Department of Social Sciences
Mobile Device Lesson Plan – First Day of School
7th Grade Civics / 8th Grade U.S. History / 9th Grade World History
Title: Being an Informed Digital Citizen and Social Science Researcher
Objectives: The students will be able to integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Time: Four - 55 minute periods (Approximate)
Standards:
7th Grade- Civics Florida Standards
· LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
· LAFS.68.RH.3.7 Integrate visual information (e.g., in charts graphs, photographs, videos, or maps) with other information in print and digital texts.
· LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
· LAFS.68.WHST.3.8 Gather relevant information from multiple and digital sources, using search terms effectively.
Next Generation Sunshine State Standards- Social Sciences
· SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.
8th Grade- U.S. History Florida Standards
· LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
· LAFS.68.RH.3.7 Integrate visual information (e.g., in charts graphs, photographs, videos, or maps) with other information in print and digital texts.
· LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
· LAFS.68.WHST.3.8 Gather relevant information from multiple and digital sources, using search terms effectively.
Next Generation Sunshine State Standards- Social Sciences
· SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
· SS.8.A.1.2 Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
· SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources.
· SS.8.A.1.6 Compare interpretations of key events and issues throughout American History.
· SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
9th Grade- World History Florida Standards
· LAFS.910.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
· LAFS.1112.RH.3.7 The students will be able to integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a problem.
· LAFS.1112.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
Next Generation Sunshine State Standards- Social Sciences
· SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.
· SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
· SS.912.A.1.5 Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.
· SS.912.W.1.3 Interpret and evaluate primary and secondary sources.
· SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.
For additional resources, visit: http://digital.dadeschools.net and click on school resources.
Device Procedures and Logistics:
PRE-LESSON PREPARATION:
Please note: Teachers can access this lesson plan on http://socialsciences.dadeschools.net and clicking on the Tapping Into Intelligence in a Digital World icon
(Web Limiting) Limit the websites that can be accessed by one or more student computers/devices by instructing the students to ONLY ACCESS the website you inform them to use.
7th Grade Civics, 8th Grade U.S. History and 9th Grade World History Students - Day 1
Lesson Activities:
o Teacher Introduction - First Day of School/Class
o Class/Subject Introduction
o Take Class Attendance
o Welcome to the new Social Studies Classroom with Mobile Devices (7th Grade Civics / 9th Grade World History)
o What are our roles in the Digital Classroom?
o Review Digital Citizenship Lesson and Develop a Classroom Digital Citizenship Pledge
o Overview of Classroom “Rituals and Routines Plan”
o Designation of Classroom Device Student Leaders
o Distribute/Assign Student Devices (Use “Student Tablet Inventory Log”)
o Getting to Know Your Device - Scavenger Hunt
(Please refer to more specific directions in the Scavenger Hunt activity completed during Mobile Device training for the following procedures regarding starting the students with the device.)
* If you did not attend that training, please see the link to the Scavenger Hunt Activity below:
http://socialsciences.dadeschools.net/files/Social Studies - Scavenger Hunt.docx
Lesson Activities: continued….
o Turn on Device
o Wireless Connection - Make sure it is working and picking up the school site wi-fi connection.
o Log-in to Device - Please note initial log-in to device will take longer than usual (first time only).
o Windows 8.1 Screen and Different Tiles - Glance over with students.
o Open the Internet Explorer (IE) browser and have students enter the web address below and log-in to the Student Portal: http://www.dadeschools.net/
o Have students open the Student Portal to launch and authenticate the McGraw-Hill eTextBook.
o Allow students time to become accustomed to using their eTextBook and the various features available through both their student portal and the McGraw-Hill Application (App).
Getting Started with Digital Citizenship:
o Have students access M-DCPS’ Digital Convergence page: http://digital.dadeschools.net/digital_citizenship.asp
o Have them work in groups to read through the definition of Digital Citizenship found on this page, have them complete the “Stranger Danger Quiz” and access and read about the “Etiquette-Netiquette Rules” posted.
o You can also have the students to a Google or Bing search using the term “Digital Citizenship or Netiquette Rules” to find additional resources.
o Once students have a grasp of the main ideas and terminology associated with the concept of Digital Citizenship, have students return to their seats and have them think of the most important word or concept that they took away from this quick tour and discussion about Digital Citizenship.
o On the teacher Promethean/Smart Board, the teacher should pull up “Wordle” http://www.wordle.net/create and have each student state the word or phrase that they thought was the most important when they were reflecting on the meaning of Digital Citizenship. While this is occurring, the teacher or a student assistant is typing in the words. After the last student has stated their work, click submit and have the students reflect on which words are seen as the biggest. Ask them why these words appear biggest and why the terms are significant.
o Teacher should display the following Digital Citizenship Pledge. Have student volunteers read each number of the pledge to the entire class.
Digital Citizenship Pledge (SAMPLE)
1. I will not share personal information online about myself or others such as home address, telephone number or age.
2. I will not use bad language including acronyms or abbreviations.
3. I will not have conversations or create posts that would be inappropriate in the classroom.
4. I will not threaten, insult, gossip, tease or be mean to others.
5. I will respect the feelings and ideas of others.
6. I will not add pictures or videos that would not be appropriate to share in the classroom.
7. I will flag any inappropriate content I find.
8. I will not share my login information with anyone or allow anyone else to use my account because I will be held responsible for anything that they do.
9. I will not spam others.
10. I will try to use correct grammar and spelling.
11. I understand that using ALL CAPITALS is considered yelling and may offend others.
12. I will check with my teacher whenever I have questions about any of the rules.
Ø Explain that Good Digital Citizenship starts with them!
Ø Have students have a discussion about the pledge. Students should discuss/think what is their understanding of the pledge, what is most important, and what else would they add, etc.
Ø Conclude Pledge activity by discussing with students that one of the essential pledge agreements of digital citizenship is on the importance on how to use reliable sources in the Internet for researching and sourcing information for classroom and home learning activities.
Ø Optional (teacher may print out the following page and post the Digital Citizenship Pledge in the room in a prominent place).
7th Grade Civics, 8th Grade U.S. History and 9th Grade World History Students - Day 2
o Distribute tablets (7th grade/8th grade) or 9th grade students have their tablets out and powered up.
o Have students go to Windows 8.1 and locate the Internet Explorer tile.
o Have students go to the following website address: www.bing.com and search the following:
1. “What is a primary source?” Have students share their findings.
2. “What is a secondary source?” Have students share their findings.
Ø Ask: “Why is it significant in a social science classroom to be aware of the differences between a primary and a secondary source?”
o Have students browse through their eTextBook and find examples of primary source documents and secondary source documents.
o On the Bing website, have students search the following: Primary Source Documents and have them click on the images tab (left top of screen).
o Have the students view images that reflect and interpret what is a primary source. Have them select one image and write one paragraph (either on paper, Microsoft Word, OneNote) describing in their own words which image they selected and why they think it represents what is a primary source and how the study of primary sources will help them understand social science concepts/content. * If time is an issue, have the students complete writing activity for home learning.
o Have students browse through their textbook and determine which images are primary sources and which are secondary sources. Have them justify their answers by writing out or stating a C (Claim), E (Evidence), and R (Reasoning) emphasizing skills utilized throughout the study of social sciences.
o Teacher should feel comfortable to use display select students finding on the Promethean/Smart Board.
Specific Activity for 7th Grade Civics Students - Day 3
o Have the students read and review the various definitions and information about the rule of law from the following websites:
Ø http://worldjusticeproject.org/what-rule-law
Ø http://www.merriam-webster.com/dictionary/rule%20of%20law
Ø http://definitions.uslegal.com/r/rule-of-law/
o Have students to compare/contrast the information from the three sites and write their own definition of the rule of law. Have them share accordingly
o Have students search for images by clicking on the images tab on Bing and searching for rule of law. Have them select one image of the rule of law and write one paragraph (either on paper, Microsoft Word, OneNote) describing in their own words which image they selected and why they think it represents the rule of law and their interpretation of what the rule of law means. * If time is an issue, have students complete writing activity for Home Learning.
o Share student responses, collect or save work (Word, OneNote, etc.).
o Log-out
o Collect Devices
Specific Activity for 8th Grade U.S. History and 9th grade World History Students - Day 3
o Have students access the following link: Thinking Like a Historian:
Ø http://loc.gov/teachers/tps/quarterly/historical_thinking/article.html
o Have students access the following link and watch the video- Reading Like A Historian:
Ø http://sheg.stanford.edu/rlh
o Ask students: “How do Historians think and read?” Have a class discussion accordingly. (Students should respond to the idea that historians analyze primary source documents and spend a great amount of time looking at the source, setting, and intended audience of a particular piece of information).
o Have students conduct a Bing image search by typing in “thinking like a historian.” Ask students to choose one of their favorite images and then have them share the images. Have students compare/contrast the images.
o Debrief the activity by asking the students to complete the following sentence: To be a successful historian, one must…… (have students share their answers). If time is an issue, have them finish this portion of the lesson for Home Learning.
o Share student responses, collect or save work (Microsoft Word, OneNote, etc.).
o Log-out
o Collect Devices
7th Grade Civics, 8th Grade U.S. History and 9th Grade World History Students - Day 4
*Teachers make sure you have shared the Class Notebook you created for your students.
o Have students log-in to the Student Portal and select OneDrive in the portal.
o Once Office 365 opens, select the OneDrive again and click on “Shared with me” (found in the left-hand side). The Class Notebook you shared with students will appear in their OneDrive.
o Have students explore how they could collaborate through Office 365.
o Log-out
o Collect Devices
7th Grade Civics, 8th Grade U.S. History and 9th Grade World History Students
Assessment: Class participation, Group Discussion, Researching, Image Search and Discussion, Writing Activities.
Home Learning: Have students create five additional pledge statements to add as part of being a Digital Citizen and how can the rule of law
– (7th grade) apply or being a social scientist/thinking like a historian
– (8th and 9th grade) apply to their additional pledge statements.
7th Grade Civics, 8th Grade U.S. History and 9th Grade World History Students - Day 5
Click on the following “how to” links and learn how to set up and utilize the following tools:
OneNote
· The Ultimate Collaboration Tool: An Introduction to OneNote
· OneNote - How-to Video