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Patriot Women
Patriot Women
Patriot Women
Patriot Women
government. Students will demonstrate research, writing, and computer literacy skills developed
in 8th grade.
Determine Needs
This project will allow students to successfully and independently demonstrate
research and writing skills acquired and mastered after receiving instruction during the school
year in Social Studies and English Language Arts.
Scope of Learning
1. Research to build and present knowledge
2. Range of writing
3. Production and distribution of writing
Learning Activities
The learning activity will be an online cross-curricular study, which focuses on reading,
writing, research as well as 8th Grade Social Studies. This is an enrichment activity for
implementation at the end of the 7th grade school year.
1. Students will begin the research process by looking up historical events and women
during the Revolutionary War.
2. Students will watch YouTube videos on the events of the Revolutionary War, as well as
view videos downloaded from Discovery Education/Georgia Public Broardcasting.
3. Students will have access to primary resources provided by the Gilder Lehrman
Foundation.
4. Students will identify a womens story they would like to retell using a infographic as
their medium.
Patriot Women
Patriot Women
Patriot Women
the media specialist. The Gilder Lehrman Foundation will also contribute primary resources to
this project. It will have photographs in the headers, Times New Roman font, larger font or
bolded font when attention is required on a white screen. The key to the overall website design is
repetition and clarity (Williams, R., 2008). The website will consist of pages for the storyboard
template (the template will also be handed out in class assignment), the infographic example and
student infographic upload page, as well as rubrics and research resources. The website design is
clean and simple so students will not be visually overloaded or confused by a crowded page, thus
supporting the student as an entry level learner to online web design and collaboration (Dick, W.,
Carey, L., & Carey, J., 2009).
Patriot Women
Teacher and Student Activities in the DDD-E Model
Phase
Activity Teacher
Activity Students
DECIDE
PLANNNING
Brainstorm content:
Revolutionary War.
knowledge of the
ELACC8W8:
Conduct research:
instruction to perform
citation.
ELACC8W9:
resources.
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Patriot Women
contact, adequate volume, and clear
pronunciation.
ELACC8SL5:
Integrate multimedia and visual
displays into presentations to clarify
information, strengthen claims and
evidence, and add interest (8th Grade
English Language Arts, 2012ELA).
Social Studies Standards
Conflict and Change:
The student will understand that when there is
a conflict between or within societies, change
is the result. What were the causes, both
immediate and long term of the American
Revolution against England? (H3a)
What was the significance of Georgia and its
colonists in this conflict? (H3b)
How did the Creeks and Cherokees try to avoid
conflict with the settlers? (H5d)
What roles did Alexander McGillivray,
William McIntosh, Sequoyah, John Ross, the
Dahlonega Gold Rush, Worcester v. Georgia,
Andrew Jackson, and John Marshall play in the
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Patriot Women
events leading to the Trail of Tears? (H5d)
(8th Grade Social Studies, 2012).
(Note: notable women will be added in this
list).
Assess prerequisite skills: Students should
know their network login information; students
should have basic keyboarding skills and
writing skills.
Determine assessment techniques: formative
assessment see Design
ORGANIZING
Examine grouping alternatives: Students will
be grouped in pairs by periods.
Create cooperative groups: Students will
self-select one partner.
Schedule computer time: A MacAir computer
cart will be reserved and used in each period
for one week. Unfinished work will be
completed as homework.
DESIGN
Student Activity:
group which
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Patriot Women
the infographic narrative and construct a c
infographic.
events.
Storyboard:
storyboard development.
Key Events
Target Dates
Research conducted
Storyboard developed
Groups assigned
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Patriot Women
Works Cited
8th Grade English Language Arts Common Core Georgia Performance Standards (ELA CCGPS).
(2012, July 15). Retrieved June 18, 2015, from
https://www.georgiastandards.org/CommonCore/Common%20Core%20Frameworks/CCGPS_ELA_Grade8_Standards.pdf
8th Grade Social Studies 6-8. (2012, July 15). Retrieved June 18, 2015, from
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_8_Unit_4_
11-16-09_PRchgs.pdf
Darrington, B. (2014, April 21). Mayers Theory of Multimedia Learning.
Retrieved June 17, 2015, from https://youtu.be/6XYSquPlr8U
Dick, W., Carey, L., & Carey, J. (2009). Identifying Subordinate and Entry Skills. In The
systematic design of instruction (8th, ed., pp. 60-87). Glenview, Il: Scott, Foresman.
Fastest Way to Create Comic Strips and Cartoons ToonDoo (n.d.) Retrieved June 18, 2015
from http://www.toondoo.com/
Hagen, R., & Golombisky, K. (2013). Step Away from the Computer. In White Space is not Your
Enemy: A beginners guide to communicating visually through graphic, web &
multimedia design (2nd ed., pp. 590-603). New York, NY: Focal Press.
Hattwig, D., Burgess, J., & Medaille, A. (n.d.) ACRL Visual Literacy Competency Standards for
Higher Education. Retrieved June 22, 2015, from
http://www.ala.org/acrl/standards/visualliteracy
Ivers, K., & Barron, A. (2006). A Model for the Design and Development of Multimedia
Projects. In Multimedia projects in education designing, producing, and assessing (3rd.
ed., pp. 379-502). Westport, CT: Libraries Unlimited.
Patriot Women
Williams, R. (2008). Extra Tips and Tricks. In The non-designer's design book: Design and
typographic principles for the visual novice (3rd. ed., pp. 1631-1675). Berkeley, CA:
Peachpit Press.
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