Running head: PROJECT PLAN

Using Technology to Teach the American Revolution: Project Plan

Maureen Deming
EDU 625
Dr. Kathy Milhauser

PROJECT PLAN

Using Technology to Teach the American Revolution: Project Plan and First Activity
The American Revolution is a mainstay of elementary school social studies curriculum.
However, with a reliance on textbooks for materials and instruction, teachers miss opportunities
to engage students in activities that are relevant, meaningful, and more likely to produce
successful learning. This paper introduces a set of technology-infused lessons around the central
theme of Causes of the American Revolution. The paper will present an overview of the
intended audience, the rationale for developing these lessons, and a description of the sub-topics
that will be addressed.
Topic and Audience
The American Revolution is a major component of the fifth grade social studies
curriculum in the Regional District 4 Public Schools. Significant time is devoted to
understanding the causes of the war. Lessons will explore how actions and ideals from both the
colonists and the British government lead to war.
The intended audience is fifth grade students in Tier II literacy intervention. According
to spring reading assessments, these students are starting the school year below grade level,
ranging from a third grade to mid-fourth grade reading level. These students struggle with
reading comprehension, vocabulary development, oral reading fluency, and written response to
text.
Lessons will be delivered using laptops which students have access to in a mobile lab.
Since intervention groups meet for twenty minute sessions, lessons may take more than one
session to complete. The first lesson, comprised of guided reading of a short text, creation and
sharing of a mind map, and a written exit ticket, will need at least three sessions to allow time for
set up and clean up of materials and laptops.

PROJECT PLAN

3
Rationale

The fifth grade social studies curriculum relies mainly on a textbook, with some
supplementary materials. There is little differentiation in materials or instruction for students
below grade level, meaning they struggle to understand the information and concepts. Multiple
exposures to content in a variety of mediums are essential for learning (DArcy et al., 2009).
Technology facilitates this multiplicity of materials and delivery methods, thus aiding teachers in
differentiating instruction. Teachers can make use of social media, blogs, video, screen readers,
presentation programs, such as PowerPoint, interactive online activities, and programs that make
content visual rather than text-based, such as mind mapping and review grids (Boyd, 2013;
DArcy et al., 2009; Petro, Jr., 2010).
The Common Core State Standards (CCSS) place an emphasis on reading and
understanding informational text, requiring that informational text comprise a greater proportion
of total volume of text as students grow (Common Core State Standards Initiative, 2010). By the
end of fifth grade, students should be able to integrate information from multiple sources,
including multimedia, print, and digital text, to answer questions and write or speak about the
subject knowledgeably (Common Core State Standards Initiative, 2010). Using technology to
present content in a variety of ways, and to help students process their thinking about that
content, meets the goals set by the CCSS.
Students in Tier II often recognize that they need extra support with their reading, and
therefore motivation often wanes. Technology allows teachers to leverage student interests and
learning preferences in the pursuit of learning. Todays learners use technology outside of the
classroom, and are clamoring for more in school (Revere et al., 2011). By tapping into
students affinity for communicating and collaborating, even playing, with technology, teachers
will create a learning environment that is intrinsically motivating in its relevance to students

PROJECT PLAN

lives (Revere et al., 2011; U.S. Department of Education Office of Educational Technology,
2010).
Sub-Topics
The following list of sub-topics related to the causes of the American Revolution is
covered in the social studies curriculum. Altogether, these topics cover who, what, when, where,
and why understandings outlined in the very first standard of the CCSS (Common Core State
Standards Initiative, 2010). These lessons build on students prior knowledge of colonial
American culture, economics, and government. Events such as the Boston Tea Party and Paul
Reveres ride engage student interest, and offer opportunities for using rich media.

Englands role actions of Parliament and the king

Boston Tea Party

The Revolution Begins Paul Revere and the shot heard around the world

Important Figures of the Revolution founding fathers, unsung heroes, and

other people the text book doesnt mention
Conclusion
Students in Tier II literacy intervention require instruction a textbook is unable to give:
modeling, guided practice, and text at an accessible level. The teacher can tap into their intrinsic
motivation by creating relevant and meaningful activities that use technology to present
information, display thinking, and facilitate collaboration. The first lesson, on Englands role in
causing the war, is outlined in the companion document. Future lessons will cover the sub-topics
mentioned in the previous section.

PROJECT PLAN

5
References

Boyd, P., (2013). Blogging in the classroom: ausing technologies to promote learner-centered
pedagogies. The Researcher: An Interdiciplinary Journal, 26(3), 85-113.
Common Core State Standards Initiative. (2010). English language arts standards. Retrieved
from http://www.corestandards.org/ELA-Literacy/
DArcy, C.J., Eastburn, D.M., & Bruce, B.C. (2009). How media ecologies can address diverse
student needs. College Teaching, 57(1), 56-63.
Petro, Jr., N.J. (2010). Hate taking notes? Try mind mapping. GPSolo, 27(4), 20-23.
Revere, L. & Kevach, J.V. (2011). Online technologies for engaged learning: A meaningul
synthesis. The Quarterly Review of Distance Education, 12(2), 113-124.
U.S. Department of Education Office of Educational Tehcnology. (2010). Transforming
American education: Learning powered by technology. Retrieved from
https://post.blackboard.com/bbcswebdav/pid-2091996-dt-content-rid20500215_1/courses/EDU520.901187019118/Documents/Transforming%20American
%20Education_Learning%20Powered%20by%20Technology%281%29.pdf