TECHNOLOGY PORTFOLIO PROJECT - DECADE-BY-DECADE PROJECT

I. ELEMENTS OF THE PROJECT


II. SUMMARY OF THE ACTIVITY

GRADE: 9

SUBJECTt: 20th Century United States History

TOPIC: Decade-by-Decade (1900-2010)

ABSTRACT: History is a never-ending subject; every year additional content is added. Unfortunately, it is becoming almost impossible to teach every aspect of twentieth century American history in one school year. In an attempt to balance the curriculum, a cumulative end of the year Decade-by-Decade project has been developed to allow students to delve deeper into a topic of interest. With an emphasis on research and technology, students will construct a web page explaining a topic from United States history. The web page will consist of text, images, audio, video, and hyperlinks. All web pages will be linked by a homepage, and the entire site will serve as an on-line review for students to prepare for the final exam.

CURRICULUM STANDARDS:
  • 8.1.9.A: Compare patterns of continuity and change over time, applying context of events.
  • 8.1.9.B: Compare the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
  • 8.1.9.C: Construct research on a historical topic using a thesis statement and demonstrate use of appropriate primary and secondary sources.
  • 8.3.9.A: Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
  • 8.3.9.B: Compare the impact of historical documents, artifacts, and places, which are critical to the U.S.
  • 8.3.9.C: Analyze how continuity and change have impacted the United States.
o Belief systems and religions
o Commerce and industry
o Technology
o Politics and government
o Physical and human geography
o Social organizations
  • 8.3.9.D: Interpret how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.
o Ethnicity and race
o Working conditions
o Immigration
o Military conflict
o Economic stability
  • 1.2.9.C: Distinguish between essential and nonessential information across a variety of texts from all academic content areas, identifying bias or propaganda where present.
  • 1.6.9.B: Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.
  • 1.8.9.A: Focus on a clear research question and develop and implement an inquiry-based process in carrying out research.
  • 1.8.9.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using information from a variety of sources and document sources by using a consistent format for citations. Organize information logically as it relates to research topic. Evaluate information sources for relevance and credibility.
  • 1.8.9.C: Create an organized and reasoned product that supports inferences and conclusions drawn from research.
  • 1.9.9.A: Use media and technology resources for research and problem solving in content learning.

NETS:

NETS-T:

Facilitate and Inspire Student Learning and Creativity
Students are given a rubric of requirements but also the freedom to construct their wikipage with their own unique character and creativity.

Design and Develop Digital-Age Learning Experiences and Assessments
This project incorporates Microsoft Word, Wikispaces, EBSCOhost Web, Google Advanced Search, NoodleTools, and a Digital Scanner

Model Digital-Age Work and Learning
Students are utilizing both research skills and technology skills. Learning to create a webpage is a skill that can be used in future endeavors.

Promote and Model Digital Citizenship and Responsibility
A Digital Citizenship mini-lesson is taught. Students are required to complete source cards with proper MLA citations. Students were also required to credit on their wikispace where they took images and video.

Engage in Professional Growth and Leadership
I am always looking for more effective ways to instruct. Managing a wikispace with twenty twenty-seven student collaborators required professional growth and leadership.


NETS-S

Creativity and Innovation
Students are given a rubric of requirements but also the freedom to construct their wikipage with their own unique character and creativity.

Communication and Collaboration
Although students are responsible for their own wikispace they are paired with a technology partner to assist in learning how to build a wikispace. Students also view each others finished wikispace to offer constructive critiques.

Research and Information Fluency
Students utilize a variety of research materials from books to on-line databases to the Internet.

Critical Thinking, Problem Solving, and Decision Making
Critical thinking, problem solving and decision-making are used throughout this project. The student is in charge from day 1 and must gather, sort, and display information.

Digital Citizenship
Students are required to complete source cards with proper MLA citations. Students were also required to credit on their wikispace where they took images and video.

Technology Operations and Concepts
This project incorporates Microsoft Word, Wikispaces, EBSCOhost Web, Google Advanced Search, NoodleTools, and a Digital Scanner


TECHNOLOGY USED:
  • Microsoft Word
  • Wikispaces
  • EBSCOhost Web
  • Google Advanced Search
  • NoodleTools
  • Digital Scanner

RESEARCH SKILLS:
  • Citing Sources: NoodleTools
  • Difference between Primary and Secondary Sources
  • Navigating a Book: Table of Contents and Index
  • Advantages of Online Databases
  • Internet: Friend or Foe
  • The Evils of Plagiarism
  • Digital Citizenship: Copyright Law

III. REFLECTION OF THE ACTIVITY

As spring progresses and the school year comes to a close it is always difficult to keep students’ attention. Ending the year with a multimedia project can keep the students active and engaged. But, it is important to make the project meaningful. The Decade-by-Decade Wikispace serves three purposes. First, it allows to students to improve their research skills. Both primary and secondary sources will be explored using both books and on-line resources. An emphasis will be placed on the advantages of online databases. Hopefully, students will recognize that Google is not necessary the easiest option. Instead, online databases offer guaranteed credibility. Digital citizenship will also be covered with the hope that students will understand the ethics involved. Second, the Decade-by-Decade Wikispace increases students’ technological skills. The format of Wikispaces allows for a variety of media. Starting with blank page students can add text, images, tables, audio, and video. The possibilities are endless. Students can take these skills and apply them to future academic tasks or even their future careers. Finally, the Wikispace will serve as a final exam review. Students will be constructing webpages that will assist their fellow classmates in learning about the people and events of the 20th century. Students will be teaching students. Since it is posted to the Web, the site will be available anywhere an Internet connection exists.

Overall, the 2011 Decade-by-Decade Wikispace Project went very well. Students were excited to take charge of their own learning and explore a topic of interest. The finished Wikispace is a excellent resource to prepare for the final exam. Students were minimally frustrated with the limitation of Wikispaces but quickly learned how to adapt. Looking toward next year, I would like students to attempt to make their own video and audio rather than relying on You Tube. However, this would require more time. I would also like to continue to encourage digital citizenship, especially in regards to gathering images.