TPACK and Its Technological Use in the Classroom

Critical Teaching Strategies

Alix's Critical Teaching Strategies: History

1. Analyzing historical documents
-ex: pictures, primary sources, secondary sources

2. Taking on multiple perspectives of historical events
-ex: slave vs. slave owners

3. Determining facts in history vs. perspectives influenced by experiences/beliefs

4. Note taking
-ex: PowerPoint, articles, books

5. Group work
-ex: listening to peers’ ideas, development collective assessments, dividing up labor in projects equally

The Boston Massacre UbD Stage 1

Alix Powell
The Boston Massacre
July 13, 2011

The Boston Massacre UbD

Summary of Curricular Context: (consider including what prior knowledge students might need for this lesson)
*events that happened prior to the Boston Massacre (the Proclamation of 1763, Sugar Act, Quartering Act,and Townshend Act)
*who were the colonists?
*How was Great Britain related to the colonists (what type of relationship did they have?)
*what does the word “tension” mean?

Standard / Objectives for Unit or Lesson: (Illinois and, or ISTE NETS)
Illinois State Standards:
-16.A.3c Identify the differences between historical fact and interpretation. -16.B.2a (US) Describe how the European colonies in North America developed politically.
-16.B.2b (US) Identify major causes of the American Revolution and describe the con¬sequences of the Revolution through the early national period, including t he roles of George Washington, Thomas Jefferson and Benjamin Franklin
-18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

Objectives:
*Students will be able to distinguish between facts about the American Revolution versus propaganda and media

Lesson Goal:
-Students will understand causes that lead up to the American Revolution
(the Boston Massacre)


Stage 1 Enduring Understandings What are the overarching enduring understandings for the unit/lesson? (big ideas that transcend the unit)
1. Because of the Boston Massacre (cause), the tensions between colonists and Great Britain increased (effect).
2. Media and propaganda influence the way we perceive the world and may construe our beliefs.
3. The tensions that continued to grow because of events such as the Boston Massacre (cause) eventually will lead to the American Revolution (effect).


Essential Questions What are the essential questions you can ask to guide inquiry?
1.What was the Boston Massacre? What caused the Boston Massacre and what was the result of it?
2.How did media affect perspectives on the road towards the American Revolution? How do different types of media affect our own everyday lives and perspectives?
3.Overarching- How did this further tensions between the colonists and Great Britain?

Knowledge & Skills

Knowledge
-The Boston Massacre affected relations between colonists and Great Britain
-Paul Revere’s picture “Engraving of the Boston Massacre” inaccurately depicted history
-Actions/events have causes and eventually lead to other events which we call results or effects
-similar to science:
For every action there is an equal or opposite reaction

Skills
-define tensions
-analyze media/propaganda (Paul Revere’s picture)
-read
-take notes from PowerPoint

Xtranormal Video

Example of Bad Teaching For Dr. Price's Class