Computer-based Lesson - Understanding Deep-layered Historical Change by Andrew Bonthius

Final Activity for Technology and the Internet in the Classroom

Title:  Understanding Deep-layered Historical Change

Learner Level:  Advanced

Pre-Instruction: 

First discuss students personal histories by asking them what has been important in their life to help them answer the question “What and who has helped you become the person you are today?”  Take students from the personal to the national by asking them what they know about the important parts of their native country’s and then the history of the U.S.?  Define and differentiate traditional and deep-layered concepts of how history is made; provide examples of both.  Have students work in teams to brainstorm other examples of both.  Written survey of student computer skills. 

Duration:  12 hours

Materials: 

Selections from A Nation of Nations by James Davidson, (McGraw Hill, 2002), Power Point, Yahoo Search engine and Word 2000.

Objectives:

1.  90% of students will be able to correctly state 75% of the four criteria for deep-layered

     change and state, at least, two characteristics of the traditional view of historical

     change.

2.  90% of students will be able to correctly identify a deep-layered change in the U.S.

     using the four criteria

3.  100% of students will be able to open up WORD 2000 and type a paper about how

      their chosen subject fulfills the criteria for deep-layered change.

4.  90% of students will be able to use Power Point to make a basic four – six slide

      presentation.

5.      100% of students will be able to work within a group towards an end product.

6.      100% of students will be able to use a search engine to find additional information on their chosen subject.

7.      Fulfills the ESOL Ohio Performance and Assessment Objectives (OPAS) for Level 6,

     Reading 6.1, 6.3, 6.4, 6.5 and Writing 6.1, 6.3. 6.4, 6.5

Procedure: 

1.  Peruse Davidson text and use Yahoo search engine to find ideas for a deep-layered

     change to report on.

2.      Groups will choose a deep-layered change approved by the instructor.  They will survey both Davidson and, at least, two other resources found on the web to produce their project.

3.  Students produce a 2-3 page paper on Word 2000 which presents their deep-layered

     change.

4.  Students produce a Power Point slide presentation on their chose deep- layered change.

Evaluation:

Teacher made rubric for group process, writing and presentation

Additional Resources:

To assist students with research and writing:

http://www.nifl.gov/cgi-bin/lincs/search/resource/student.cgi

Peer Review and teacher review rubric:

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1125941