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Unit Author First and Last Name Jared Johnson School District OCSD 5 School Name School City, State Orangeburg, SC Unit Overview Unit Title SC History Virtual Field Trip Unit Summary In this unit lesson students will discover and understand the value of using Google Earth as a tool to explore and learn about South Carolina history In this unit activity students will create their own virtual history lesson field trip to explore a locations, events, and persons who shaped SC history. They will complete this unit through the use of Google Earth and other computer applications. Students will use 21st century skills to complete the activity through the use of Google Earth, Glogster, and Microsoft Office Professional Suite 2007, and Web Applications. In the end the students will create a virtual history lesson field trip tour of their topic. Students will see the beneficial use of using multi-media technology to learn about locations they would be interested in visiting or living in.

Subject Area South Carolina History Grade Level 8th Grade Approximate Time Needed 3-4 Weeks Unit Foundation Targeted Content Standards and Benchmarks Standard 8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans. Standard 8-2: The student will demonstrate an understanding of the American Revolution—the beginnings of the new American nation and South Carolina’s part in the development of that nation.

Standard 8-3: The student will demonstrate an understanding of the American Civil

War—its causes and effects and the major events that occurred during that time.

Student Objectives/Learning Outcomes 8-1.1 Summarize the culture, political systems, and daily life of the Native Americans of the Eastern Woodlands, including their methods of hunting and farming, their use of natural resources and geographic features, and their relationships with other nations. (H, G, P) 8-1.2 Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yemassee; deerskin trading; the Yemassee War; and the Cherokee War. (H, P, E) 8-2.1 Explain the interests and roles of South Carolinians in the events leading to the American Revolution, including the state’s reactions to the Stamp Act and the Tea Act; the role of Christopher Gadsden and the Sons of Liberty; and the role of the four South Carolina signers of the Declaration of Independence—Edward Rutledge, Arthur Middleton, Thomas Lynch Jr., and Thomas Heyward Jr. (H, P, E) 8.2.2 Compare the perspectives and roles of different South Carolinians during the American Revolution, including those of political leaders, soldiers, partisans, Patriots, Tories/Loyalists, women, African Americans, and Native Americans. (H, G, P, E) 8.2.3 Summarize the course and key conflicts of the American Revolution in South Carolina and its effects on the state, including the attacks on Charleston; the Battle of Camden; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; the Battle of Cowpens; and the Battle of Kings Mountain. (H, G) 8-3.3 Use maps to explain the strategic importance of Port Royal, South Carolina, to the Union.

NETS: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and

practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and

operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications.

transfer current knowledge to learning of new technologies. d.

Curriculum-Framing Questions Essential How can Web 2.0 tools help me tell the story of our State's history? Question

How was SC history shaped by individuals and events? Unit Questions

How did the following person and or events shaped the history of our state? (Christopher Gadsden, Edward Rutledge, Arthur Middleton, Content Thomas Lynch Jr., Thomas Heyward Jr, Thomas Sumter, Andrew Questions Pickens, and Francis Marion; the Battle of Cowpens; and the Battle of

Kings Mountain) Assessment Plan Assessment Timeline

Before project work begins Students work on projects After project work is and complete tasks completed

 Brains  KWL  KWL  Bloggin  Googl  KWL torming  Graphic  Teach g/ Whole e Earth  Web 2.0 About How Organizers er class Rubric App Rubric discussion to use  Observation  Prese (Glogster, different /Teacher –  Q &A ntation Voki, Podcast, Web 2.0 Student Rubric Animoto, apps that Conferences  Journa XtraNormal, can be used  Journa l/Blog Etc. to tell the l/Blog history of the state.

Assessment Summary The first assessment that the teacher will use is to have the students brain storm about the essential question. Then teacher and students will complete a KWL chart to determine what the students know, need, and what they have learned after the project. Teacher will also do group observations and group conferences to gauge how the students are doing with their projects. Students will also complete blog entries to discuss what they are learning and troubleshooting they have done. The final products will be a presentation of their project and the web 2.0 applications they have done to tell their history project.

Unit Details Prerequisite Skills

Students will have to be familiar with MS Office 07, web searches, clicking (Left/Right), Copy/Cut/Paste, Saving, creating folders, uploading, downloading, embedding Instructional Procedures Duration: 3-4 Weeks.

Day 1: Introduce students PBL, KWL chart/Brain Storm on EQ, Review Project Objectives, and Students break into groups and selected their topic. Day 2-3: Review proper web searching techniques, students collect and organize information. Day 4-5: Students create a brochure using Publisher 07 on their topic that gives historical information and significance to SC History. Day 6-7: Lesson/Guided Practice on using Google Earth Day 8-9: Students create their Google Earth presentation by locating places significant to their topic and placing place marks on those locations. Day 10: Review the types of Web 2.0 applications they can use. Students will select their app and teacher will guide them or give them access credentials to that application. Day 11-12: Students will create their Web App. Day 13: Teacher will demonstrate how to embed web apps into Google Earth. Day 14: Students will embed their web apps into Google Earth. Day 15-16 Students will finalize their products (Google Earth, Web Apps, and Brochure) Students will hand in a copy of t their brochure to the teacher for Printing. Day 17-18: Students will present. Accommodations for Differentiated Instruction

Special Needs Allowing extra time, Student grouping, text-reader, making Students accommodation based on 504s or IEP. Allowing assistance from aids or TAs.

Nonnative Allow for assistance from personal Translator. Have instructions Speakers translated using an online translator software.

Gifted/Talented Give them a little more creative freedom and encouragement. Allow Students them to think outside of the project outline.

Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Internet Connection Television Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other Encyclopedia on CD-ROM Textbook, Printed Brochures from then Products of students, printed Printed Materials Project guidelines and objectives.

Supplies Color Ink

Google Earth EXE, Glogster.com, Animoto.com, VoiceThread.com, Internet Resources Voki.com, Xtranormal.com, Search engines,

Other Resources None

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Documents:

KWL Chart.docx Project Based Project Publication.pub Learning.pptx Checklist.docx

Student Samples: Glogster

XtraNormal