EDX1201X

Unit 3 Assignment
2.14.2009

Professor Armand
Demesa
Erik Olson
introductory slide


assignment overview

standard selected and plan


technology
employed

technology
theorists

conclusion

Note: all clip-art used in this assignment available at www.openclipart.org

introductory slide


assignment overview

standard
selected

technology
employed

technology
theorists

conclusion
introductory slide

assignment overview

standard selected and plan


technology
employed

technology
theorists

conclusion
introductory slide

assignment overview


standard selected and plan

technology
employed

technology
theorists

conclusion
standard selected and plan

Social Sciences Grade 12

Standard 12.0
 The applicable standard for Grade 12 is
Standard 12.0
 It's divided into subsections
 This lesson uses groups
 Two subsections were selected within

this standard which lend themselves to

groups, mixed media, and multiple
intelligences

Source: http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
standard selected and plan
(cont.)

12.2 “Students evaluate and take and

defend positions on the scope and limits of
rights and obligations as democratic citizens,
the relationships among them,
and how they are secured.”

Looking at this standard, it appears students will first

need to have a fundamental understanding of the rights
and obligations they are studying at that time. For this
lesson plan, I am selecting the Judicial Branch, so
students will receive information about the Judicial
Branch before we elaborate upon it in a Mock Trial.

Source: http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
standard selected and plan
(cont.)

12.4 “Students analyze the unique

roles and responsibilities of the three
branches of government as established by
the U.S. Constitution.”

Once students have background information on the

Judicial Branch functions of the US Constitution, we
will elaborate and analyze upon these functions during a
Mock Trial. Daily updates from the teacher can use
online resources, overhead, and so forth.

Source: http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
standard selected and plan
(cont.)

10 day JUDICIARY BRANCH lesson recipe from

above standards
• students break into 4 groups.
• teacher provides mock-trial packets to each group.
• teacher provides daily multimedia for judiciary
function and vocabulary first 15 minutes of class.
• students prepare their cases by selecting those in
their group to play witnesses and attorneys.
• trials begin. Four groups = two trials, two sets of
prosecution, and two sets of defense.
• teacher is judge.
• students waiting for their trial group act as juries for
the active trial and constructively rate it.
standard selected and plan
(cont.)

teacher presentation notes

• many useful online resources are available to
augment daily instruction:
• Central US Courts site
• California Courts
• Cross Examination example (leading questions)
• Closing Arguments example
introductory slide

assignment overview
standard selected and plan

technology
employed

technology
theorists

conclusion
introductory slide

assignment overview
standard selected and plan


technology employed

technology
theorists

conclusion
technology employed
(materials)

•students: online resources, offline

interaction in groups, and interaction
with static, written documents.
• teacher: the spectrum of classroom
resources; internet, overhead,
whiteboard, verbal and computer
presentations, and photocopies.
introductory slide

assignment overview
standard selected and plan

technology employed

technology
theorists

conclusion
introductory slide

assignment overview
standard selected and plan

technology employed


technology theorists

conclusion
 technology theorists

The next two slides offer textbook quotes based on

educational theorists Albert Bandura and Howard
Gardner. Insofar as we are concerned here with the
application of their theories to classroom
technology, I refer to them informally in this
presentation as “technology theorists”.

Grabe, C. Grabe, M. (2007). Integrating technology for meaningful learning. (5th ed.) New
York: Houghton Mifflin Company.
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston:
Pearson Education, Inc.
 technology theorists (cont)
The first idea is “locus of control” and “multiple
formats”. Albert Bandura is cited as one who
believes that an internal locus of control, also called
“'self efficacy' or the belief that one's behavior
makes a difference,” (Slavin, 2006, pg. 322) is an
indicator of success. We want to provide this in the
assignment using technology. How do we do so?

One answer is through “multiple formats” (Grabe,

2007, pg 153) When two types of input formats,
such as audio and visual, are presented together,
the results are better than seeing each separately.
This means we provide an advantage w/video.
Grabe, C. Grabe, M. (2007). Integrating technology for meaningful learning. (5th ed.) New
York: Houghton Mifflin Company.
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston:
Pearson Education, Inc.
 technology theorists (cont)
A second idea is “multiple intelligences”. Building on
the idea of “multiple formats”, if we look at
Gardner's work with “multiple intelligences”, we can
find further support for mixed media technology.

Gardner's idea that we have nine types of inherent

intelligences, and that teachers should play to the
strengths of those intelligences (Slavin, 2006, pg
123) means that projects which involve working in
groups, watching mixed media, and participating
themselves, adds a greater chance of success. The
idea is to provide students with the tools that fit
them to assist with their self-efficacy.
Grabe, C. Grabe, M. (2007). Integrating technology for meaningful learning. (5th ed.) New
York: Houghton Mifflin Company.
Slavin, R. E. (2006). Educational psychology: Theory and practice (8th ed.). Boston:
Pearson Education, Inc.
introductory slide

functional areas overview

standard selected and plan

technology employed

technology theorists

conclusion
introductory slide

assignment overview
standard selected and plan

technology employed

technology theorists


conclusion
conclusion

some features of Judicial Branch mock-trial:

• plan integrates technology with classroom

activities which reach across multiple
intelligences (Gardner)
• plan meets standards and reinforces
understanding of group concepts in society
for a period of two weeks (10 days)
• plan involves all students in the class at
nearly all times – accountability, multiple
intelligences
• plan supported by at least two theories
(Gardner, Bandura)
introductory slide

assignment overview
standard selected and plan

technology employed

technology theorists

conclusion