Dyad+7+page

**Melanie Spransy and Cheri Lewis**

 * __Question:__ How can I use primary source material from the American Revolution to connect students with the past through the use of Kidblog and DocsTeach?**


 * The Voicethread activity had to be removed due to unforeseen student scheduling changes.**

__**Lesson Timeline/ Lesson Ideas**__


 * 1. Thursday, November 3rd (Class/Homeroom Activity 8:10-9:40)**
 * Introduce the American Revolution (video/sequence activity)**
 * Introduce kidblog to the students and model a successful blog post.**
 * Students will blog to respond to the questions: "What do you already know about the American Revolution? What are you most excited to learn about?"**
 * 2. Monday, November 7th**
 * Review Taxes passed by King George, Boston Tea Party.**
 * Students will blog on "Pretend that you are a colonists during this time, what new laws and taxes would you protest against and why? How would you protest? At this point, do you believe the colonists should go to war against England?"**
 * Students will comment/respond to 2 other classmates. Teacher will model to students how to respond appropriately and critically.**
 * Introduce primary source material (websites). Each student will analyze an assigned letter from the American Revolution time period (does not have to be war related). Assignments will be posted on Cheri's blog. Students will their analyses on their blogs.**
 * 3. Tuesday, November 8th**
 * Students will respond to their letters role playing as if they are the recipients of the letters living during the American Revolution.**
 * Closing Activity: Pair share on the letters. Students rotate around the class discussing their letters and responses. Exit pass based on essential question.**

**__TPACK:__**

**Technology: Kidblog, voicethread, digitized primary source material** **Pedagogy: Modeling, effective rubrics, clear learning objectives** **Content: The American Revolutionary War**


 * __Materials:__**
 * **Computers for each student**
 * **Microphones for each student**
 * **Access to the Internet**

__**Resources:**__

**[|www.voicethread.com]**


 * []**


 * [|http://www.gilderlehrman.org]**
 * **At the top click on Historical Documents**
 * **Go to Online Exhibitions**
 * **Click on Battle Lines: Letters from Americas Wars**


 * [] **
 * **This site is entitled "Spy Letters from the American Revolution" **
 * **Look under "Letters Gallery" to see the digitized letters and transcripts **
 * **The site also includes context information and ideas for teachers **


 * [] **
 * **From "The Papers of George Washington" website **
 * **Includes George Washington's letters from the Revolution**
 * **Click the years to see the letters (includes the transcripts and images of the documents**


 * []**
 * **Scroll down to and look at the documents entitled letters from the years 1775 to 1783**
 * **Includes many letters during the time period of the Revolutionary War**
 * **Click on the links to see the transcripts of the documents**


 * __Context:__**
 * School: McGee's Crossroads Middle School, Benson, NC**
 * Classroom/ Target Age Group: 8th grade Social Studies (Honors)**
 * Context: 18 students, learning about the American Revolution, NCSCOS Goal 2, Essential Standard 8.H.1.3- Use primary sources to interpret various historical perspectives, ES 8.H.1.2- Summarize the literal meaning of historical documents in order to establish contexts**


 * __Storyboard__**


 * **Visual** || **Narration** ||
 * 1. The video will open with a screen shot of our compelling question and our names. || 1. An instrumental version of "Yankee Doodle Dandy" will be playing in the background. ||
 * 2. We will show Cheri speaking to the camera in her classroom. || 2. Cheri will talk about how we used her personal experiences and the TPACK framework to form our question. ||
 * 3. A screen shot of the NCSCOS and New Essential Standards will pop up. || 3. Melanie will create a voice over explaining how we connected our project to the curriculum. ||
 * 4. A transitional slide with the word "Implementation" will appear. || 4. Background music will accompany the image. ||
 * 5. We will include a video clip of Cheri introducing the first activity and modeling the blogging process. The words "Day 1" will flash across the screen. || 5. The sound from the live video will serve as the narration. ||
 * 6. We will display still pictures of students completing their first blog posts. || 6. Music will serve as background for the images. ||
 * 7. We will show video clips from student interviews about their first blogging experiences. || 7. The students voices will serve as the narration. ||
 * 8. An image of a letter from the American Revolution will be shown. || 8. A student will narrate this scene by reading the letter. ||
 * 9. A clip of the teacher explaining the primary source analysis assignment will appear. The words "Day 2" will cross the screen. The segment will conclude with a screen shot of the primary source analysis blog post. || 9. The teacher's voice will serve as the narration. ||
 * 10. A clip of Melanie modeling how to comment on blog posts will be shown. || 10. Melanie's voice will narrate the scene. ||
 * 11. Text boxes will appear to demonstrate how students respond to each other on the blogs. || 11. Melanie will continue to narrate the frame. ||
 * 12. A clip of students reading their response letters in front of their computers will be shown. || 12. Students' voices will serve as narration. ||
 * 13. We will show a live clip from the pair share activity with wide shots and zooms on individual students. || 13. Student voices will narrate this segment. ||
 * 14. The word "Reflection" will be shown on the screen. || 14. Music will play in the background. ||
 * 15. Cheri and Melanie will be shown talking about the results of the project. || 15. We will discuss our collaboration and answer our compelling question to conclude the video ||
 * 16. A page or more of citations will be included. || 16. The video will end with uplifting music. ||

 An instrumental version of "Yankee Doodle Dandy" will be playing in the background.