West Irondequoit Central School District

Technology Rich Lesson Plan

Name:

Lara Schuler

Grade(s)

9^th Global History I Advanced

Information about the Lesson 

Title:

“Maya, Inca, Aztec Project”

Brief Description:

Unit project whereby students create PowerPoint presentations on an assigned Native American tribe and topics.

Subject(s) 
integration

(time required to complete lesson, e.g. "two 45-minute sessions")

Unit Project: 3 days in the library 2 days to present. Total @ 2 weeks.

Goals:
(curriculum and unit related; National or State standards)

NYS Standard 2,3,4,5

Objectives:
(measurable specific activities conducted by students)

Students will: ¹Engage in group research designed to incorporate both primary sources and sources accessed via technology (Internet, Student Research Center…) ²Identify and develop criteria specific to determining credible Internet research/sources. ³Analysize and synthesize essential to know data. The data was then organized and presented to the class through the use of PowerPoint, a projector and a wireless mouse.

Teacher Materials/Resources:
(specific materials the teacher must have to conduct the lesson, e.g. Romeo and Juliet (video), American flag, etc.)

None needed
or list necessary materials:

See attached packet

Internet access

Microsoft Office

PowerPoint Projector

Laptop

Wireless Mouse

Student Materials/Resources:
(specific materials the students must have to complete the lesson, e.g. calculators, construction paper, finger paints, etc.)

 See attached packet

Procedures:

Thoroughly complete the steps identified in the attached packet

Assessment:

Students will be assessed through the following modes: ¹Presentation ²PowerPoint ³Standard multiple choice test ⁴In-ClassThematic Essay ⁵Seminar ⁶A variety of homework ⁷Various Checks for Understanding i.e.dip sticking, 3,2,1…

Useful Internet Resources:

Anna Harris and I developed a link off of the IHS Library Homepage specifically for this project

Other References:

Anna Harris and George Hammersela

Special Comments:

Both of these GHIA lessons (“Why Civilizations Fall”) were developed for the same unit. As a result the assessments are congruent to each other and due to backwards planning reflect a building of the student’s content and skill-based knowledge and resulting application.

Attach a File: (link to accompanying files)

The Inca Empire.htm

Student Packet