The+Lesson

=**Here is the //Traveling the World// lesson plan **=

Here is the lesson plan in its original version from Microsoft Word:

Also, here is the rubric for the Wiki the students would need to make (which is discussed in the lesson plan as well as the Web 2.0 page):

Finally, here is the copy and pasted version (with some bulleting issues, but it will work if you don't have access to MW):

//Traveling the World// Unit
 * Grade:** 4 (could be used for 3-12 with modification of the standards and Essential Questions)
 * Content Area:** Social Studies—History
 * Length of Unit:** 3 weeks
 * Time of Year:** September
 * Unit Title:** Traveling the World
 * Unit Goals/Essential Questions:**
 * In what ways does the contemporary city reflect the historical foundations?
 * What role do significant figures play in shaping events, both historical and contemporary?
 * Without significant figures and events, would your city/country be what it is today?
 * Unit Objectives:**
 * Students will research historical figures that have impacted their city/country.
 * Students will research modern figures that are impacting their city/country.
 * Students will examine the social and economic factors of three different cities/counties.
 * Students will compare the historical social and economic factors of three different cities/countries to the modern ones of the same three cities/countries.
 * Content Standards Met:**
 * B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts
 * B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events
 * B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups

Students use digital media and environments to communicate and work collaboratively, include at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learning of other cultures
 * ISTE Standards Met:**
 * 2.** **Communication and Collaboration**

d. contribute to project teams to produce original works or solve problems Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquires b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results **5. Digital Citizenship** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship
 * 3. Research and Information Fluency**

**6. Technology Operations and Concepts** Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies There will also be assessment that takes place during the students’ presentation of their project to the class. A rubric will also be created for this and handed to the students beforehand so they can plan their presentation for the grade level they desire.
 * Assessments:** All assessment sheets are created using the Rubistar program and are attached in their respective sections in this unit’s Wiki. All rubrics will be handed to the students at the time each new aspect of this lesson is introduced; they will also be made available on the class’s Wiki so students and parents can access them from home if necessary. Projects that include rubrics are:
 * Newsletter
 * Brochure
 * Podcast
 * Google Docs Presentation
 * Photo edited pictures
 * Inspiration mind map
 * Wiki


 * Instructional Activities and Resources:** This has been written to the students. A modified version of this will be handed to students at the beginning of the unit to serve as a loose timeline of mini-projects.

First and foremost, this project will require you to use information, video clips, images, and other media from other websites. Make sure to include the web address for every single piece of information/media you use in your project. Points will be deducted if you do not properly cite your sources. If you have questions about whether or not you need to cite something or you are not sure how to, ask me for my assistance. 1) Create a Wiki at www.wikispaces.com Label the Wiki with your name and the title of your research project. 2) Separate into groups of four students. 3) Research the city you currently live in with your group. Find information on the history of the city as well as important social and economic factors.  · Create a Google account. Find your current city on Google Maps. Include this image on your Wiki.   · Visit @http://www.ci.oshkosh.wi.us/ to start your research.   · Explore @http://en.wikipedia.org/wiki/Oshkosh,_Wisconsin to gather ideas to research from a historical perspective. Suggestions include the historical importance of Sawdust Days, the Paine Family, or the Grand Opera House.  4) Research the city you currently live in with your group. Find information on current happenings of the city as well current important social and economic factors. · Visit @http://www.thenorthwestern.com/ for ideas to research from a modern perspective. · Go to http://www.ci.oshkosh.wi.us to find information on current social and economic factors · Find information on a current significant figure. Suggested people to explore include Gordon Hintz, Hornswoggle, or Erin Boheme. 5) Log in to your Google account. Use Google Presentation to create a slideshow that highlights your historical research. 6) Create a Google Presentation that includes the information you found during your contemporary research. · Upload both Presentations onto your individual Wikis and save your progress. 7) Work individually and research the country your family is from. Find important contemporary data such as: War efforts/proceedings, important modern figures, current social and economic factors, and one interesting fact of the country. 8) Create a Podcast using the program Audacity. Highlight the information you discovered while researching an important historical figure and the important social and economic factors of your country’s past. 9) Assemble a picture of yourself with your historical figure by using Adobe Photoshop. 10) Create a Podcast using the program Audacity. Highlight the information you discovered while researching an important contemporary figure and the important social and economic factors of your country today. 11) Assemble a picture of yourself with your contemporary figure by using Adobe Photoshop.  · Upload both Podcasts and pictures onto your Wiki and save your work.  12) Log onto the Sound Transit website which is found at @http://www.soundtransit.nl/search/ Search for any destination you would like. 13) Work independently and research any country or city you would like to visit that you found on Sound Transit. Find information on a historical figure as well as social and economic factors of the same period. 14) Assemble a mind map using Inspiration. Make sure to include all the information and images you find to be important in your mind map. 15) Use your mind map to help determine what information you want to include in a newsletter. Create a newsletter using Microsoft word that includes an image of your historical figure as well as information about them, the social and economic information you found, and one interesting fact. 16) Work independently and research the country or city you would like to visit from Sound Transit. Find information on a current important figure, social and economic factors of today, and an interesting fact. 17) Create a travel brochure that includes information found in #16. 18) Visit www.youtube.com and find video clips that highlight a popular place for people to visit in this country/city 19) Open Google Earth and type your place of destination into the “Fly to” search bar. Find either images or videos and be prepared to show them to the class during your presentation. 20) Listen to the variety of clips Sound Transit offers from your destination; chose one to share with the class during your presentation. · Upload all videos, images, brochures, newsletters, and sound clips onto your Wiki and save your progress. 21) Visit www.voki.com. Create a flight attendant to guide the class through your presentation. Determine where you want to include your flight attendant during your travels and upload him/her to the appropriate places on your Wiki. 22) Save your progress on your Wiki. 23) Present your Wiki to the class.