Google Drive

 This was a group lesson created by Ed, Alex, Heather, and myself on the technology tool, Google Drive.

Lesson

Author: Gian Verderame

Based on lesson by:

Date created: 4/18/13

BACKGROUND INFORMATION

Subject(s):  Technology Tools

Topic or Unit of Study:  Google Drive

Grade/Level:  Any

STANDARDS & ASSESSMENT

Standards

Assessment Plan

Assessment/Rubrics

IMPLEMENTATION

Goal(s):  By the end of the lesson, the students will be able to create their own Google+ accounts which allows them access to Google Drive and its features through an interactive presentation/activity.

Objective:  The students will be able to create and share various documents with others through Gmail accounts or embedding the links on the web.

Purpose:  The purpose is to demonstrate an educational technique such as Good Drive that can be used in various ways in the classroom, in other educational settings, or in a personal way.

Procedure: As a group we introduced and elaborated on Google Drives which in this aspect is used as an educational device.  Google drive can also be used for personal or other reasons.  Within Google Drives there are five main apps the include word documents, power points, spreadsheets, forms (surveys), and drawing.  Other apps and tools can be downloaded and they will be saved to the account.  To present all of these aspects we each presented a different tool and gave examples of how it can be used.

     Alex introduced the overall concept of Google Drive and talked about the spreadsheet app.  She demonstrated how to use it where she gave an example of how she used it prior to class for work/school related activities.  Then Heather presented the word document app where she created a document, embedded the link in Edmodo, and had the students take part in typing on the document.  Next I presented the presentation (power point) to the class.  With this being similar to Microsoft Power Point, most of the students already knew how to use it so I added a creative twist to it.  I created a presentation on the movies over time where the first slide represented the 60's, the second 70's, the third 80's, and so on.  Next I embedded the link in Edmodo and had the students log on and add to the presentation.  After that Ed presented the form app, which is a questionnaire/survey that can be used to compare various topics throughout a group of people/students.  Within the form there are seven different style questions that can be used that include text, paragraph text, multiple choice, check boxes (multiple answers), choose from a list (drop down box), scale (ex:1-5), and a grid. For the students to get a better idea Ed created a form using each of the questions, embedded the link in Edmodo, and had the students take part in it.  Finally Alex demonstrated the drawing app and how to use it to draw, paint, type, etc. 

Special Needs Component

[modification(s)]

Sample Student Products

Model(s) of Instruction:  Direct Instruction

Time Allotment:  1 class periods.  40 min per class.

Author's

Reflection(s)/Critical

Analysis:  I never actually knew about this type of technology.  After learning how to use it, I feel as if I’m an expert at it.  Students can create documents, presentations, drawings, spreadsheets, and forms in Google Drive.  I believe that this lesson went very well and that all of the students might use it in the future.

MATERIALS AND RESOURCES

Instructional Materials:  Internet access

Resources: SMARTboard and Google Drive

Edutopia Video Reflections

These are Four Technology Integration videos that I watched on Edutopia.

“Teaching Teamwork Through Video Game Development”

            These groups of students are supposed to create an educational video game for a fifth grade class that they visited.  Before creating the game, the high school students went to the elementary school and found out as much information as they could on the students, such as what kind of music they like, what cartoon characters they like, etc.  During the process of making the video games, the fifth grade students actually came to the high school to play some of the demo games and to give feedback to the creators.  By doing this, it allows the high school students to go back and edit their games to the elementary students’ liking.  This was a great idea created by the high school teacher.  Mostly every kid plays video games, including high school students, so by creating something for younger kids that you yourself do is fun, but also educational.

“Academies Raise the Bar at a Comprehensive High School”

            Laguna Creek High School is located in Elk Grove, California.  It is a very diverse school.  One class focuses learning physics by launching rockets.  Instead of long and tedious lecture notes, the students tend to understand the material better by actually do the experiments.  The class creates their products using alternative energy production such as wind, solar, biofuels, geothermal and hydroelectric.  The high school partners with many green businesses that provide expertise and mentorships.  In the long run, it has been proven that academy students test better and are academically stronger.

“A Magnet School Attracts Students to Careers in Health”

            Bravo Medical Magnet High School is located in Los Angeles, California where 80% of the students take a bus to school.  Also, it is 40 minutes to school one way. Bravo High School is a medicine and health career themed school that has 85% free and reduced lunch.  One class uses technology for athletes and people who play video games to measure bio-potentionals, blood pressure, and vital signs.  Only three blocks away is the University of Southern California Medical Center.  Here, they actually work with college’s tools and conduct experiments with each other.  The majority of these students are considered “at risk” because of their academic level.  The school knows that not a lot of the students are going to go on and became doctors and nurses.

“Dea Flores Turns Video Games into a Winning Science Fair Project”

            Dea Flores is a student at Bravo Medical Magnet High School in Los Angeles, California.  She created an experiment for her physiology class using biofeedback equipment and video games.  She hypothesized that people who play video games more will have a lower stress level.  She measured students’ brainwaves by putting electrodes on the their forehead and one on their ear.  Every student played the same game on the same device.  Even though she really didn’t reach a solid conclusion, she won first place in the category that she was placed in.  She said that she also wanted to test athletes and their stress levels.

Hollywood and the Vietnam War

 This is my lesson using about the Vietnam films and the Vietnam War using clickers.

 

The Vietnam Film:  How Hollywood Shaped America’s Perception of the Vietnam War.

The “Reel” Vietnam

•Examines impact of Vietnam films on American society.

•Before/During Vietnam---Pro-war

•WWI and WWII—victorious

•After Vietnam---Anti-war

Films

•Coming Home (1978)

•The Deer Hunter (1978)

•Apocalypse Now (1979)

•Platoon (1986)

•Full Metal Jacket (1987)

•Born on the Fourth of July (1989)

What Has Been Written

•What’s historically accurate?

–Russian Roulette

•Hollywood chooses to portray the horrors. 

--Apocalypse Now, Platoon, Full Metal Jacket

--Why is that?  Failed Vietnam.  No more Green Berets. -Nothing was to resemble this film in the late 70s/80s.

•Exposure to the destruction and death led society to turn against the war.

-Realized what Vietnam was all about.

           

            -Major shift in society’s attitudes about the war.  Now directors had something to go on.

Why so many anti-war films?

-Hollywood entertains, but also bring controversial conflict to American society.

-Truth of Failed Vietnam.

-Audiences watched at home and directors used this to create their films

-Stone and Cimino experiences.

Thesis Argument

•Vietnam films of the late 70s and 80s shaped the viewers’ perception of the Vietnam War, shifting the majority to a more critical understanding of what that war was about.

Coming Home Soldier

PTSD – Coming Home

Inability to cope

Looked at as a failure

Coming Home was first to deal with the aftermath

The Deer Hunter, happy to go, but its silence when they get home

Born on the Fourth of July, mistreated by society, becomes anti-war activist

Transformation of the Soldier

What it was like fighting

Draft to end of the war

More volunteers than draftees

Films show the average soldier excited to go to war and fight for their country.  Become embedded in the death and destruction, become killer, and realize what they have become when it’s all over.

Memoirs

Soldiers and DI’s

Life in the jungles

Drug/Alcohol addiction (Apocalypse Now, The Deer Hunter, Platoon)

Lesson

Author: Gian Verderame

Based on lesson by:

Date created:

BACKGROUND INFORMATION

Subject(s):  History

Topic or Unit of Study:  Vietnam Films

Grade/Level:  11^th/12^th grade

STANDARDS & ASSESSMENT

Standards: 6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. 

Assessment Plan: Pre Assessment - Students will be asked what they already know about the Vietnam War.  There are probably going to be some students who have no idea about what happened and how much of a loss this was for the United States.

Summative – Students will write a 1-3 page paper to see if they understand the director’s perception of the Vietnam War and how pro-war films became abandoned after the war ended.

Assessment/Rubrics:  Students will be graded using a writing rubric

IMPLEMENTATION

Goal(s): To understand how the perspective of the Vietnam War changed through film.

Objective:  After watching certain films about the Vietnam War, the students will analyze one film in relation to the Vietnam War and write a 1-3 page paper.

Purpose:

Procedure:  I will start off by giving background information about the Vietnam War.  The students will watch the pro-war film The Green Berets.  After this film, we will move in to the anti-war movies that were released after the Vietnam War.  Students will understand that before and during the Vietnam War, many pro-war films were released because of our victories in WWI and WWII.  After the war, all we see are anti-war movies because America’s perception of the war was changing over time.

The students will also look at New York Times articles during the time of the release of these films.  They will also look at movie reviews of the public and of Vietnam veterans.  After all of the information is given and the films are watched, the students will write a 1-3 page paper on one film that relates to the Vietnam War.

Special Needs Component

[modification(s)]

Sample Student Products

Model(s) of Instruction:  Direct Instruction and Inquiry Based

Time Allotment:  1 week, 42 min per class

Author's

Reflection(s)/Critical

Analysis:  This was basically my Senior thesis.  I changed the format around so I could present it as a lesson to the class.  The reason this takes so long is because the students have to watch the movies.  However, the only downside to this lesson is getting permission from the parents because most of the films are rated R.  I feel as if students will have a better understanding of the war by analyzing the most popular films of the time period.  These are also the films that have been criticized and written about for over thirty years. 

MATERIALS AND RESOURCES

Instructional Materials:  Power Point

Resources:  Films

The Spanish Inquisition

This is my lesson on the Spanish Inquisition, followed by a short quiz that the students will do on the Smartboard.

The Spanish Inquisition

“You to whom the Bible was so accessible will not be able to plead ignorance in that terrible day of judgment.”

         •1478-1834

         •Ferdinand II (Aragon) and Isabella I (Castille)

         •Consequences for anybody who wasn’t Catholic.  Catholic Church was the epitome of power.

•Jews, Muslims, and Protestants.

-Leave the land, convert, or die.

•Times when inquisitors would burn non-Catholics at the town square.

•Indulgences for reaching heaven. (eternal damnation).

Torture Methods 

Fire

Water-boarding 

                •Tied down to a table

                     •Cloth put over your face

                     •Water is poured over face to imitate a sense of drowning.  (Bubble)

 

  Rack  

         •Victim tied down on table or tied to ropes

         -Victim is stretched until the bones are separated.

 

 

Strappado 

•Victim’s wrists are bound behind them

•Hoisted up to hang there.  Might pull on rope.

•Sometimes would drop the victim and yank hard.

Quiz Time 

1.The torture method where a victim is subject to drowning is________________.

2. The two royal leaders of the Inquisition were_________ and __________.

3.The Spanish Inquisition started in the _____ century and ended in the _____ century.

4.The three options for Jews, Muslims, and Protestants were_____, _____, or ______.

5.What other famous dictator in the 20^th century used a genocide like the Inquisition?_________ 

Author	Gian Verderame
Subject(s)	History
Topic or Unit of Study	The Spanish Inquisition
Grade/Level	Grade 11, Grade 12
STANDARDS & ASSESSMENT
Standards	Display: Collapse All Expand All NJ- New Jersey Core Curriculum Content Standards Subject: Social Studies (2009) Standard: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700) Proficiency Level: By the end of grade 12 Content: 2. Renaissance, Reformation, Scientific Revolution, and Enlightenment Ideas developed during the Renaissance, Scientific Revolution, Reformation, and Enlightenment led to political, economic, and cultural changes that have had a lasting impact. Strand: A. Civics, Government, and Human Rights Cumulative Progress Indicator : 6.2.12.A.2.c Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).
Assessment Plan	Pre Assessment - The students will write down in groups how they think the Catholic Church came to power. Formative Assessment - After about 200 years into the Spanish Inquisition Lesson, the students will be write a short paper analyzing the events. Summative - The students will be tested on the entire period of the Spanish Inquisition.
IMPLEMENTATION
Goal(s)	Students will understand the impact of the Spanish Inquisition and how powerful the Catholic Church was.
Objective	After learning about the Spanish Inquisition, students will be able to understand the tactics of the Catholic Church by correctly identifying the torture methods discussed in the lesson.
Purpose
Procedure	I will start off by showing the students pictures of the different torturing methods.  This will definitely grab their attention.  The Spanish Inquisition happened over a period of 400 years, so the lesson will take a couple of days to teach.  The students will split in to groups and discuss the top three ways in which the Catholic Church became so powerful.  After the Power Point, the students analyze their previous material and see if it at all relates to taught material.
Model(s) of Instruction	Direct Instruction/Cooperative Learning
Time Allotment	4 class periods.  45 Mins. per class.
Author's Reflection(s)/Critical Analysis	I thought that this part of the lesson would be attention grabbing for students.  I understand that it's quite graphic for students, but that is why I'm teaching it to high school students.  I would rather have the students come up to the Smartboard and fill out the quiz but there wasn't enough time left in class.  It's hard to teach a period of 400 hundred years in such a short amount of time.  This lesson will take about 4-5 days to teach, leaving about 100 hundred years per class.