Recent Changes

References:
Beatles. (Performer) (1968). You say you want a revolution. Retrieved from http://www.youtube.com/watch?v=KrkwgTBrW78
Retrieved from [[file:/J:\GLOBAL%20MODULE\Chapman,%20T.%20(Performer)%20(1992).%20Talking%20about%20a%20revolution%20.%20Retrieved%20from%20http:\www.youtube.com\watch%3fv=7rZbvi6Tj6E|http://www.youtube.com/watch?v=7rZbvi6Tj6E]]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
educational technology
standards standards for students.
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.
Retrieved from
http://p21.org/overview/skills-framework http://p21.org/overview/skills-framework
Public Enemy. (Performer) (1989). Fight the power [Theater]. Available from http://www.youtube.com/watch?v=8PaoLy7PHwk
Read Write Think (2011). Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson401/ReadersReflection.pdf

Unit Assessment
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.
(Part A)
Title Why France? Why then?
Objectives

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.
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
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?
[[file:///J:\FRENCH%20REVOLUTION%20%20OBSERVE\Introductory%20lesson%20french%20Revolution-Observation%202012.2.ppt|French Revolution- Introductory{Introductory lesson 2012.2.ppt]]french Revolution-Observation 2012.2.ppt}
Lesson Plan: 1
Title Revolution: What is it? Why does it happen? Who does it involve? Does it still Occur?
Writing Utensils
http://www.screencast-o-matic.com/watch/cleToLgYk
[[file:///J:\FRENCH%20REVOLUTION%20%20OBSERVE\Introductory%20lesson%20french%20Revolution-Observation%202012.2.ppt|French Revolution- Introductory lesson 2012.2.ppt]]
https://voicethread.com/#q.b2891272.i15264328.k17594709
Resources:
Internet Connection
Writing Utensils
[[file:/J:\GLOBAL%20MODULE\RESOURCE%20PACKAGE-Lesson%201.docx|RESOURCERESOURCE PACKAGE-Lesson 1]]
[[file:/J:\GLOBAL%20MODULE\ReadersReflection.doc|Student Reflective Journal]]
[[file:///J:\FRENCH%20REVOLUTION%20%20OBSERVE\Introductory%20lesson%20french%20Revolution-Observation%202012.2.ppt|French Revolution- Introductory1.docx
Introductory lesson 2012.2.ppt]]french Revolution-Observation 2012.2.ppt
ReadersReflection.docx
https://voicethread.com/#q.b2891272.i15264328.k17594709
http://youtu.be/Tv07VvbXtXM
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
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
**http://globalvoicesonline.org/2008/01/28/bangladesh-cinema-politics-health-photography-and-history/**http://globalvoicesonline.org/2008/01/28/bangladesh-cinema-politics-health-photography-and-history/**
{collage.jpg}
Reflection
Student digital reflection should include the major concepts and ideas talked about in the past two activates.
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.
Journal Instructions
Write a short journal entry that addresses the following questions:
What I did