the past and the present, and encourages students to critically evaluate the differences between the ways the Western world was formerly ruled and how it is presently ruled, as well as seeing for themselves whether or not these institutions of absolute rule could ever make a resurgence in the modern world.

Instructional Setting & Audience

The instructional setting for this particular issue is a parochial high school in an urban setting. We are a highly technology-driven institution, with every student using an iPad, and all teachers being given MacBook Airs. Every classroom is equipped with Wi-Fi, projectors, two speakers, and any other technology that we, as instructors, request. The average size of classes at my school varies according to subject area, but most of the Social Studies classes, which I teach, are between 18 and 24 students, with the AP classes generally being lower, with an average class size between 12 and 16. The audience in this particular setting is aged between 13 and 15 years old, and are primarily white (approximately 75%), Lutheran (approximately 85%, with the rest being of other non-Lutheran Protestant denominations, Catholic/non-affiliated, or with no church backgrounds), and middle- and upper-class. The content area that this instructional setting covers is World History, which in Indiana is a freshmen/sophomore level class, with just a few seniors re- taking the course for credit recovery.

Instructional Length & Delivery Approach

This unit of instruction is intended to last for seven days, and has one additional day included for an enrichment activity. The method of delivery for materials is primarily teacher- driven, but the students will be working independently (but still in class, so the instructor is available for additional support and to answer any questions/address any situations that may arise) for three of the in-class days on their work. The teacher-driven instruction will be presented in lecture format, with a focus on intense questioning as the lecture progresses.

Goal of Instruction

The goal of this particular unit is, as mentioned above, to increase students’ understanding of political philosophies and institutions, as well as encouraging students to think for themselves and evaluate the appropriateness of different political philosophies. The goals for this unit could be listed as follows:

a. Introduce students to the ideas of absolute monarchies

b. Increase students’ understanding of how absolute monarchs are able to come to power

c. Introduce students to different styles of monarchies, including:

i. absolute,

ii. limited,

iii. and constitutional

d. Teach, encourage, and enable students to critically evaluate which style of government

is best in different environments, as well as allowing learners to explain why they feel

each one is best, and explain their evaluations in a thorough and supported manner

Overall, the main goal of instruction, when combined with the overarching goal (when including the main problem statement) is thus:

Enable students to critically evaluate the governments of the past and present in order to see connections between the two, and to evaluate which governmental system is best, as why.

Instructional Sequence Lesson Plans

This lesson, which is designed to last for eights days of classroom instruction, which is the equivalent of eight hours, will take place over the course two weeks. The instructional sequence will be broken down as follows:

Day One: The topic will be introduced via a prior-knowledge quiz, and teacher-directed

lecture to deliver the content necessary to introduce the learners to the material. In

order to deliver the material, the instructor will use a Keynote that addresses the

major topics to be taught. This Keynote will be teacher-created, will feature

pictures as well as text, and will be delivered to all classes during the classroom

instruction time.

Day Two: The students will continue to take notes over the material provided by the

instructor, as well as completing a relevant homework assignment. In order to

complete the lecture, the teacher will again use Keynote. After the completion of

the lecture, the students will access their homework via their shared classroom

website. All of the materials they will need to complete their relevant homework

assignment will be on the website, including a handout reinforcing what the lecture

covered which the students may use as a reference, as well as the homework task

itself.

Day Three: Students will review each other’s homework to ensure accuracy (with teacher

assistance, if needed), and then work collaboratively on a summative essay of the

material covered. All materials the students create will be stored on the class

website in order to ensure accessibility to students who are absent from the class,

as well as allowing students to work outside of the classroom. In this way, learning

and cooperation can be independent of the walls of the physical classroom.

Day Four: Students will continue to work collaboratively on the summative essay

Day Five: Students will continue to work collaboratively on the summative essay, which

will be turned in at the end of this day. Teacher assistance will be available, and

the task’s rubric will be displayed on the overhead, as well as being accessible in

the shared website, to aid students in their writing.

Day Six: Learners will receive their graded essay with the pertinent rubric. They will then

make any necessary corrections and re-submit the task. Students will then

participate in a Kahoot review which the teacher has made to aid their studying for

their unit test, which will be assigned for the next day. The class will be able to

vote whether or not they want the Kahoot review to be competitive or cooperative,

and whichever they choose the teacher will allow.

Day Seven: The learners will be given a unit test designed to assess their mastery of the

material. If the learner cannot achieve a minimum score of 75%, they will be

required to retake the test the next day. If they have passes with the minimum

allowable score, there will be an enrichment activity the next day.

Day Eight: Any student(s) needing to retake the exam will do so. Any student(s) who

passed the exam with the minimum acceptable score will participate in an

enrichment activity.

Materials Needed for Your Unit of Instruction

In order to teach this lesson, the following materials are needed:

 World History Textbook

 iPad (to take notes on Notability) or notebooks (to take notes on paper)

 Internet accessibility (printouts of lesson requirements, rubrics, and worksheets will

no longer be necessary, as these will be accessible on the website.)

 Access to printer for printing essays

 Maps of Europe, both past and present (these will be located on the website)

Assessments

Assessments for this unit are both summative and formative. Students will take smaller formative quizzes, some of which will not be included in their overall grade, but will be used in order to evaluate how well they are completing “benchmark” tasks. At the end of the unit, all students will take a mastery test in order to evaluate whether or not they have sufficiently learned the minimum required information.

Instructional Delivery & Strategies

This lesson is to be delivered in the following method, as broken down by day:

Day One: Lecture

Day Two: Lecture

Day Three: Collaborative discovery learning with teacher assistance

Day Four: Collaborative discovery learning with teacher assistance

Day Five: Collaborative discovery learning with teacher assistance

Day Six: Teacher-driven revision

Day Seven: Testing

Day Eight: Test retakes & teacher-created collaborative enrichment

The lecture, as broken down above, will be delivered via teacher lecture for the first two days, and then students will work collaboratively to create, research, write, and edit an essay covering the material. To deliver the lecture, the teacher will need to first master the material being covered in the keynote presentation (link to keynote). As the teacher lectures, they should circulate throughout the classroom, asking questions after each two or three slides, in order to promptly address any issues of student comprehension that may arise. When students have questions over content, the teacher must be able to answer them effectively, or should have a reference sheet on which to write down questions to which they do not know the answer. If a teacher does not know as answer, they must find the answer and address that question at the beginning of class the next day.

The strategies used in this lesson vary by the day, but can be categorized (generally) as teacher- or student-driven instruction, based on collaboration, and with continued teacher monitoring and support available.

While students are working on their essays, the teacher needs to constantly be engaged with the students. By walking around the classroom and checking in with the various groups, the teacher can ensure that students stay on task, and is more able to effectively address concerns and questions as they arise.

When the students are done with their essays, the teacher will deliver the on-line Kahoot review. This should be done in a relaxed manner, in order to encourage students to relax, so that they can better be prepared for the test. By relaxing and presenting the information in an entertaining manner, the teacher can help the students to relax and fully embrace the material.

Materials & Resources

Instructional Materials

For this task, the instructor will provide the following materials:

 World History Textbook

o World History Textbook

 Homework Task

o Key Terms List

o Age of Absolutism Guided Reading

o Age of Absolutism Guided Reading Answer Key

 Keynote Lecture

o Age of Absolutism Keynote

 Essay Instruction & Rubric

o Essay Instruction

o Essay Rubric

 Kahoot review (online)

o Kahoot

. username: [email protected]

. password: countach

. Kahoot review title: Age of Absolutism

 Unit Test

o Unit Test

o Unit Test Answer Key

 Enrichment activity

Physical Resources

For this task, the instructor will need the following materials:

 Computer with internet access

 Overhead projector with screen

 iPads (for student use)

 Printer, either shared or in their classroom, in order to print materials for students upon

collaboration and research

Lesson Title: The Age of Absolutism

Objective: Introduce students to the ideas of absolute monarchies by ... a. increasing students’ understanding of how absolute monarchs are able to come to power b. introducing students to different styles of monarchies, including: i. absolute, ii. limited, iii. and constitutional c. teaching, encouraging, and enabling students to critically evaluate which style of government is best in different environments, as well as allowing learners to explain why they feel each one is best, and explain their evaluations in a thorough and supported manner

State Standards: 4.13 – Explain causes and consequences of wars of the Protestant Revolution, ending with the Thirty Years’ War 5.3 – Explain causes and consequences of European colonization 6.2 – Explain the English Civil War and its effects on England 6.2 – Explain the Glorious Rebellion of 1688 and its effects 9.1 – Identify and construct representations of historical change 9.2 – Analyze primary and secondary sources 9.3 – Analyze cause and effect relationships throughout history

Focus Questions: These questions are to be written on the board or included in the Teacher’s Keynote in order to focus students’ attention on major issues. a. How did Philip II extend Spain’s power and help establish a golden age? b. How did France become the leading power of Europe under the absolute rule of Louis XIV? c. How did the British Parliament assert its rights against royal claims to absolute power in the 1600s? d. How did the two great empires of Austria and Prussia emerge from the Thirty Years’ War and subsequent events? e. How did Peter the Great and Catherine the Great strengthen Russia and expand its territory?

Time: 8 days, continual instruction. Note – One day equals one 55 minute instructional period!

Instructional Sequence: This lesson will be presented in the following sequence: Day One: The topic will be introduced via a prior-knowledge quiz, and teacher directed lecture to deliver the content necessary to introduce the learners to the material. In order to deliver the material, the instructor will use a Keynote that addresses the major topics to be taught. This Keynote will be teacher-created, will feature pictures as well as text, and will be delivered to all classes during the classroom instruction time. Day Two: The students will continue to take notes over the material provided by the instructor, as well as completing a relevant homework assignment. In order to complete the lecture, the teacher will again use Keynote. After the completion of the lecture, the students will access their homework via their shared classroom website. All of the materials they will need to complete their relevant homework assignment will be on the website, including a handout reinforcing what the lecture covered which the students may use as a reference, as well as the homework task itself. Day Three: Students will review each other’s homework to ensure accuracy (with teacher assistance, if needed), and then work collaboratively on a summative essay of the material covered. All materials the students create will be stored on the class website in order to ensure accessibility to students who are absent from the class, as well as allowing students to work outside of the classroom. In this way, learning and cooperation can be independent of the walls of the physical classroom. Day Four: Students will continue to work collaboratively on the summative essay Day Five: Students will continue to work collaboratively on the summative essay, which will be turned in at the end of this day. Teacher assistance will be available, and the task’s rubric will be displayed on the overhead, as well as being accessible in the shared website, to aid students in their writing. Day Six: Learners will receive their graded essay with the pertinent rubric. They will then make any necessary corrections and re-submit the task. Students will then participate in a Kahoot review that the teacher has made to aid their studying for their unit test, which will be assigned for the next day. The class will be able to vote whether or not they want the Kahoot review to be competitive or cooperative, and whichever they choose the teacher will allow. Day Seven: The learners will be given a unit test designed to assess their mastery of the material. If the learner cannot achieve a minimum score of 75%, they will be required to retake the test the next day. If they have passes with the minimum allowable score, there will be an enrichment activity the next day. Day Eight: Any student(s) needing to retake the exam will do so. Any student(s) who passed the exam with the minimum acceptable score will participate in an enrichment activity.

Assessment: The following methods of assessment will be used in this unit: a. On Day Two, students will participate in a formative assessment of their learning. b. On Day Six, students will submit an essay (formative assessment) of their topic. They will be graded on this essay, and will then be able to make changes/corrections. c. On Day Six, to help prepare for their summative assessment, the class will participate in a Kahoot review. d. At the conclusion of the unit, the students will take a summative assessment of their learning. The minimum allowable score is a 75% on the first take; if not achieved, students must re-take the exam

Enrichment: At the conclusion of the unit, the following enrichment activity will be available for students: a. Students will watch the John Green web series, Crash Course World History, episode 219. This episode deals with Charles V and the Holy Roman Empire. b. After viewing the video with a partner, students will pick one of the following activities to gain extra credit and enrichment: i. Draw a cartoon (between 10 and 15 blocks) illustrating Charles V’s issues while ruling ii. Write a script (between 3 and 5 minutes when performed) discussing one of Charles V’s issues while ruling iii. Write a rap (with school-appropriate lyrics) discussing Charles V’s rule iv. Create a diorama illustrating one of Charles V’s issues while ruling v. Create a poster which has a flow chart of the events of Charles V’s time in power