The students will be able to understand the events that created the American
Revolution and the sentiment that was attached to them. At the end of the lesson, the students will choose one of the events that led to the American Revolution and describe how it was caused and its effects.
When students have successfully completed this lesson, they will be able to create a Prezi that outlines the causes and effects of one of the events leading up to the
American Revolution.
SS4H4 The student will explain the causes, events, and results of the American
Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea
Party.
Off-line: Students will be able to use their textbook (Houghton-Mifflin Social
Studies-Georgia) as well as the classroom encyclopedias.
Online: The student will use the following resources:
Discovery Education Video - Field Trips to Yesterday: The Road to
Revolution: Historical Boston http://player.discoveryeducation.com/index.cfm?guidAssetId=F7B52A28-CA45-
4495-9FF0-3F16B03B8B24&blnFromSearch=1&productcode=US
-PBS: Road to Revolution Game http://www.pbs.org/ktca/liberty/road.html
-Exploratree: Graphic Organizer http://www.exploratree.org.uk/app/?document_id=7864&permission_id=template
- Jog the Web – Teacher sets up sites in order for students to follow during the
lesson. http://www.jogtheweb.com
-Prezi- Final project that students will complete http://prezi.com/

Integration of Technology
Description: Students will be using presentation graphics software (Prezi) and instructional software (PBS).
Integration: The technology will be integrated throughout the lesson by having the students follow Jog the Web (teacher setup). From there, they will be instructed on the order of activities.
Learning Objectives: The technology being integrated will allow students to work at their own pace, learning about the events that caused the American Revolution and being able to practice their knowledge (PBS quiz) and apply it at the end in their Prezi.
Product: Students will produce a Prezi based on an event that led to the American
Revolution. They will create at least one cause and one effect of that event.
Technology Issues: Time may be a factor as most lessons are only 30-40 minutes long, whereas our class may only be able to get into the computer lab once or twice a week for that time period.
“Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time” (Becker, North Central Regional Educational
Laboratory,1994).
Technology Effectiveness:
With the various forms of technology listed above, the purpose for choosing them varied.
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Coordinate technology implementation efforts with core learning goals, such as improving students' writing skills, reading comprehension, mathematical reasoning, and problem-solving skills.
Communicate Effectively: Students must have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).
A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless

of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not
 available to all students.
 Presenting information in multiple formats and multiple media.
Offering students with multiple ways to express and demonstrate what they have learned.
 Providing multiple entry points to engage student interest and motivate learning.
Honey, M. (2005) North Central Regional Educational Laboratory, retrieved (June 2011) from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
Learning Styles Addressed: Linguistic Intelligence (using language to create the
Prezi and the Graphic Organizer), Interpersonal Intelligence (ability to understand what others are thinking-Graphic Organizer), and Spatial Intelligence
(representing the spatial world in your mind- Prezi).
- Computer Lab (do not use non-English input as Mac OS X will crash Prezi)
-Promethean Board
-Headphones (audio)
-Composition Book (for taking notes)
-Houghton-Mifflin Social Studies Textbook: Georgia
-Computers need Adobe Flash (Prezi, Exploratree)
Audience: Twenty-six fourth grade students of varying abilities.
Need: By using various forms of technology, the students will be more engaged, thus learning more information. Also, by completing a Prezi on their own, they will be introduced to the technology and be able to use it if they so choose at a later date. By using a new assessment method, the students will be more likely to take their time to do a good job.

Preparation: The teacher will set up Jog the Web with the necessary components for the lesson in advance.
Tips: On each site, there are instructional videos to help students get started.
Introduction: The teacher will ask the students, “How can your actions affect how your friends perceive you?” The students will discuss how there are both positive and negative events that can occur as a result of their behavior.
Input: The teacher will have the students observe while she/he walks through the procedures on using the “Jog” on the Promethean Board. The teacher will then instruct the students to take notes during the video on the causes and effects of at least one of the events leading up to the American Revolution. The teacher will then remind students that they will be using their information gathered to complete a graphic organizer and must show it for approval before they can move on to the Prezi (final project). The Prezi will be saved under their username and password they have chosen. They will be instructed to follow the rubric in order to complete the Prezi properly. The teacher will remind students that they are working on their own, but may get help from their neighbors. The teacher will write the username and password on the board (username: chaundraa@hotmail.com
/ password: smith). This will allow students to begin working on their “Jog”. The teacher will walk around to monitor and help out where needed.
Closure: At the end of the class period, the class will discuss what they learned, which activities they enjoyed doing independently, and which were difficult to maneuver on their own.
Outcome: At the end of the lesson, the student will have created a Prezi that has one cause and one effect of an event that led to the American Revolution.
I will assess my students’ understanding by reviewing their Prezi. They will need to get a score of 6/8 minimum to show they have an understanding of the concept.
Their rubric is located on the “Jog”.
Extension: For those students who may complete this activity earlier than others, they will have the opportunity to create their own “Jog” that will allow them to tie in research on the American Revolution and share it with their classmates at a later date.

Modification: Students that have more difficulty with the graphic organizer will be allowed to work in a small group and use cooperative learning with the help of the teacher. Also, they will have the choice of creating one Prezi combined, or writing a summary of the Boston Tea Party.