Szaro,+Jay-chapter

Jay Szaro EDC 922 Spring 2009 Final Project Szarotms.wikispace.com

Jay Szaro **
 * EDC 922 Spring 2009 **
 * Rough Draft Chapter **
 * Chapter Topic- Using //PowerPoint// to Create a Historical Research Project **

TOPIC: ** American Presidents
 * DISCIPLINE: ** Social Studies/Computers
 * CLASS: ** 8th Grade U.S. History/Computers
 * TIME: ** Semester Project


 * OVERVIEW: **//__ Creating a PowerPoint Project on the Life of a President __//

During their U.S. History and Computer classes, students will learn about various Presidents throughout the major turning points in U.S. history. During their Computer class students will learn the various skills needed in //Word// and //PowerPoint// to complete this project. In doing so, each student will select one President to research in order to create a //PowerPoint// Presentation in Computer class. Their //PowerPoint// Presentation will include biographical information; historical events; and the major accomplishments, actions, and policies, related to their President. This project will help prepare students for the // Rhode Island //// 8th grade Computer Literacy// //Test,// as well as meet the // Rhode Island //// (GSEs) for Civics & Government and Historical Perspectives/R. I. History //. Each student’s final copy will become part of the upcoming Tiverton Middle School, 8th Grade Final Project/Digital Portfolio Requirement. In addition, this project will also be used to provide students with the types of research, writing, time management, and computer skills needed for high school for the Senior Graduation Project & Digital Portfolios. This is an 8th grade Computers/History class project titled //__President PowerPoint__// __//Project//__, which the students will work on with their Computer and History teachers in the Computer Lab. Each student will select a President to research and answer questions, in order to create a rough draft //Word// document that will be used as content for their //PowerPoint// Project. All students will create a 10-12 slide //PowerPoint// Presentation in Computer Class. Students must follow the formats and rubrics that have been provided to them by their teachers. All students must initially complete the rough draft research //Word// document as part of the project before proceeding with the //PowerPoint// Presentation. All rough draft //Word// documents will include a formal bibliography section and each //PowerPoint// Presentation will also include a formal bibliography slide. Because this is an ongoing project, students will work at their own pace independently in order to complete their project according to the rubrics provided and to meet the set due date. Students will present their final //President PowerPoint Project// to the class via an oral/visual presentation. All final projects will be saved as part of their 8th grade Digital Portfolio.
 * __ INTRODUCTION: __**

· To understand how and why certain President’s actions, polices, and writings have impacted the course of United States History. · To know some of the key leaders, main events, dates, places, and outcomes during important Historical periods throughout United States and RI History. · To understand the types of computer functions and software programs used to create this type of project: //Microsoft Word, PowerPoint// and //Internet Explorer//.  //__ INITIATORY __//__ : __ ** · ** Examine the Tiverton High School Senior Project webpage to give students an idea of the various projects presented and the requirements needed to complete the graduation requirement. Engage the students in a discussion on what steps go into creating a //PowerPoint// Presentation and the subject matter that could be used on each slide. Explain to them the type of individual effort and class work involved in creating this project. Have them think of a President that they would like to learn more about and research for their project. · Engage the students in a discussion on the different software programs available in the computer lab that could be used to create a computer-based historic //PowerPoint//, as well as the various computer functions that they would need to know in order to produce a final presentation.
 * OUTCOMES: **
 * STRATEGIES: **

//__ DEVELOPMENTAL: __// · In class, students will research the biographical and historical aspects of their President. Suggestions for areas to look at would include: Overview of his early life; overview of his later family life; overview of his education and career; overview of important events & issues when growing up; overview of his Presidency and major Presidential accomplishments; overview of his later life; and conclusions reached. · Introduce and review various sources available to students to help them research and complete their rough draft research //Word// document, which includes: class textbooks, biographies, websites, videos, audio clips and any other material available on their President. · Introduce and review sample //Word// documents and //PowerPoint// Presentations, in order to provide students with a reference for the layout and placement of text, photo’s, documents, timelines, historic newspapers, videos, audio clips and other content material that could be included in their project · Introduce and review the main functions they will need to know for //Microsoft Word, PowerPoint// and //Internet Explorer//, as well as the proofreading and editing process involved. · Review the overall requirements of the project and the rubric that will be used to grade their individual performance throughout this project, as well as due dates and available hours for afterschool lab time.

//__ CULMINATING: __// · Students will start work on their project by putting together a rough draft //Word// document and creating the layout for their //PowerPoint// Presentation using the research material available. · As the semester progresses students will formalize their project and will submit their project to their teachers for review and editing at various checkpoints during the semester. Class time and afterschool time will be set aside to work with students who need help in the research, writing, and computer aspects of the project. · Students will submit the final copy of their //Word// document and //PowerPoint// Presentation. Each student will then present their project to the class and explain the life of their President in relation to important U.S. and R.I. historical events, as well as why their President is relevant today. The final copy will become part of the student’s 8th grade Digital Portfolio requirement.

**__ TIVERTON STANDARDS __**** : ** * **//__Tiverton Strategic Plan Goals__//: Technology will be integrated into 35% of the curriculum.** · Standard 1: Communicate effectively as writers, listeners, and as speakers in social and business settings. · Standard 3: Select and apply the tools of technology as they relate to personal and business decision-making. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Standard 1: Students will demonstrate integration of knowledge, skills, and perspectives within and across disciplines (history, geography, civics, and economics).
 * //__
 * Tiverton Business Education Curriculum Standards __//**
 * //__ *Tiverton Social Studies Curriculum __//**
 * __ PERFORMANCE BENCHMARKS __**** : **

**__ *//Business Education Curriculum// __** <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Compile reports in other curriculum areas. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Demonstrate courtesy and respect for the speaker through attentive listening. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Develop touch keyboarding at acceptable speed and accuracy. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Demonstrate proficiency in the features of word processing. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Select software appropriate to the specific task. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Allocate time efficiently. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Organize, maintain, and process information. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Listen to lesson presentations demonstrated by the teacher using visual equipment. **//__ *Social Studies Curriculum __//** <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Applying productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Designing, developing, publishing and presenting products using technology resources that demonstrate curriculum concepts to audiences inside and outside the classroom. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Using content specific tools, software and simulations to support learning research.

<span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Creativity and Innovation- //** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Communication and Collaboration- //** Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Research and Information Fluency- //** Students apply digital tools to gather, evaluate, and use information. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Critical Thinking, Problem-Solving & Decision-Making- //** Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Digital Citizenship- //** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· **// Technology Operations and Concepts- //** Students demonstrate a sound understanding of technology concepts, systems and operations. **// Rhode Island //****// (GSEs) for Civics & Government and Historical Perspectives/R. I. History //****. ** Students //act as historians,// using a variety of tools (e.g., artifacts and primary and secondary sources) Students connect the past with the present by a. determining the cause(s) and effect(s) of specific historical events that impact RI today Students chronicle events and conditions by identifying key events and people of a particular historical era or time period. Students show understanding of change over time by establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time; and to construct an historical narrative. **HP 3 (7-8) –1** Students demonstrate an understanding of how the past frames the present by evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long- and short-term consequences. Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories. __ Suggested Websites: __ C-Span- The American Presidents- [] Gilder Lehrman Institute of American History- [] PBS: The American President- []
 * __ *Tiverton Technology Course Alignment -The National Educational Technology Standards for Students __**
 * HP 1 (7-8) –1 **
 * HP 2 (7-8) –1 **
 * HP 2 (7-8) – 2 **
 * HP 2 (7-8) – 3 **
 * HP 3 (7-8) – 2 **
 * Resources **

The History Channel- [] The American Presidency Project- []

The Whitehouse Historical Society- []

Penn State: Rhetoric of American Presidents- []

George Washington Presidential Museum and Library- [] John Adams Presidential Museum and Library- [] Thomas Jefferson Presidential Museum and Library- [] James Madison Presidential Museum and Library- [] James Monroe Presidential Museum and Library- [] Andrew Jackson Presidential Museum and Library- [] Abraham Lincoln Presidential Museum and Library- [] Ulysses S. Grant Presidential Museum and Library- [] Theodore Roosevelt Presidential Museum and Library- [] Woodrow Wilson Presidential Museum and Library- [] Herbert Hoover Presidential Museum and Library - [] Woodrow Wilson Presidential Museum and Library- [] Franklin Roosevelt Presidential Museum and Library - [] Truman Presidential Museum and Library- [] Eisenhower Presidential Library and Museum - [] John F. Kennedy Presidential Library and Museum – [] Lyndon Baines Johnson Library and Museum - [] Richard Nixon Presidential Library and Museum - [] Gerald R. Ford Library and Museum- [] Jimmy Carter Library and Museum - [] Ronald Reagan Presidential Library - [] George H.W. Bush Presidential Library and Museum - []



** Intro: ** To Patricia Aull ~ Principal @ Tiverton Middle School I am submitting a proposal for discussion with you regarding the creation of a pilot program involving the use of a Wiki, in conjunction with one 8th grade Computers and History class. In light of the introduction of the RI 8th grade Computer Literacy Test this year, as well as the recent implementation of the Rhode Island (GSEs) for Civics & Government and Historical Perspectives/ R. I. History, the use of this Wiki would help our students meet the standards set in these two important academic areas. In addition, the introduction of a Wiki in the Computers and History curriculum would be a step towards developing a pathway towards implementation of the pending Tiverton Middle School, 8th Grade Final Project/Digital Portfolio Requirement. Also, the introduction of a Wiki would be an additional way to provide students with the types of research, writing, time management, and computer skills needed for the 8th Grade Final Project/Digital Portfolio; as well as improve technology alignment between TMS and THS in order to achieve the standards set for the THS Senior Graduation Project & Digital Portfolios. ** How Will This Plan Fill a Need At TMS: ** The use of a Wiki would be implemented initially with just one 8th grade Computers and History class. A Wiki is an online tool that would allow our teachers and students to interact and work together on a class project, either in school or at home. The Wiki would be important in that it would allow students to access a centralized site created by both the Computer and History teachers for use with their students. The students would be able to not only view the teacher created materials, such as lessons, assignments, instructions, and resources, but they would also be able to post their own projects and interact with their fellow classmates regarding their own insight, findings and questions encountered throughout the project. In addition, because our students only have Computers twice in the six day cycle during the course of two terms, they only meet 30 times on average. Therefore, a student who is absent more than 2 to 3 times during the term falls behind quickly in Computer class, not only in the technical content material presented, but also in time on task as well. It becomes much harder then for a student to catch up in Computer class on the technical steps involved in a computer program, whereas in History class a student meets every day and can catch up quicker on the academic material missed. The use of a Wiki would help minimize this problem because students could access the Wiki either at home, at the library or in History Class and interact with the teachers and their fellow classmates to review areas missed and ask questions on aspects of the project they may still be struggling with, in order to catch up on missed assignments. Currently there are no teachers at TMS that are using any type of teacher created websites, Wikis or on-line text books; however there are many examples of Wikis that are in use that would be useful to help explain the concept to our students and staff at TMS. Those examples would include: [] [] [] [] http://room2-wiki6.wikispaces.com/ []
 * Jay Szaro **
 * EDC 922 Spring 2009 **
 * Deliverable #3 **
 * Proposal for Implementation **
 * Evidence That It Would Work: **
 * // What are Wikis and How to Use Them in the Classroom: //

http://timelineofpresidents.wikispaces.com/ http://collaborationnation.wikispaces.com/ http://kmsamistad8.wikispaces.com/ http://delmarhistory8.wikispaces.com/ [] [] [] [] [] [] [] [] In looking at the introduction and use of Wikis at TMS, there are some road blocks that need to be addressed in the following areas: ** Solutions to These Problems: ** In light of the above mentioned road blocks to the use of Wikis, there are some solutions that would help pave the way to the introduction of this pilot program, that include: ** Software and Equipment Needed at TMS: ** There are a couple of free and inexpensive Wiki software programs that could be used, such as Wikispaces and PBwiki, which would help move the initial program forward. There would also have to be some equipment upgrades to the current Computer Lab that could include the addition of a new network server, wireless routers, switches and hubs, and other items necessary to alleviate any problems or effect to the primary network server at TMS. It’s possible that there may be some grant or stimulus funding available to help off set this cost that the new Technology Coordinator could obtain. In the event the pilot Wiki program is successful, then plans could be developed to expand the program. The program could move to include all the 8th Social Studies classes, while other academic and grade levels begin their own programs. Those staff members who managed the pilot program could be used as staff trainers for other teachers who want to get involved. As the program expanded then additional parental outreach and education could take place, as well as any increases in funding and equipment upgrades needed. Also any of the other schools in the district would then have a model they could use if they decided to implement Wikis in their school. Inclosing, the recent changes involving Computer Testing, GSE’s, and curriculum realignment make this an opportune time to look at the use of Wikis at TMS. Holding certifications in both Computers and Social Studies, as well as having taught classes in both areas over the past nine years, would lend itself in moving this pilot program forward. I look forward to discussing this proposal with you in the future and obtaining your approval and support of the goals laid out in this plan.
 * // History Project Based Wikis //
 * // How to Create PowerPoint Presentations Wikis and Websites //
 * Problems to Address at TMS: **
 * Lack of technical training and knowledge regarding Wikis by those teachers involved.
 * Computer class time available to the 8th grade students to learn about Wikis.
 * History class time available to introduce Wikis into the current curriculum.
 * Lack of understanding and objections by parents on the nature and use of Wikis.
 * Technical issues regarding the TMS computer network and filtering software restriction that limit access to necessary websites.
 * Finding the time in the schedule to incorporate this plan and to develop ongoing meetings between those teachers who would implement and maintain the pilot program during the year.
 * Have those teachers who want to participate in the pilot program take either computer classes or some type of professional development that would provide them with the knowledge, skills and confidence needed to implement the use of Wikis at TMS. Locally, Bristol Community College, UMASS-Dartmouth and URI offer classes in this area, as well as other types of on-line programs that would provide the necessary training needed. These teachers would also be able to incorporate the classes and professional development into their ­I-Plan and later on serve as staff trainers in the future as the program moved forward.
 * In light of the introduction of the RI 8th grade Computer Literacy Test this year, it has become evident that currently there are gaps in the TMS Computer Curriculum due to the structure and nature of half year courses, the six day meeting cycle, and the inability to accommodate all 8th grade students due to other scheduling conflicts. If curriculum changes are made to address those content areas students are not exposed to, then the introduction of Wikis into the Computer Curriculum is a step forward in the right direction, in light of the skills and knowledge students would develop by using Wikis, to the types of skills and knowledge they would be tested on. It is also possible to move some of the current 8th grade curriculum material covered back into 7th grade, and some of the current 7th grade curriculum material covered back into 6th grade, in order to free up the necessary class time to introduce Wikis to the 8th grade. Since this would be a pilot program, any other issues or changes needed in the 8th grade curriculum that impact the 8th grade Computer Literacy Test could then be worked out in the pilot class before it is introduced to the remaining 8th grade classes.
 * In light of the recent implementation of the Rhode Island (GSEs) for Civics & Government and Historical Perspectives/ R. I. History, it has become evident from numerous TMS Social Studies Curriculum Alignment meetings that currently there are gaps in the TMS Social Studies Curriculum due to the structure and nature of the repetition of subject matter throughout the grade levels. Since some type of realignment is due to happen in order to incorporate the above mentioned GSE’s and to conform to the Tiverton Strategic Plan Goal that Technology be integrated into 35% of the curriculum, then the introduction of Wikis is also a good first step towards achieving this goal. As mentioned above, since the pilot program would involve only one 8th grade Social Studies class, any other issues or changes needed in the 8th grade Social Studies curriculum that effect the GSE’s could then be worked out in the pilot class before it is introduced to the remaining 8th grade classes.
 * In regards to the lack of understanding and objections by parents on the nature and usage of Wikis, because this pilot program would only initially involve 25 students, the necessary outreach and education of those parents would be more manageable. These parents could attend an informational meeting at which type a demonstration and explanation of the benefits of Wikis in the classroom could be held and at such time parental permission could be obtained. Later on these parents could form the base of a wider outreach program to TMS parents as the program expanded, which could also include the TMS Parent-Teacher Committee, the School Improvement Team, the TMS Newspaper and the TMS Webpage.
 * As for the TMS computer network and other technical issues, in light of the recent addition of a District Technology Coordinator and the pending update of the District Technology Plan, now would be the time to address those issues and find solutions that take into account the issues involving network filtering software and additional equipment needed to introduce Wikis at TMS. One possible solution could be to provide the TMS Computer Lab with an isolated network that could be used by the Computer and History teachers involved, which would limit the types of security problems from impacting the main network.
 * As for the scheduling issues involving those teachers who would implement the Wiki program, there are quite a few teachers on staff that would be willing to meet during after school hours in order to make this program successful. Also there are some teachers who have tried to incorporate the new laptop carts into their classroom and have shown an interest in introducing Wikis to their students.
 * Long Term Goals at TMS: **