home

Running Head: Virtual Course Design and Teaching Online

toc Virtual Lesson Course Design and Teaching Online University of Maryland University College EDTC 650 Spring 2012 by   Donald J. Bierschbach

=**Introduction**=

The growth in K-12 virtual school opportunities in the state of Virginia has increased tremendously in the past decade. This increase in availability of virtual educational opportunities has not diminished the quality of education provided to each and every student. Maintaining high quality challenging and engaging courses has led to wider acceptance and increased funding. To maintain quality America’s schools rely on standards. Standards-based education assists with accountability measures and compliance with reform legislation such as the No Child Left Behind Act (2001). Designing and developing virtual courses for quality begins with careful planning and application of instructional design principles which provide structure. Quality instructional design strategies are rooted in models that contain the key steps of: analysis, design, development, implementation and evaluation (Simonson, Smaldino, Albright & Zvacek, 2012, pp 154-158). The purpose of this paper will be to present the design and development process for creating a virtual course unit that correlates to national standards, providing one fully developed lesson using the ADDIE model for course development. = Analysis My Virtual School =

My Virtual School is an imaginary provider modeled after real virtual schools in existence. This institution serves K-12 students In the State of Virginia. The organizational purpose of My Virtual School is to provide accredited instruction based upon National and State Standards. The accreditation standing and the adherence to national standards is intended to assist students in compliance with state and local accountability requirements. The focus of this paper will be My Virtual High school required World History and Geography Course. The National Standards for Social Studies and The Virginia Standards of Learning provide the basic blueprint for this course. The program utilizes a variety of technology resources to deliver content including but not limited to Blackboard, Wimba, Skype, voice-thread, screencast-o-matic, as well as numerous materials available offline. All courses in the My Virtual School program are provided at the highest level, and all students are provided the same curriculum. The average class size is twenty eight students. Each course is facilitated by a Nationally Board Certified Teacher credentialed in the respective subject matter. The World History and Geography Course Is required by every student. The goals for this course are to provide a high quality education experience that is focused on the following, assisting students in learning, developing, and refining, not only there content knowledge but also there digital and technology literacy skills. This helps to ensure that our students are prepared to be digital learners in the 21st Century and beyond. The use of Web 2.0 technologies are emphasized throughout the full range of courses offered at My Virtual High School. The use of Google Docs will replace the traditional means of storing documents locally all student, teacher, and course materials will be available anywhere anytime a student or teacher has internet access. In addition students will also be exposed to and learn to use and interact with voice-thread, you-tube, and screen-o-cast. These interactive technologies will serve as additional tools to help increase the course’s attention to a student’s multiple intelligences and to increase opportunity for self-directed learning.

=Potential Problems= =Course Overview= The World History and Geography Course is a Full year course consisting of five separate units divided by ERA. Each unit spans two months. The Eras are all divided by both topic and theme and include separate sub topics. Each unit comprises four chapters in the course text World History the Modern Era. Pre-developed assessments in the form of quizzes and unit exams form the basis of assessment and evaluation. = = =Unit Design Principles= The proposed unit and developed lesson will utilize the ADDIE Model of course development. The Lone Ranger course design approach will rely on the course’s Subject Matter Expert and use of the course management system. This model was selected because of its compatibility with the scale of the unit. The unit design and development will integrate the additional Web features outlined by Bates (2005). The instructional activities span Bloom’s Taxonomy including Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation (Forehand, M. 2005). The instructional activities of the developed lesson include: reading assigned text material and video presentation focusing on the French Revolution, followed by opportunities to summarize understanding in written, audio or visual responses to an asynchronous discussion. The video presentations, Voice thread and Screen-O-Cast activities can simultaneously serve as a re-teaching exercise for the text material. Other tasks engage students in research using the Internet and Web-based tools. The research focuses on the student gathering facts about the French Revolution and the actions of King Louis XVI (a list of suggested options will be provided, but the student is free to present any arguments he or she chooses. The students will then analyze the facts in light of knowledge acquired and evaluate whether or not the king should be executed. The students’ trial preparation and group collaboration and interaction with their cooperating global classroom will be evaluated using the attached rubric. This exercise will serve as a supplemental source of assessment to the unit’s pre-developed quiz and exam. =Pedagogical Approach= This unit design coincides with the constructivist approach to teaching and learning. The student’s interaction will serve as a media-content collaborative experience to “construct knowledge" (Jonassen (1994). The culminating assessment project for the developed lesson, (the Trial) utilizes role-play-based learning to immerse the learner into the educational experience as an investigative reporter (Jonassen (1991).
 * Budgetary constraints
 * Continue use of core texts and pre-developed assessments
 * Space limitations on Google Document site
 * Internet access and bandwidth
 * Complete the unit in one week

=Summary:= We will examine revolutions as a basis for tolerance and political change. Students will study the American Revolution, the French Revolution and compare them to revolutions occurring in the world today with the goal of determining a common set of factors that cause revolution and if these factors can be addressed as a way to make revolution unnecessary. S tudents will have the opportunity to interact and learn from others while mastering the stated goals and objectives, but also share the experience of collaborating, planning, problem-solving, and creating as well as developing key technology skills.

=After completing this unit students will be able to:= =Time Frame:= The time of this unit will extend over a 1 week period followed by six sub units of one week each. This is a virtual course. It is expected that students will spend approximately 90 minutes per lesson on-line and additional time off-line for reading and formulating responses and other course related activities. The built in flexibility of the virtual scheduling provides students with extended time to work at their own pace. I am flexible in the allotted time since I have never undertaken a project like this I am not sure exactly how long it may take to develop, implement, and complete. =Subject/Grade Level:= 9th Grade World History and Geography
 * Identify common characteristics of revolution
 * Compare and contrast different cultures and cultural characteristics
 * Use technology and the internet to collaborate and communicate with others
 * Develop and refine their analytical, reasoning, and writing skills Define Nationalism, Democracy, and Monarchy
 * Identify, analyze, and clarify and issue, event, or inquiry
 * Form an opinion about an issue and defend it
 * Select and summarize information from primary and secondary sources of information. This will include a library search of available print material.
 * Analyze factors that contributed to the revolution and its conflicts.
 * Analyze the contributions of the French Revolution in the development of democratic concept

=Proposed Topic and Rationale:= Using the Global and International Studies in Education Guide lines, my goal is to develop and teach a unit which focuses on Race and Ethnicity: Human Commonality and Diversity with the intent of creating a foundation of tolerance and reducing prejudices and stereotypes through the integration of technology. We will examine revolutions as a basis for tolerance and political change. Students will study the American Revolution, the French Revolution and compare them to revolutions occurring in the world today with the goal of determining a common set of factors that cause revolution and if these factors can be addressed as a way to make revolution unnecessary.

=Prior Knowledge:= This work will build on their knowledge of the ideas and understanding of the Enlightenment, including rights and duties of both individuals and the state in preserving and defending individual rights and freedoms. Students will also draw on their own experiences as members of a community. It will incorporate their academic skills as follows:
 * Building reasoning skills and developing their comprehension, skills of connections and inference in the global areas of inter-dependence, and inter-connectivity
 * Developing their writing and communications abilities in writing to generate a written sample focused on generating one topic.
 * Developing and reinforcing various social studies skills including but not limited to the following:

=Content Standards:= ** World History and Geography: 1500 a.d. (c.e.) to the Present ** WHII.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 a.d. (c.e.);  f) a nalyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 a.d. (c.e.). WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy;  d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution; (VDOE, 2008).
 * Virginia Standards of Learning**:
 * Era VI: Age of Revolutions, 1650 to 1914 a.d. (c.e.) **

All standards obtained from: [] 1) Communication and Collaboration: 2) Digital Citizenship 3) Technology Operations and Concepts Standards obtained from [] =Technology Use: The technologies which will be used and implemented will be as follows: = =Essential Questions:= The students will answer the following questions as success and effectiveness of this unit:
 * National Education Technology Standard for Students NETS (S):**
 * interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * develop cultural understanding and global awareness by engaging with learners of other cultures.
 * exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * understands and uses technology systems
 * selects and uses applications effectively and productively.
 * Computer
 * Use of Voice-thread, screencast-o-matic, Skype, Wimba and other technology that will allow face to face student to student, teacher to student, interaction.
 * Google Docs


 * 1) What is culture? How does it affect our place and our views on the world?
 * 2) Why am I unique? How are we different and the same in our classroom, the world?
 * 3) How does global interaction facilitate communication from student to student, teacher to student
 * 4) Is revolution a good thing? A bad thing? A necessary thing? Why?

Summary of Two major lesson Plans: The following is an introductory activity and a lead in to lesson one students in the global community will complete the following activity:

**Starting Activity for unit (“Hook”):**

** Focus: Revolution Or War? ** ** Students will watch the PPT presentation and complete the required activities **.

What does the word __Revolution__ mean to you?

Write down everything that comes to mind when you hear the word revolution.

Write down everything that comes to mind when you hear the word War.

What is the difference between revolution and War?

A well thought out detailed response is required for the following:


 * What is the difference between a” freedom fighter and a terrorist?”
 * How did an Age of Revolution help contribute to the current social, political, and economic status of the world today?



=** Lesson Plan: 1 **=

As a Result of this lesson students will
 * Title** **Revolution**: **What is it? Why does it happen? Who does it involve? Does it still Occur?**

This lesson will be an introduction to revolutions in general and the French Revolution specifically It is designed to show the commonalities of revolutions. A variety of Learning and teaching strategies and methods will be used including but not limited to the following: Assessment:
 * Understand what the major characteristics of a revolution are
 * Understand some of the major historical causes of revolutions.
 * Understand the human cost of revolutions.
 * Work co-operatively in groups.
 * Compare and contrast songs on the topic of revolution.
 * Develop writing skills
 * Student centered- questioning, analyzing, observing
 * Inquiry based student interaction
 * Connecting student learning to the past and the present world outside of the classroom.
 * On-line discussion and interaction.
 * Formative Assessment**


 * Students will complete the what they learned portion of the KWL chart
 * Students will present their groups responses to the music activity
 * Students will complete a self-assessment handout
 * Students will have completed the student handouts which will be reviewed for accuracy and completeness.

As a Result of this lesson students will:
 * Summative Assessment (see main lesson)**
 * Lesson Plan 2:**
 * Title Why France?, Why Egypt?, Why Syria? Why then?, Why now?**


 * Learn the specific social, economic, political, and environmental causes of the French Revolution and current revolutions in Egypt, Tunisia, or Syria,.
 * Describe life in 17th and 18th Century France and 21st Century Egypt, Tunisia or Syria.
 * Examine primary sources and You Tube video and other multimedia.
 * Work co-operatively in on-line groups
 * Develop writing skills

Students will work in collaborative groups. Each group will view a different you tube video of either a current or past revolution.
 * Groups will be required to collaboratively complete and compile a list of common characteristics and circumstances that lead to revolution (using voice thread).
 * Students will complete a daily electronic journal entry (reflection): This will include what they liked about the activity, what they disliked, what went well and what did not. In addition they will write a detailed explanation of their contributions to the assignment and the group in the group assignment area (Using Google Docs).


 * Formative Assessment:** Students will be observed and monitored daily on their group inter-actions, use of technology, and journal entries. Students will be given individual informal feedback and guidance so that students can immediately address any areas of concern.


 * Summative Assessment:**

Information gathering and clarity/ cohesiveness of information on worksheet

=Differentiated instruction:=
 * Ability to work in a group (co-operation, contribution) as measured by responses on Self/ peer assessment and your observations while interacting in the on-line classroom.
 * Electronic Journal entries
 * Contribution to on-line discussion
 * will be based on a rubric created which will encompass all standards and the project-based learning approach of this assignment.

The differentiated instruction will be targeted through care full analysis and examination of students pre reading and writing responses. Assignments will also be differentiated based upon student strengths and weaknesses as identified from pre-assessment work. Modifications will be made based upon each students IEP, 504 plan, or as necessary based upon student performance. For example mixed ability groups will be utilized and higher level students, may be asked to lead online discussions, facilitate and guide mixed ability groups discussion and if necessary add more specific descriptive details when identifying images and sounds. = = =Summary of the first three-lessons:= Lesson # three is fully developed all other lessons are included below my concluding statement, these are followed by

= Detailed Lesson I: =
 * **Week 1** || //Lesson 1//
 * Internet safety and security
 * Netiquette
 * Google Docs
 * Voicethread
 * Screencast-o-matic
 * miscellaneous || //Lesson 2//
 * What does the word __Revolution__ mean to you?
 * Write down everything that comes to mind when you hear the word revolution.
 * Write down everything that comes to mind when you hear the word War.
 * What is the difference between revolution and War || //Lesson 3//
 * What is revolution?
 * Define, examples
 * Common Characteristics
 * Do music and sounds tell a story?
 * Do pictures tell a story?
 * Revolution Lyrics
 * Revolution Cartoons
 * //(see detailed lesson below)//** ||

By examining the social, political, environmental, and economic factors that led to the French Revolution students will develop an understanding of how major political change occurs. Students will begin to appreciate the power that ordinary people have to organize with a common purpose to make the world a more just and equitable place. As we explore the effects of the French Revolution and contemporary examples of activism and resistance, students will begin to make connections between the past and the present revolutions- what has changed and what has stayed the same. Students will also further develop a sense of the power of culture and ideas in shaping our view of the world. Students will examine and interpret a variety of sources- music, art, and cartoons. Finally, students will examine, analyze and apply critical thinking and understanding. Additionally, students will apply the principles associated with Netiquette that they learned in earlier lessons before engaging in and communicating in the virtual classroom. This lesson is necessary and an excellent Segway into connecting current world events to history and making them relevant to students lives as a way to make history come alive. The recent wave of revolutions creates a perfect back drop for showing students how the world is now more than ever inter-connected and inter-dependent. Things no longer happen in a vacuum as they have in the past. Instant access and communications have resulted in a world that is now more inclusive than ever before. Making a global connection addresses global citizenship because students will be able to engage in on-line classroom collaboration. Additionally, students will be able to communicate and collaborate with each other and respond to posts and provide feedback and assistance for each other. || World History and Geography: 1500 a.d. (c.e.) to the Present WHII.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 a.d. (c.e.);  f) a nalyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems, on events since 1500 a.d. (c.e.). WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy;  d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution; (VDOE, 2008).
 * **Lesson Title:** |||| Revolution: What is it? Why does it happen? Who does it involve? Does it still exist? (lesson 3 ) ||
 * **Grade Level and Subject:** |||| 9th Grade World History ||
 * **Time Frame:** |||| Approximately 90 minutes on-line/ off-line ||
 * **Overview and Purpose:** |||| In this lesson I will build on the knowledge they have already developed with a more in-depth exploration of the history and characteristics of revolutions, and then tie this in to the French Revolution and revolutions that followed.
 * **Education Standards Addressed:** |||| Virginia Standards of Learning:
 * Era VI: Age of Revolutions, 1650 to 1914 a.d. (c.e.) **

All standards obtained from: []

1) Communication and Collaboration: 2) Digital Citizenship 5) Technology Operations and Concepts Standards obtained from [] || Goal I: Understand some of the major historical causes of revolutions. Goal 2: Work co-operatively in on-line groups. Goal 3: Compare and contrast songs on the topic of revolution. Goal 4: Develop writing skills Goal 5: Understand and use correct netiquette when communicating with and participating in the on-line classroom. || 2. Students will demonstrate cooperative group work by presenting their groups responses to the Music activity using Voice-thread 3. Students will complete songs handout and submit in Google Docs 4. Students will have completed the student handouts which will be reviewed for accuracy and completeness( submitted in Google Docs). accurately communicating with classmates and the instructor with only minor errors in netiquette. || [] https://voicethread.com/#q.b2891272.i15264328.k17594709 ** A well thought out detailed response is required for the following: ** 2. Introduce students to the assignment using a Screen-o-cast presentation Guide students through the Power point and the required activities. [] 3. Provide students with on-line materials: lyrics to the four songs and the accompanying resource package, as well as the ‘Revolution’ digital __work__ __sheet (1A).__ 4. Direct students to Video and present the questions to consider as they listen to the songs. 5. Tell them that they will be submitting their responses in Google Docs. Tracy Chapman: Talking about a Revolution: [] Beatles: You say you want a Revolution: [] Public Enemy: Fight the power: [] ||
 * National Education Technology Standard for Students NETS (S):**
 * interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * develop cultural understanding and global awareness by engaging with learners of other cultures.
 * exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * understands and uses technology systems
 * selects and uses applications effectively and productively.
 * **Lesson Goals** |||| By the end of this lesson, students will be able to:
 * **Performance**
 * Objectives** |||| 1. Students will complete the what they learned portion of the KWL chart
 * 5.** Demonstrated an understanding of netiquette by correctly and
 * **Introduction (hook)** |||| ** Revolution Or War? **
 * Students will watch the PPT presentation and the voice-thread the required activities will be completed in the voice-thread area. **
 * What does the word __Revolution__ mean to you? Write down everything that comes to mind when you hear the word revolution.
 * Write down everything that comes to mind when you hear the word War.
 * What is the difference between revolution and War?
 * What is the difference between a” freedom fighter and a terrorist?”
 * How did an Age of Revolution help contribute to the current social, political, and economic status of the world today? ||
 * **Step-By-Step procedures** |||| 1. Revolution or War Power point Packet
 * **Technology Requirements:** |||| * Computer- laptop
 * Internet Connection
 * Writing Utensils
 * []
 * [|https://voicethread.com/#q.b2891272.i15264328.k17594709] ||
 * **Resources:** |||| Students will use a variety of resources including but not limited to the following: e mail, computers, video clips, audio clips, and various other electronic resources. ||
 * **Independent Activity:** |||| As a follow-up to reinforce this lesson, students will be asked to complete a electronic reflective response in their digital World History Journal. Students will be asked to explain what they liked about the activity, what they disliked about the activity and what they would change. Students will also be encouraged to discuss their interaction with their on-line group. ||
 * **Materials Needed:** |||| * LCD Screen
 * Computer-Laptop
 * Internet Connection
 * Writing Utensils
 * [|RESOURCE PACKAGE-Lesson 1.docx]
 * [|Introductory lesson french Revolution-Observation 2012.2.ppt]
 * [|ReadersReflection.docx]
 * [|https://voicethread.com/#q.b2891272.i15264328.k17594709]
 * []
 * [] ||
 * **Assessment based on objectives:** |||| * Teacher student interaction
 * Collaborative digital group journal
 * Student handouts and worksheets (submitted in Google Docs) ||
 * **Summary (Lesson Close):** |||| As a closing to the lesson, students will complete the **L in the KWL chart from the introductory activity.** Students will also identify any thing they have a question about, and 1 thing they learned specifically about their collaboration with their on-line group. ||
 * **AccommodationsDifferentation**
 * (special needs-gifted and talented** || The differentiated instruction will be targeted through care full analysis and examination of students pre reading and writing responses . Assignments will also be differentiated based upon student strengths and weaknesses as identified from pre-assessment work. Modifications will be made based upon each students IEP, 504 plan, or as necessary based upon student performance. For example mixed ability groups will be utilized and higher level students, may be asked to lead online discussions, facilitate and guide mixed ability groups discussion and if necessary add more specific descriptive details when identifying images and sounds. ||

= **Conclusion** = In conclusion it can be seen that designing and developing a quality virtual course is extensive. The selection of a course development model will often correlate with budgetary and statutory restrictions. Time, constraints may necessitate altering design models. Although there are a number of instructional design methods to utilize, quality relies on integrating the key design principles of contextual analysis, learning design, course development, implementation strategy an evaluation. Successfully meeting the needs of virtual school stakeholders long term will depend on the quality of the instruction and course materials being delivered. ** FRENCH REVOLUTION LESSONS ** =**LESSON ONE** (Part A) Introduction= Students will: =**LESSON ONE** (Part A)= Students will:
 * Title** **Revolution:** What is it? Why does it happen? Who does it involve? Does it still exist? **Objectives**
 * 1) Understand what the major characteristics of a revolution are.
 * 2) Understand some of the major historical causes of revolutions.
 * 3) Understand the human cost of revolutions.
 * 4) Work co-operatively in groups.
 * 5) Compare and contrast songs on the topic of revolution.
 * 6) Develop writing skills
 * Title** **Revolution:** What is it? Why does it happen? Who does it involve? Does it still exist? **Objectives**
 * 1) Understand what the major characteristics of a revolution are.
 * 2) Understand some of the major historical causes of revolutions.
 * 3) Understand the human cost of revolutions.
 * 4) Work co-operatively in groups.
 * 5) Compare and contrast songs on the topic of revolution.
 * 6) Develop writing skills

** Warm up / preview activity: Revolution Or War? ** ** Students will watch the Voice-Thread presentation and complete the required activities **. What does the word __Revolution__ mean to you? Write down everything that comes to mind when you hear the word revolution. Write down everything that comes to mind when you hear the word War. What is the difference between revolution and War? ** Extra Credit responses ** : What is the difference between a” freedom fighter and a terrorist?” How did an Age of Revolution help contribute to the current social, political, and economic status of the world today? ** Power Point Presented on the through Screen-o-cast and voice-thread: ** Students will be evaluated on: = = =**LESSON ONE** (Part B)= Students will view the following short video [|http://youtu.be/Tv07VvbXtXM] and the mini lecture (Audio) [|https://voicethread.com/share/2897690/] on the history, major characteristics, causes, and human cost of revolutions. (summarized below). __1. The history and major characteristics of revolutions__ - **“hopelessness is the great ally of stability”**
 * Introduction (Hook)**
 * Link to song lyrics to the 3 songs in the accompanying resource package, as well as the ‘Revolution’ __work sheet (1A).__ Tell students that whenever they are working on a writing assignment or digital document their work will be assessed on the clarity and plausibility of their argument, and the depth of their analysis. They will also be evaluated on the use of evidence, and whether their position taken is convincing. Direct students to the questions they will need to address after viewing and listening to the accompanying You-Tube music videos. Students will be answering these questions in Google docs.
 * Reflection and Discussion**
 * Students individually answer the questions in the class Google Docs area. Students should respond to at least 2 classmates responses.
 * Quote Analysis Group Activity**
 * Assign random on-line groups using random student ID numbers. Separate students into groups of four. Direct students to Google Documents (documents Worksheets 1a, and 1b) and have groups analyze the quotes. Students will go through the questions on the worksheet relating to the quotes on the document 1a. Each group will need to assign a recorder and that they will create a screencast-o-matic and link their presentation to the class to view. Each group member is responsible for one question. Student presentations should not exceed 2 minutes. Each group will watch and evaluate at least 1 other groups presentation on a first come first serve basis. All presentations must be viewed at least once.
 * Closure**
 * Let students know that they will be viewing a video lecture he history, major characteristics, causes and human cost of revolutions. Also, they will be doing some self-exploration around the issue.
 * Ask students to write (in their digital journal) for five minutes on what they have learned today.
 * **Assessment**
 * The quality of the responses they post and plausible inferences made and clarity of their arguments.
 * Their group working skills- co-operation, contribution.
 * Their presenting skills- clarity of voice, adequate volume, succinct.
 * Recording skills- clear, concise writing.
 * Their journal- clear, accurate and succinct summary of lesson (**This criteria will apply for** **students’ journal writing for each lesson)**
 * Introduction (Hook)**
 * Students should review painting of Lady //Liberty leading the people in the July Revolution of 1830,// by Eugene Delacroix
 * Students complete digital __Worksheet 1C.__ Students will submit their answers in Google Docs. Tell them that they will be assessed on statement of position, clarity of argument, depth of analysis and ability to work as a group.
 * Students will review and comment on the responses of at least 2 other students.
 * Video Lecture**
 * a political idea: a dramatic shift in power where a society rejects and overthrows its government and institutions, along with the ideas that have been used to justify them - violence is a common feature, usually the execution of rulers
 * prosperity and employment are reorganized
 * recent history (modern times) has seen a dramatic rise in revolutions
 * For thousands of years, society was remarkably static- agricultural societies where political change seemed impossible; **famous exception:** Spartacus-led slave revolt against the Romans in 73 BC. Brutally repressed- mass crucifixion.

- Material conditions- taxation, drought, famine, economic downturns - Oppression or dire poverty - Defeat in war, ex. Collapse of Napoleon III’s regime after defeat in the Franco-Prussian War in 1870. Collapse of the Tsarist system in Russia in 1917 - Foreign rule- **wars of Independence** - Domino Effect: French soldiers who had fought on the American side in the War of Independence (1775-83) often returned to France imbued with new ideas of Liberty- **French** **revolution 1789.** 2 million dead (1 in 3.5)
 * 1) __The major causes of Revolutions__
 * Many of the Chinese protesting in Tiennamen square against the communist regime in 1989 had studied in the West. Conservative estimates say **30, 000** were killed that day, official figures have never been released.
 * 1) __The Human Cost of Revolutions__
 * 2) American Rev., 1775-83 25, 000 dead (1 in 100)
 * 3) French Rev., 1789- 1815 1.3 million dead (1 in 20)
 * 4) Russian Revolutions, 1905- 39 16 million dead (1 in 10)
 * 5) Chinese Revolution, 1949- 76 60 million dead (1 in 10)
 * 6) Cambodia (Khmer Rouge) 1975-79

A. Create a VoiceThread outlining the major causes and problems associated with the current wave of revolutions in the Middle East. Post your list as a table or video, or audio recitation on the designated VoiceThread for peer review and feedback
 * Lesson Extension Activities**

B. Develop a collage of revolutions (as outlined below) The students will ultimately make a comprehensive collage of global perspectives and common characteristics of revolution including information and data from at least 15 revolutions spanning the time period from the American Revolution through the Syrian Revolution. Students should describe their new found appreciation for and understanding of how and why global events direct and shape their futures and the future of the world: The finished project should be uploaded to the designated VoiceThread for peer review and feedback []



implemented conscription, if taxes became too high etc. This assignment will need to be a total of one page double-spaced and will be posted in Google Docs and the address emailed to the instructor. Students will be evaluated on:
 * Reflection**
 * Student digital reflection should include the major concepts and ideas talked about in the past two activates.
 * Students should write or create a voice-thread that addresses the following topic: “what would have to happen to make me take up arms and participate in the overthrow of my government”. Give the class a couple examples: if the government
 * Assessment**
 * Depth of analysis and clarity of argument on written assignments
 * Ability to work in a group (co-operation, contribution)
 * Digital Journal entries- this lessons additional entry will be evaluated on plausibility, and clarity of argument
 * Homework assignment- plausibility and clarity of argument

The assessments designed for this unit are Criterion-referenced requiring students to demonstrate understanding of the causes consequences and results of revolutions and there power to create and advance changes in society. A wide range of assessments throughout the unit provide opportunity for ongoing evaluation: written response to text materials, reflection and assessment of visual presentation and a culminating critical reflection exercise requiring the student to transfer knowledge acquired to new situations. These assessments are in addition to the pre-developed test assessment administered periodically throughout the course. One pre-developed quiz will be administered at the unit’s end covering the unit content.
 * Unit Assessment**

=**LESSON TWO** (Part A)= Students will: // I) // Students will watch a five-minute clip from the film //Dangerous Liaisons// showing life in France’s aristocratic society in the 18th Century. They will also watch a five-minute clip from the film //Les Miserables// set shortly after the French Revolution in Paris- it shows a depiction of the extreme poverty that existed//.// 1) Do you think this is a realistic depiction of the differences in wealth in 17th and 18thCentury France? 2) How would you describe the lifestyle and culture French aristocratic society based on this film’s depiction? How would you describe the lifestyle of the poor? 3) How different is this situation from the situation in Vancouver today? For example, West Van and Shaughnessy versus the Downtown Eastside. Students will be evaluated on:
 * Title** **Why France?** **Why then?**
 * Objectives**
 * Learn the specific social, economic, political, and environmental causes of the French Revolution.
 * Describe life in 17th and 18th Century France.
 * Examine primary sources and cinematography.
 * Develop writing skills
 * Introduction (Hook)**
 * Closure**
 * Review the major points from the lesson
 * Let students know that in next module there will be a video-lecture on the social, political, environmental, and economic factors leading up to the French Revolution, and life in 17th and 18th Century France. Also let them know that they will be looking at primary sources.
 * Students will journal for five minutes to review what they learned today.
 * **Assessment**
 * Information gathering and clarity/ cohesiveness of information on worksheet
 * Ability to work in a group (co-operation, contribution) as measured by responses on Self/ peer assessment and your observations while walking around the class Journal entry

=**LESSON TWO** (Part B)= 1) Absolute Monarchy: overview of this political system and of King Louis XVI as a ruler- lack of qualities needed to cope with the challenges ahead. 2) The separation of French society into the ‘Three Estates’- class system, special privileges (tax immunities etc.) 3) Overview of the feudal system 4) Economic crisis- unbearable taxes, rising deficit, expensive wars of the past, outdated agricultural techniques, rapidly rising population 5) Environmental conditions- recent poor weather conditions leading to near starvation 6) Resentments- frivolous and extremely costly lifestyle of the royal court in Versailles (D) Depth of analysis and clarity of argument on worksheet
 * Introduction (Hook)**
 * Students will turn to pages 211-212 in their textbook World History: Modern Times. Each student will get a copy use the digital __Worksheet 2B.__ Students will answer the questions under the headings of both **Figure 3-18**, and **Figure 3-19** in the textbook. Students will submit their answers in Google Docs and they will be included in the assessment for this lesson.
 * Have a 5-10 open blog discussion with the class about the sketch and the cartoon, making the effort to ask for the input of students who have not contributed much so far during this unit.
 * Mini Lecture**
 * Have students watch a 25 minute video mini-lecture on the social, political, environmental, and economic factors leading up to the French Revolution, and life in 17th and 18th Century France. __Major points and themes to address:__
 * Closure**
 * Review major points of the lesson
 * Students will write in their digital journal on what they have learned today.
 * Assessment** Students will be evaluated on:
 * Participation in class discussion
 * Journal entry

=**LESSON THREE**= Students will: 1) Understand the major ideas that came from the //philosophes//. 2) Understand the power of enlightenment ideas as a contributing factor to the French Revolution 3) Examine the writing of the //philosophes// and make inferences about what aspects of French society they were a threat to. 4) Work together in groups 5) Develop writing skills __Major points/ themes to be covered:__ 1) Science, reason and empiricism // 2) // International following of the //philosophes// // 3) // The role of //Les Salons// 4) Democracy- England and the USA 5) The rights of women 6) The relative privilege of the //philosophes// and their followers 7) Many were arrested, exiled, or were forced to flee Students will be evaluated on: A) Depth of analysis and clarity of argument on worksheet B) Ability to work in a group (co-operation, contribution)
 * Title** **Can Ideas be Powerful?**
 * Objectives**
 * Introduction (Hook)**
 * Students should log in and access the appropriate VoiceThread for this lesson. Students will analyze and record their responses to listed quotes ( __Worksheet 3A).__Students will submit their responses in Google Docs and respond to at least 2 classmates comments.
 * Facilitate an open Blog discussion with the class going over the questions and talking about the quotes. Allow 5-10 minutes.
 * Mini Lecture**
 * Video lecture a 20-25 minute mini lecture on the ideas of the //philosophes//, and the role of enlightenment ideas in the French Revolution
 * Closure**
 * Review major points from lesson
 * Students will journal for 5-10 minutes on what they have learned today and should respond to the question: “Are these ideas still important now? Why?”. Responses should be posted in Google Docs.
 * Assessment**

Students will: 1) Describe the course of the French Revolution 2) Examine and reflect on a French revolutionary song 3) Develop writing skills 4) Examine and interpret a painting 5) Develop group working skills When students have finished their analysis of the painting they should add to the on going Blog discussion by addressing the questions and bringing in ideas about how to look at art critically: Who drew it? Why? For whom? Is it historically accurate? Is it reliable? Etc. worksheets. Audio Lecture for 15 minutes on the course of the French revolution __Major points/themes to be covered:__ 1) The summoning of the Estates General 2) The tennis court oath 3) Fall of the Bastille 4) Declaration of the Rights of Man 5) Abolishment of feudal privileges 6) War with Austria and Prussia 7) Declaration of the Rights of Woman 8) Overthrow of the Monarchy
 * LESSON FOUR** (Part A)
 * Title** **Revolution! How did it all go down?**
 * Objectives**
 * Introduction (Hook)**
 * Students should log in to blackboard and complete the following activities, analyze Jacques Louis David’s painting of the taking of the Tennis Court Oath) . Students should respond to the questions posed on digital __Worksheet 4A.__
 * Mini Lecture**

Students will be evaluated on: A) Depth of analysis and clarity of argument on worksheet B) Journal entry
 * Closure**
 * Briefly review the major ideas of the lesson
 * Have students journal on what they have learned today.
 * Assessment**

Introduce and assign final project. Groups will be determined by student ID. Roles will be assigned randomly.
 * Final Project**
 * This is an opportunity for students to work on their project in a collaborative on-line environment. They will need to finish it on their own time.
 * Pre-determined groups of students who want to make a case for, and those who want to make a case against King Louis XVI. They will need to make decisions about who will be saying what so that their case is not redundant.
 * The lawyers for each side will facilitate this. They may need instructor guidance with this.

Students will be evaluated on:
 * Remind students that they will need to follow the format handed out at the beginning of the unit.
 * Closure**
 * Have students reflect in their digital journal for five minutes reflecting on what they have learned today.
 * Assessment**
 * 1) Presentation of Interior Monologue- projection, clarity, creativity, plausibility
 * 2) Journal writing
 * 3) Group work- on task, co-operation, pulling own weight

=References:= = = Beatles. (Performer) (1968). //You say you want a revolution//. Retrieved from [] Chapman, T. (Performer) (1988). //Talking about a revolution//. Retrieved from //http:\www.youtube.com\watch%3fv=7rZbvi6Tj6E|http://www.youtube.com/watch?// //v=7rZbvi6Tj6E//

//Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March// //24,2012, from [|http://projects.coe.uga.edu/epltt]//

//International Society for Technology in Education. (2007).// National educational technology standards for students. //Retrieved from [|www.iste.org]//

// Jonassen, D. (1991, September). Evaluating constructivist learning. Educational technology, 36 (9), 28-33.( //

// Jonassen, D. (1994, April). Thinking technology. Educational technology, 34 (4), 34-37. //

// Jonassen, D. (1991). Objectivism vs.constructivism. Educational technology research and development, 39 (3), 5-14. //

//Partnership for 21st Century Skills. (2009).// P21 framework definitions document//. Retrieved from// //[]// // Public Enemy. (Performer) (1989). //Fight the power //[Theater]. Available from []//

//Read Write Think (2011). Retrieved from []//

// Virginia Department of Education. (2010). Standards of Learning. Retrieved from []//

//YouTube (video) VoiceThread: What is it? available from []//

=//** RESOURCE PACKAGE **** (Worksheets, Assignments and Resources) **** Lesson One (Part A) **//= =//**__Song Lyrics:__**//= //Artist: **Tracy Chapman**// //Album: Tracy Chapman (1988) Song:// Talking About a Revolution //Don't you know?// //They're talking about a revolution it sounds like a whisper// //While they're standing in the welfare lines// //Crying at the doorsteps of those armies of salvation Wasting time in the unemployment lines// //Sitting around waiting for a promotion// //Poor people are going to rise up and get their share// //Poor people are going to rise up and take what's theirs// //Don't you know?// //You better run, run, run... Oh I said you better// //Run, run, run...// //Finally the tables are starting to turn Talking about a revolution//

// Artist: **The Beatles** // // Album: The White Album (1968) // // Song: //You Say You Want a Revolution // You say you want a revolution Well, you know // // We all want to change the world You tell me that it's evolution Well, you know // // We all want to change the world But when you talk about destruction // // Don't you know that you can count me out // // Don't you know it's gonna be all right // // You say you got a real solution Well, you know // // We'd all love to see the plan You ask me for a contribution Well, you know // // We're doing what we can // // But when you want money // // for people with minds that hate // // All I can tell is brother you have to wait // // Don't you know it's gonna be all right // // You say you'll change the constitution // // Well, you know // // We all want to change your head // // You tell me it's the institution // Well, you know you better free you mind instead But if you go carrying pictures of chairman Mao You ain't going to make it with anyone anyhow Don't you know it's gonna be all right

// Artist: **Public Enemy** // // Album: Fear of a Black Planet (1989) Song: //Fight the Power // 1989 the number another summer (get down) Sound of the funky drummer // // Music hittin' your heart cause I know you got sould (Brothers and sisters hey) // // Listen if you're missin' y'all Swingin' while I'm singin' Givin' whatcha gettin' Knowin' what I know // // While the Black bands sweatin' And the rhythm rhymes rollin' Got to give us what we want Gotta give us what we need // // Our freedom of speech is freedom or death // // We got to fight the powers that be // // Lemme hear you say // // Fight the power // // As the rhythm designed to bounce // // What counts is that the rhymes // // Designed to fill your mind // Now that you've realized the prides arrived We got to pump the stuff to make us tough from the heart // It's a start, a work of art // // To revolutionize make a change nothin's strange People, people we are the same // // No we're not the same // // Cause we don't know the game // // What we need is awareness, we can't get careless You say what is this? // // My beloved lets get down to business //

// Mental self defensive fitness // // (Yo) let’s rush the show // // You gotta go for what you know // // Make everybody see, in order to fight the powers that be Lemme hear you say... // // Fight the Power // // Artist: **Bob Marley** // // Album: Trenchtown Rock (1975) Song: // Burnin’ and Lootin’ // This morning I woke up in a curfew Oh god, I was a prisoner too - yeah Could not recognize the faces standing over me They were all dressed in uniforms of brutality How many rivers do we have to cross? Before we can talk to the boss All that we got seems lost We must have really paid the cost (That's why we gonna be) Burnin' and a-lootin' tonight (Say we gonna burn and loot) Burnin' and a-lootin' tonight (One more thing) Burnin all pollution tonight (Oh yeah, yeah) Burning all illusions tonight Oh stop them Give me the food and let me grow Let the roots man take a blow

All them drugs gonna make you slow now It's not the music of the ghetto Weeping and a-wailing tonight (Ooh can't stop the tears) Weepin' and a-wailin' tonight (We've been suffering all these long, long years) Weeping and a-wailing tonight Give me the food and let me grow Let the roots man take a blow All them drugs gonna make you slow now It's not the music of the ghetto We gonna be burnin' and a-lootin' tonight (To survive, yeah) Burnin' and a-lootin' tonight (Save your babies lives) Burning all pollution tonight Burning all illusions tonight Burnin and lootin tonightBurnin and lootin tonight

What do these songs have to say about the causes of revolutions? List at least 3 causes.
 * __Worksheet 1A__**
 * __ Revolution __**

Do the artists all have the same opinion on whether revolutions are a good thing? Explain your answer.

What are some of the emotions that go along with revolutionary ideas? List at least three.

Digital:Reflective Journal Instructions Write a short journal entry that addresses the following questions: group did to finish your assignment. || **enjoyed** || Write about what you liked most about the project. || **found** **difficult** || Write about any part of the project you found hard to do. || **worked** || Write about any part that you thought worked well. || differentley next time. || **learned** || Write about what you learned from this project. || **still have** || List any questions you still have about Revolution. ||
 * **What I did** || Explain what you and your
 * **What I**
 * **What I**
 * **What really**
 * **Next time** || Write what you would do
 * **What I**
 * **Questions I**


 * Adapted from: [] ||

**__RUBRIC__** **Trial of King Louis XVI** ||
 * **Points** ||  **Description of project**
 * **18-20** || The project demonstrates an in-depth understanding of the material. It is factually accurate, focused and clear. The student’s position is solid, well-reasoned, and supported with evidence. They have anticipated counter-arguments to their position. The student has worked co-operatively with their group and gone above and beyond pulling their own weight. The student was an active, engaged participant in the trial. The reflective assignment has a well-thought out, clear argument backed by solid evidence and reasoning. ||
 * **14-17** || The project demonstrates a relatively in-depth understanding of the material with some minor flaws. It is for the most part factually accurate, relatively focused and clear. The student’s position is relatively well reasoned, mostly supported with evidence, had some difficulty anticipating counter-arguments to their position. The student for the most worked well in their group and pulled their own weight. The student was, for the most part, actively engaged in the trial. The reflective assignment contained a relatively well thought out, for the most part clear argument backed by relatively solid evidence and reasoning. ||
 * ** 10-13 ** || The project work is for the most part not factually accurate, and the student’s overall understanding of the issues is superficial. The student’s research and presentation was not focused or clear and they did not back up their position with solid evidence. The student did not pull their weight in the group work and was not able to work co-operatively. The student struggled with being actively engaged in the trial. The reflective assignment was lacking a fully developed argument with __solid evidence, yet the student clearly made an effort.__ ||
 * ** 0 ** || __Not done. Project not submitted.__ ||