French and Indian War Glogster

I & II. LEARNING OBJECTIVES & ASSESSMENT

LEARNING OBJECTIVES >> ASSESSMENT Rubric for evaluation and expectation will be given for Glogster presentation and comments.

Students will learn how to build an interactive blog on Glogster.com Students will learn how to make comments and constructive criticism on each others blogs Student will learn how to make a real bibliography adhering to APA standards Students will learn about major historical figures, Events and issues of the French and Indian war. Students will learn how to do online research using credible websites and web based primary sources (Text and visual) Students can use the online discussion board to learn from each other in preparation for exam Students will learn about the important social, political and economic factors contributing to the War Students will learn the events and characters involved with the War

Each Glogster blog will be evaluated for accuracy, use of sources and quality of research Students exam at the end of the unit will determine how well they learned from each others research projects

Teachers evaluation of students questions and answers on the Discussion board The teacher will assess based on online comments and contributions as well as in class participation The exam at the end of the unit will be an indicator of students learned content.

III. POTENTIAL MISCONCEPTIONS

Students might believe they cant learn from each other and asking questions of each other is pointless Students might believe that none of their classmates Glogs are relevant to their own Students might believe that any website is credible for online research Students might believe that primary sources about the same event or person reveal the same findings

IV. PURPOSE OF LERANING

This will be a longer-term assignment/ Lesson. Teachers should give possibly a week or two to complete the project.

In this lesson students will be able to use online research skills to build a Glogster blog on Glogster.com. This website allows for interactive presentations of people, events or subjects. Students will build their digital media skills through Glogster by using text based resources, visual recourses as well as links to credible source on their Glogs. Students will be able to explore the major people, events and issues of the French and Indian war as a class by creating blogs in groups of 3 depicting one of these. Students will then gain experience interacting with their classmates and learn from their peers online by leaving comments on each others Glogs (3 comments per student on at least two other Glogs) On the class collaboration space (Which has been a tool for students on our class website all year), there will be discussion board topic where students can ask each other questions about their topics. Students will be presented with an exam on the French and Indian war at the end of the unit. This lesson is intended to improve students research skills and their use of both textual and visual primary sources. The lesson builds students digital online media skills by having students create a Glog. The lesson build on students collaboration and team work skills by having them work in groups to complete the task as well as having them interact with each other as a class on the Glogster pages and discussion board. This lesson will also use Peer collaboration and Peer tutoring as teaching methods for students to serve as a form of differentiated learning. The ultimate purpose is to have students learn the content about the major people, events and issues of the French and Indian War using these skills.

V.

LEARNING EXPERIENCES

Do Now (5%)
(This class will take place in the Computer Lab, or in a class with many computers, I could possibly have the students bring in their laptops for this particular class) The Teacher will show a sample Glog on Glogster.com depicting a historical figure that the Students are familiar with (Christopher Columbus) with interactive features including maps, paintings, writings and links to historical content websites. This will serve as an example to the students on what they will be doing. The teacher will take the class through the Glog on Columbus allow the students to ask about clicking on specific links.

Mini-Lesson (15 20%)

Quick introduction to the French and Indian War: Setting the scene of the political social and economic issues facing the British and French. The impact of the Native American especially the Iroquois and the role of the British Colonies. (Note that students had read the chapter on the French and Indian war the previous night for HW) Introduce Project/Assignment- Hand out Rubric for Glogster and comments, List of Credible sites, List of sites that have multiple Historical Primary sources for each subject.

Independent Work (60%)

Students will be broken into groups and given their Person, Event or Issue of the French and Indian War Students will get together with their group (3) and start their online research. They will familiarize themselves with Glogster and start building their Primary sources. Students will have the opportunity to question the teacher in class and get any confusion out of the way.

Closing (15 - 20%)

The teacher will bring the class back together to explain expectation of assignment, to give out online resources where students can find rubric, and list of websites. Students will also be able to ask questions during this time.

VI. MATERIALS
Notes on French and Indian War- for lecture Glogster Presentation sample for students- Christopher Columbus http://www.glogster.com/firefallinalone/christopher-columbus-emma-viers/g6l7l94rta0f4r1e0393d0a0 (This is a public sample of a Glogster blog) Rubric for Glogster and Comments Handouts List of Credible research sites list handouts List of Websites with historical Primary sources handouts Glogster.com account for teacher and class- (often done through the school) Computer lab Rubric

7-10 Excellent

4-7 Average The content is mostly correct, but doesn't go very in-depth or approach the topic from multiple angles. Evidence of research is present but doesnt always come through in the Glog Both Visual and Textual Primary sources are present. Limited number of Sources. Understanding of Primary sources not fully demonstrated

0-4 Poor

Research and Content

Glog shows evidence of ample research that goes in-depth with subject. The content is correct and demonstrates multiple aspects of subject.

The content is limited or incorrect. Little to no research was done.

Primary Sources

Uses multiple Primary Sources. Both visual and Textual Primary sources are present. Strong evidence of understanding primary sources is demonstrated Students' Glogster presentation is comprehensive and provides opportunity to explore within the presentation. Interacted with several other Glogs and left constructive comments .Provided follow up comments or answers to Peer questions on Glogster. Students have cited all of their sources for both research and usage appropriately and have adhered to APA or MLA format.

Missing either Visual or Textual Sources. Little to no understanding of sources and their connection to subject is demonstrated

Comments and interaction with Glogster

Students' Glogster presentation is fairly easy to follow, but doesnt provide enough links or information. Student only left a few comments with little to no follow-up on peer questions.

Glogs presentation shows little effort, is difficult to follow and doesnt present the information in an effective way. Little to not comments were left on other Glogster posts

Bibliography

Students have sighted most of their sources, but not necessarily in the correct format

Few to no source for either research or usage were cited and those that were are in the incorrect format