Wilmington University
Pathwise Lesson Plan Format
Teacher/Student
Teacher
Grade:
Subject:
Date:
Link:
Jennifer Dermott
10-12
Social Studies (The US Civil Rights Movement)/Technology (Creating a
virtual museum)
December 6, 2009
http://christykeeler.com/EducationalVirtualMuseums.html
http://www.hatborohorsham.org/4067362111456/FileLib/browse.asp?A=374&BMDRN=200
0&BCOB=0&C=51541
1. Briefly describe the students in this class.
Twenty Seven Students comprise this class: 16 boys and 11 girls. Demographically, they can be
classified as follows: 15 white or Caucasian students, 6 African American students, 4 Hispanic
students and 2 Asian students. 2 students have IEP’s, 3 students are classified as gifted.
2. What are your goals for the lesson? What do you want the students to learn?
1. The students will design a virtual 4 room museum utilizing a Microsoft PowerPoint template.
2. Students will select and incorporate various examples from the US Civil Rights movement
which will be included in the museum. Possibilities include: historical participants, film
footage, music, and personal interviews of family or friends.
3. Why are these goals suitable for this group of students?
Through the design and creation of a virtual museum, the lesson on the US Civil Rights movement
becomes living history. The students get a chance to immerse themselves in the time and tell a
poignant story about what their interpretation of historical events means to them and how it impacts
them from this point forward. The exercise uses various Multiple Intelligences and is adaptable to
any and all learning styles and levels of ability.
Additionally, the students must learn how to apply and integrate the content of the lesson with the
technical know-how of PowerPoint. They must evaluate which events to include as well as how best
to technically present those events. Finally, the students must understand how to accurately access,
use and assess the virtual museums which they create.
4. How do these goals support the district’s curriculum, state frameworks, and/or content
standards?
1. History Standard 2: Students will gather, examine, and analyze historical data [Analysis].
9-12: Students will develop and implement effective research strategies for investigating a given
historical topic.
2. History Standard 3: Students will interpret historical data [Interpretation]
9-12: Students will compare competing historical narratives, by contrasting different historians'
choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to
demonstrate how these factors contribute to different interpretations.
3. History Standard 4: Students will develop historical knowledge of major events and phenomena
in world, United States, and Delaware history [Content].
9-12: Students will develop an understanding of modern United States history, its connections to
both Delaware and world history, including: postwar United States (1945-early 1970’s)
4. Technology Methodology 2: Standard Statement M2∗: Students will effectively communicate
technological solutions by using Technology Education as an
Interdisciplinary and Technological Link.
Defining Statement: Students will participate in a technology educational program that integrates
itself with other school curricula. Students
will therefore make connections and effectively communicate technological solutions that reflect
cross-curricular integration. Though
technological content will form the core of student solutions, these solutions will be enhanced by this
integration of knowledge. Further,
students will learn to appreciate the relationships between technology and other fields of study.
∗Correlates with content standards 3, 4, 10, and 12 from the International Technology Education
Association’s Standards for Technological Literacy. See appendices for
more information about International Technology Association (ITEA).
Link : http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/tech/HMethodology%20Two%20%20Technology%20Education%20as%20an%20Interdisciplinary%20and%20Technological%20Lin
k.pdf
5. How do these goals relate to broader curriculum goals in the discipline as a whole or in other
disciplines?
In addition to the above curriculum standards , these goals support the big idea that technology is
integral to life. Through this exercise the students will learn how to construct a virtual museum
utilizing a Microsoft PowerPoint template and publish it for others to view. The students will convey
their interpretation of the significance of the events of the civil rights movement through the events
and “artifacts” which they choose to include in their museum.
6. How do you plan to engage students in the content? What will you do? What will the
students do? (include time estimates).
 Mindset or “Warm-Up” Activity
o http://www.americanrhetoric.com/speeches/mlkihaveadream.htm. The students and I
will view the “I Have a Dream” speech in its entirety. I will provide a hard copy of
the speech for the purpose of class analysis and discussion.
 State objective or purpose of the lesson
o Examine and analyze the events of the US Civil Rights Movement through text,
internet research, music, photos, journals, timelines and personal interviews
o Design a 4 room virtual museum which illustrates the students’ interpretation of the
most significant events of the US Civil Rights Movement
o The students must support their exhibit choices through text and/or narrations which
accompany each exhibit.
 Provide Instructional Input
o The students and I will visit the above link and view portions of the technique through
RSS feed and video.
o The students will visit samples of virtual museums in order to observe relevant
samples.
 Model
o I will provide a sample of the virtual museum template to each student.
o I will illustrate for the students how to insert information into as well as modify the
template and how to create the links to other areas of the museum.
o I will illustrate for the students possible categories to include and what types of
exhibits may best work in the “model” museum.
 Check for understanding
o Students will be required to submit a list of their exhibits and design
o Students will be required to meet with me regularly to report progress and solicit
feedback or additional instruction
o Students will submit PowerPoint template file as they are creating their virtual
museum
 Guided Practice
o Students will work on their virtual designs in class in small groups. I will supervise
the process and question random individuals and groups regarding content, design,
process etc.
 Closure Activity
o Students and I will tour each virtual museum and assess with regard to ease of use,
relevance of exhibits, degree of interest/engagement, and technical performance.
7. What difficulties do students typically experience in this area, and how do you plan to
anticipate these difficulties?
The students have probably not utilized Microsoft PowerPoint to this degree and will not be familiar
with the concept of linking slides. Also, in this unit, the students will be responsible both for the
performance of the museum and the content of the exhibits which they select for the museum. I plan
to monitor the students very carefully through modeling, guided practice, handouts and observation.
Working on the museum in class will not only provide all my students with equal access to the
computer but also the comfort level of personal assistance when they require it.
8. What instructional materials or other resources, if any, will you use?
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Computers with access to the Internet, e-mail and Microsoft PowerPoint installed
Books, Journal Articles, Interviews, videos, podcasts and photos
Materials for the design and exhibit plan
Copy of “I Have a Dream” for each student
Copy of the PowerPoint template for each student
Copy of Samples for each student as well as detailed instructions for each task
Rubric
9. How did you plan to assess student achievement of the goals? What procedures will you use?
(Attached any tests or performance tasks, with accompanying scoring guides or rubrics.)
Assessments for this unit will be both formal and informal. Formal assessments include peer review
of the virtual museum, teacher review of the virtual museum and self assessment of the virtual
museum. Informal assessments include observation during group activities, validation and
observation of the design and content plan, evidence of progress and analysis of student/teacher
meetings.
10. How do you plan to use the results of the assessment?
Assessments will be utilized in several ways: to illustrate and support student comprehension of state
standards, as a basis for creating an original template for a virtual museum in the future, to develop
the students’ capacity for storytelling, evaluating relevant information, and expanding their capacity
for higher order thinking and critical reasoning. Finally, this assessment will provide a grade for both
social studies and computers.