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Global Classroom Module
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Global Classroom Module:
“The Impact of the War of 1812 & the Treaty of Ghent around the World”
Image Source: http://www.usdaughters1812.org/links.html
Anna Newton Integrating Technology: Global Perspectives
Professor: Dr. Tamara Blesh EDTC 645 Fall 2012
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Introduction:
(Image source: http://www.nps.gov/whho/forteachers/teacher-workshops.htm)
This Global Classroom Module is a collaborative project in which one of my Honors
World History classes, which is made up of eleventh graders (16-17 year olds), will work with a
group of students from a class of second graders (15-16 year olds) at the Saint Barbara College, a
free, subsidized, Jesuit High School in Ghent, Belgium. The website of the school is
http://humaniora.sint-barbara.be/. The two classes will work together to analyze the impact of the
War of 1812 and the Treaty of Ghent, which ended the war in 1814, in their particular countries.
Students will create Photo Story videos to share the impact of the War of 1812 and the Treaty of
Ghent on their countries. They will also collaborate together to analyze the impact of the War of
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1812 and the Treaty of Ghent on a global scale through blogs and telepresence conferences
during and at the end of the project.
At the conclusion of this module, students will be able to:
1. Analyze the complexity of the global issues created by nationalism and the War
of 1812.
2. Analyze the complexity of the conflict that began the War of 1812.
3. Analyze the issues in creating the Treaty of Ghent and bringing peace to the
United States and Great Britain.
4. Analyze the impact of the War of 1812 and the Treaty of Ghent on the World,
particularly on the United States’ and Belgium’s domestic development and
foreign relations.
5. Use various forms of technology effectively to communicate with others.
6. Practice research, writing, and collaborative skills.
Global Classroom Module: Pre-Planning Proposal (Previously Submitted) Summary: The end goal of the project is to have my class and the Belgian class create Photo
Story presentations on the impact of the War of 1812 (United States vs. Great Britain) and the
treaty that ended the war (Treaty of Ghent - signed in Ghent, Belgium) on the United States,
Belgium, and the world. The objectives of this project is to analyze the complexity of the global
issues created by nationalism and the War of 1812, to analyze the complexity of the conflict that
began the War of 1812, to analyze the issues in creating the Treaty of Ghent, and to analyze the
impact of the War of 1812 and the Treaty of Ghent on the world, particularly the United States,
Belgium, Great Britain, France, and Canada. (Some of the objectives were adapted from Oxfam.
(2006). Education for global citizenship: A guide for schools. Retrieved October 15, 2012 from
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http://www.oxfam.org.uk/education/gc/files/education_for_global_citizenship_a_guide_for_scho
ols.pdf)
Background concerning the school and the group you are working with: I currently work at
North Point High School in Waldorf, MD. This school is a part of the Charles County Public
School system. North Point High School serves two groups; the students who are zoned for
North Point receive the traditional Maryland High School curriculum. The other group is the STI
students or science, industry, and technology school. These students receive the traditional high
school curriculum plus one of the 17 programs they accepted in, such as Criminal Justice,
Welding, and Engineering. Our school is roughly 54% African American, 40% White, 3%
Hispanic and 3% Asian American. There are about 2,200 students in the school and about 10-
20% is on the FARMS program.
Time frame: Over a six week period divided into two units of three weeks each. Subject And Grade level: World History – 11th grade Proposed Topic and Rationale: Impact of the War of 1812 and the Treaty of Ghent around the
world. My students will focus on the impact of the War on the United States and how the Treaty
of Ghent impacted the United States and its relationship with Great Britain, France, Canada, and
Belgium. Students will also compare the perspectives on the War of 1812. Both my students and
the Belgian students will gain several things out of this project. My students and the Belgian will
learn about another culture, how to interact and collaborate with others on a project globally,
practice their research, analysis, critical thinking skills, presentation, and communication skills,
and learn about the impact of an important event on their country and a foreign nation. On top of
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the previously mentioned benefits of the project, the Belgian students will also get to practice
their English speaking and writing skills.
Key Challenges: Some obstacles will be the time difference, particularly when we want to have
teleconferences, potentially technology issues, and miscommunications. I plan to get over the
time difference by having “field trips” to the telepresence room at North Point HS either at night
or in the morning (whichever better suits both the Belgian teacher’s and my schedules) in order
for our students to meet as much as possible. Students will also use blogs, wikis, or ePals to
communicate and to work together when we cannot meet face-to-face. To overcome technology
issues, both the Belgian teacher and I will test out the technology and become masters using it,
so we can troubleshoot when issues may occur. To prevent miscommunication between the
students, both the Belgian teacher and I will teach students how to interact with others
appropriately and have a teleconference to allow the students to get to know each other before
the project begins.
Prior Knowledge: The students will already know how to research historical events. They will
use this knowledge to analyze the causes and effects of the War of 1812 on multiple countries. I
will assess whether students based on their final presentations created using Photo Story 3
software.
Standards and Key Concepts: Content Standards: MSDE World History Unit 3: Revolutions & Reaction Enduring Understandings • Nationalism can be both a unifying and a divisive force. Essential Questions: • How does nationalism impact nations and people? • How do artifacts and documents influence how history is written? Skills:
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• Analyze cause‐and‐effect relationships and multiple causation, including the importance of the individual and the influence of ideas. • Consider and compare multiple perspectives in primary and secondary sources. • Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. • Compare competing historical narratives. • Evaluate major debates among historians. • Draw comparisons across eras and regions in order to define enduring issues. EXPECTATION Students demonstrate an understanding that global interaction facilitated the spread of democratic ideas and revolutions on both sides of the Atlantic Ocean. TOPIC B. Reaction INDICATOR 1. Examine the limitations to the spread of revolutionary ideals in Europe in spite of continued efforts by people to achieve liberty. OBJECTIVES e. Examine the influence of nationalism in the call for liberty and government reform throughout Europe and the United States. MSDE. (2010). World history standards. Retrieved October 15, 2012 from
ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/
National Education Technology Standard for Students NETS (S): Students will meet all of the following standards during the course of this project.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes. c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners
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of other cultures. d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media. c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity. c. demonstrate personal responsibility for lifelong learning.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
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ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
Global Theme: My project connects to the “conflict and its control” category because the War
of 1812 if a war based on conflict between multiple countries. The War of 1812 between the
United States and Great Britain is partially a result of the wars fought against Napoleon and
France in Europe. This project will help students analyze how conflict expands and how it is
resolved through peace talks and peace treaties.
The American Forum for Global Education. (2003). Global issues, problems, and challenges.
Retrieved from http://www.globaled.org/guidelines/page2.php
Pre-Planning Steps: I currently already have a class that I am connected with, but if I did not, I
would have used ePals to find a classroom and teacher to work with. Both the Belgian teacher
and I will need to create goals for the project and extensively plan all the lessons and learn how
to use any technology needed for the assignments. We will also need parent approval for student
participation in the project. Before we introduce the lessons to our students, our students will
need to learn how to interact and collaborate online appropriately and productively. We may
practice this on in-class projects by using wikis and blogs to collaborate with fellow classmates.
Students will also learn about the collaborating country through research. This will help the
students relate to one another, since they have a little background. Through this research they
will identify and analyze similarities and differences and how that may affect their ability to
work with each other.
Technology Use: Students will be using multiple forms of technology. Telepresence technology
will be used to let the students and teachers work together and share ideas at key points in the
project. Email, blog, and wiki postings will help students collaborate with each other during the
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majority of the project when they cannot talk face-to-face. Finally, students will be using Photo
Story 3 to create their final presentations.
Essential Question (s): What were the causes of the War of 1812? What were the effects of the War of 1812 locally and globally? Lesson Plans Starting Activity: The starting activity will be a project to help students get to know one another
and get to know the country and region of the world of the collaborating class. My students will
create individual audio-visual presentations that introduce themselves and as a class we will
create an audio-visual presentation on Charles County, Maryland – history, culture, food, etc.
The Belgian classroom will do the same, but will introduce the city of Ghent. This activity will
help students become more comfortable working together because they will get a sense of who
the collaborating students are and also help them practice their communication skills.
Lesson Plan # 1 Summary: This lesson will be the very first lesson of the project; it is the “starting activity” that
I described above. The purpose of this lesson is to practice the student’s communication,
research, and presentation skills and to help the students create an open, effective, and
comfortable collaborative environment to work in. The global network that will be used to
facilitate this is either a blog, where students can post their audio-visual presentations or a
website created by the collaborating teacher and I to post them. The blog will be preferable
because students can then leave responses and questions to the videos.
Formative and Summative Assessment: While the students are working on their presentations,
the teacher will be regularly checking student presentations, formatively assessing their work.
Summative assessment will take the form of the presentation itself. Students will be graded on
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content, mechanics, and presentation skills based on a rubric created by the collaborating teacher
and myself.
Description of the Major Assignment: The students will create individual audio-visual
presentations that introduce themselves and as a class we will create an audio-visual presentation
on Charles County, Maryland based on research – history, culture, food, etc. The Belgian
classroom will do the same, but will research and introduce the city of Ghent.
Differentiated Instruction: I will differentiate the lesson by first giving the students a few
options in how they create their audio-visual presentations, such as Screencast-o-matic.com,
Windows Movie Maker, iMovie, or Photo Story 3. I will also assign students particular areas of
Charles County to research based on their interests and skills, for example, my culinary arts
student will research food of Charles County.
Lesson Plan # 2 Summary: This lesson will come towards the end of the project. The objective is to analyze the
impact of the War of 1812 on the United States and how the treaty impacted the United States
and its relationship with England, France, Canada, and Belgium. The Belgian class will analyze
the impact of the War of 1812 on Belgium and how the treaty impacted Belgium and its
relationship with England, France, Canada, and United States. Students will complete this project
through extensive research.
Formative and Summative Assessment: While the students are working on their presentations,
the teacher will be regularly checking student presentations, formatively assessing their work.
Summative assessment will take the form of the presentation itself. Students will be graded on
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content, mechanics, and presentation skills based on a rubric created by the collaborating teacher
and myself.
Description of the Major Assignment: Both classes will create Photo Story 3 presentations on
the impact of the War of 1812 (United States vs. Great Britain) and the impact (short and long
term) of treaty that ended the war (Treaty of Ghent - signed in Ghent, Belgium) on the United
States and Belgium.
Differentiated Instruction: I will differentiate the instruction by having each small group focus
on a particular aspect of the War of 1812 or Treaty of Ghent. The aspect they are assigned will
based off of their interests. Students who need help reading primary sources will be given aids to
help them decipher primary sources they find in their research.
Changes/Revisions to the GCM Proposal: After reviewing my proposal for the module, I have
decided to make several changes. First, I have decided to change the time frame from six week
period divided into two units of three weeks each to a four month time frame that is broken up by
the three to four projects that will be completed during the course of the module. Each project
will take three to four weeks with several days of research and collaborative assignments in and
out of class. The reason for this decision is because this module requires students to do a lot of
research and they will need enough time to complete it. The classes will continue with their
curriculum during days where they are not working on the projects in class. The second revision
is that I decided to narrow the focus of the project to the United States and Belgium, since those
are the two countries that are collaborating on this project and it will give all students a clearer
focus and they will be able to go into more detail with their research, presentations, and
discussions. The students will discuss Great Britain in their projects since the War of 1812 was
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between Great Britain and the United States. The third revision is that I plan to add more
interaction between the two classrooms. While the two lessons have some interaction, over the
course of the entire module, students will have several ways and opportunities to collaborate.
Finally, I also plan to add more technology use, particularly to aid students in the process of
collaborating and producing their Photo Story video presentations. I particularly plan to use the
Photo Story 3 software, Audacity, Windows Movie Maker/iMovie, Screencast-o-matic.com, a
blog, telepresence time for students to meet in real-time, and potentially a website to upload our
videos. The website will only be added if the blog does not support video uploads.
LESSON PLAN TEMPLATE # 1 Lesson Title: Welcome to Charles County (Project # 1 of the War of 1812 Module)
Grade Level/Subject Area: 11th Grade/World History
Concept/Topic:
The topic/concept of this project is creating an effective collaborative environment between my students and the Belgian students. Introduce my students and the area they live in (Charles County, Maryland) to our collaborative class in Belgium.
Length of Lesson:
Four 120 minute blocks (Non-consecutive days)
This project will run over the course of three to four weeks. Students will have three days in class to work on the project and on the fourth day students will view the collaborative class’ videos and comment on them via the module blog.
Standards Addressed: (Local or National Standards)
Curriculum Standards: NSS-WH.5-12.7 • The causes and consequences of the agricultural and industrial
revolutions, 1700-1850. • Patterns of nationalism, state-building, and social reform in
Europe and the Americas, 1830-1914. (Education World, 2011)
National Educational Technology Standards for Students (2007)
Standard 2: Communication and Collaboration
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Standard 3: Research and Fluency Standard 5: Digital Citizenship Standard 6: Technology Concept and Operations (ISTE, 2007)
Lesson Goals:
The goal of the lessons is for students, in small groups, to research and present the history and culture of Charles County, Maryland and introduce themselves in an audio-visual presentation. The goal of these videos is to create an effective and open collaborative environment for the students to work in by “breaking the ice” and learn about life in another area of the world.
Performance Objectives:
After completion of the lesson, students will be able to:
• Describe the history and culture of Charles County, Maryland • Describe the history and culture of Ghent, Belgium • Identify the members of the collaborative class • Engage in an open and friendly global collaborative environment
online • Create an audio-visual presentation to upload on the project blog to
introduce themselves and describe Charles County, Maryland
Introduction: Students will create two KWL charts. One chart will be on what they already know about Ghent, Belgium and the students of the Saint Barbara School, and what they want to know about Ghent, Belgium and the students of the Saint Barbara School. The second chart will be on what they think the students of the Saint Barbara School already know about Charles County, Maryland and them, and what they think the students of the Saint Barbara School want to know about Charles County, Maryland and them. We will also discuss why they want to know the things they stated for the “W” part of first chart and why the students of the Saint Barbara School would say they things they stated for the “W” part of the second chart we created as a class.
See appendix A for the KWL chart handouts. Step-By-Step Procedures:
Explain to students that this is the beginning of a global collaborative module on the local and global impact of the War of 1812 and the Treaty of Ghent. Explain that this module is a long-term project that will be in three parts. Explain that the first part is to create an effective collaborative environment by learning about each other and about the areas we live in. Show students the project blog and explain its role in helping our class to collaborate with the Belgian class.
Day 1: Warm up: Students will answer the question: “If you are going to work on an important and long-term project, what would you want to know
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about that person? Why would you want to know that? What do you think they would want to know about you?”
1. Engage students in discussion about the importance of creating an open and friendly collaborative work environment.
2. Hand out the two KWL charts and have students brainstorm in small groups about what they already know about Ghent, Belgium and the students of the Saint Barbara School, and what they want to know about Ghent, Belgium and the students of the Saint Barbara School. In the second chart students will brainstorm what they think the students of the Saint Barbara School already know about Charles County, Maryland and them, and what they think the students of the Saint Barbara School want to know about Charles County, Maryland and them.
3. After the students share what they wrote on both of the KWL charts, the class will discuss why they want to know the things they stated for the “W” part of first chart and why the students of the Saint Barbara School would say they things they stated for the “W” part of the second chart we created as a class
4. The teacher will introduce the “Welcome to Charles County” Project to the students.
5. The students will be broken into groups of 3 - 4 and they will pick one of the six topics about Charles County to research as a group. Each group will have a different topic, so the Belgian students get a full picture of Charles County, Maryland.
6. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research.
7. The students will complete their research at home and in the library. The second day, which will be a week later, students will be expected to have an outline of their research to help them start to create their presentations.
Day 2: Warm up: Students will answer the question: “What should you consider when creating an audio-visual presentation about Charles County, Maryland for someone from another country? Why should you consider those things?”
1. Engage students in discussion about the importance of creating a clear and thorough presentation.
2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the script of their presentations and the order of their visuals. The teacher will go around the room to
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answer questions and to help students with their presentations. 3. The students will have one more day to work on the presentation
in class, this will be either the next day or there will be a day or two in between.
Day 3: Warm up: Students will answer the question: “What are appropriate ways of interacting with others from another country? Why are these things appropriate? What should you not do when interacting with others from another country and why?”
1. Engage students in discussion about the importance of creating a good first impression. They will also discuss how various statements and actions could be viewed differently by others.
2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the order of their visuals and will begin adding the audio (music and speaking) to their presentations. The teacher will go around the room to answer questions and to help students with their presentations.
3. The students will have one week to finish their presentations, but it must be completed outside of class. Students are expected to email their projects to the teacher by the assigned due date and post them to the project blog so the Belgian class can view them.
4. The Belgian students will have worked on a similar project where they introduce themselves and Ghent, Belgium. They will have also posted their presentations to the blog on the same date for viewing.
5. All students are expected to view at least two presentations from the collaborative school and leave at least two comments to their videos on the project blog before Day 4.
Day 4: Warm up: Students will answer the question: “Name one student you saw in one of the videos of the Belgian school and one thing you learned about them.”
1. Engage students in discussion about the students of the Belgian school, particularly what they learned, found interesting, and how they feel the collaborative working environment will be.
2. The class will view all of the Belgian audio-visual presentations in class. While they are watching them, they will write down some things they learned about Ghent, Belgium on the KWL chart they started on Day 1 of the project.
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3. After the students watched the presentations, the students will complete the “L” of learned about Charles County, Maryland on the KWL chart they started on Day 1.
4. The class will share what they learned from both KWL charts. 5. Students will complete a written assignment where they analyze what
they learned about Ghent, Belgium and the students of Saint Barbara College. They will also analyze how this information will help them work together on this collaborative project. (See appendix C for this assignment.
Technology Requirements: Computer and Internet access
Microphones to record audio
Google account
Blogger account
Windows Movie Maker, iMovie, Screencast-o-matic.com, or Photo Story 3 - May need to use Audacity
Smart board/projector
Resources: http://www.charlescountymd.gov/
http://www.charlescountymd.gov/commissioners/welcome
http://www.msa.md.gov/
http://www.charlescountywebsite.com/
http://ccmdgs.org/wordpress/
http://www.charlescountypathways.org/
Related URLs: http://warof1812gcpnphs.blogspot.com/
Assessment Based on Objectives:
Students will complete an audio-visual presentation on their assigned aspect of Charles County, Maryland based off of their research. The audio-visual presentation will also have an “about me” part, where students introduce themselves to the other class.
Students will also complete an assignment where they analyze what they learned about Ghent, Belgium and the students of Saint Barbara College. They will also analyze how this information will help them work together on this
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collaborative project.
Follow-Up: Following the lesson and activities, students will view post more welcoming messages and comments to the Belgian presentations on the project blog. They will also view, reflect, and comment on the Belgian student comments to their presentations on the project blog.
Classroom Management:
Ensure that classroom rules and policies remain enforced throughout the lesson and on the project blog. The teacher will monitor all blog posts to make sure they are appropriate. Students must be given clear instructions on what to do and monitored while working in groups and doing research on the computer. The teacher will go around the classroom to each group to ensure they are staying on task and getting the work done.
Accommodations:
(Special needs / gifted & talented)
Differentiated instruction for students who need scaffolding on searching websites. Students that have hearing and vision disabilities will be given a transcript of the presentations. Students with speaking disabilities will create a presentation with subtitles instead of audio. Gifted and talented students will work from directions to complete activity and assist group members. All students will have their own computer to work from in the library or classroom with laptops.
Comments / Notes:
• For an extension of this lesson the teacher could set up a field trip for students to one of the historic landmarks in Charles County particularly that is related to the War of 1812.
• Be sure to book the library/laptop carts in advance in order to make sure we have the library/laptops when needed.
LESSON PLAN TEMPLATE # 2
Lesson Title: The War of 1812 & the Treaty of Ghent: Its impact on Charles County,
Maryland, and the United States (Final Project of the Module)
Grade Level/Subject Area: 11th Grade/World History
Concept/Topic:
Students will work in groups to conduct research on the impact of the War of 1812 and the Treaty of Ghent locally, nationally, and globally.
Length of Lesson: Six 120 minute blocks (Non-consecutive days)
This project will run over the course of four to five weeks. Students will have
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five days in class to work on the project over the course of several weeks and on the sixth day students will engage in a telepresence conference with the Belgian class.
Standards Addressed: (Local or National Standards)
Curriculum Standards:
MSDE World History Unit 3: Revolutions & Reaction Enduring Understandings • Nationalism can be both a unifying and a divisive force. Essential Questions: • How does nationalism impact nations and people? • How do artifacts and documents influence how history is written? Skills: • Analyze cause‐and‐effect relationships and multiple causation, including the importance of the individual and the influence of ideas. • Consider and compare multiple perspectives in primary and secondary sources. • Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. • Compare competing historical narratives. • Evaluate major debates among historians. • Draw comparisons across eras and regions in order to define enduring issues. EXPECTATION Students demonstrate an understanding that global interaction facilitated the spread of democratic ideas and revolutions on both sides of the Atlantic Ocean. TOPIC B. Reaction INDICATOR 1. Examine the limitations to the spread of revolutionary ideals in Europe in spite of continued efforts by people to achieve liberty. OBJECTIVES e. Examine the influence of nationalism in the call for liberty and government reform throughout Europe and the United States. (MSDE, 2010)
National Educational Standards for Students (2007)
Standard 1: Creativity and Innovation Standard 2: Communication and Collaboration Standard 3: Research and Fluency Standard 4: Critical thinking, problem-solving and decision-making Standard 5: Digital Citizenship Standard 6: Technology Concept and Operations (ISTE, 2007)
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Lesson Goals:
The goal of this lesson is to analyze the complexity of the global issues created by nationalism and the War of 1812, to analyze the complexity of the conflict that began the War of 1812, to analyze the issues in creating the Treaty of Ghent, and to analyze the impact of the War of 1812 and the Treaty of Ghent on the world, particularly the United States, Belgium, and Great Britain. (Oxfam, 2006).
Performance Objectives:
After completion of the lesson, students will be able to:
• Analyze the complexity of the global issues created by nationalism and the War of 1812.
• Analyze the complexity of the conflict that began the War of 1812.
• Analyze the issues in creating the Treaty of Ghent and bringing peace to the United States and Great Britain.
• Analyze the impact of the War of 1812 and the Treaty of Ghent on the World, particularly on the United States’ and Belgium’s domestic development and foreign relations.
• Create an audio-visual presentation to upload on the project blog to analyze the impact of the War of 1812 and the Treaty of Ghent on the United States and Belgium.
• Communicate and collaborate with students from Belgium.
Introduction: This lesson will require students to conduct research the War of 1812,
the Treaty of Ghent, and the impact of these events on the domestic development and foreign relations of the United States. Students will also analyze the impact of the War of 1812 and the Treaty of Ghent on Maryland and Charles County. They will be required to create a Photo Story video presentation to show the impact they discovered during their research. The students will update the project blog periodically with their research, problems they encountered, and their drafts so the Belgian students can help them as they work. My students will also be responsible to respond to the posts of the Belgian students to help them with their project on the War of 1812, the Treaty of Ghent, and the impact of these events on the domestic development and foreign relations of the Belgium.
Step-By-Step Procedures: Day 1:
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Warm up: Students will respond to the following: “What do you know about the War of 1812 and the Treaty of Ghent?”
1. Explain to students that this project will complete the module on War of 1812 and the Treaty of Ghent and they will be expected to create a presentation analyzing the impact of the War of 1812 and the Treaty of Ghent on Charles County, Maryland, and the United States.
2. Have students watch a video on the causes of the War of 1812 and discuss their impressions about what they saw.
3. The teacher will introduce the “The War of 1812 & the Treaty of Ghent: Its impact on Charles County, Maryland, and the United States” Project to the students. (See appendix D)
4. The students will be broken into groups of 3 - 4 and they will pick one of the six topics about the War of 1812 and the Treaty of Ghent to research as a group. Each group will have a different topic.
5. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research.
6. The students will have two more days in class to continue their research. The research days will be consecutive days.
Day 2:
Warm up: Students will respond to the following: “What have you learned so far about the War of 1812?”
1. Engage students in a discussion on how to continue their research.
2. The students will be given the rest of the class time to research their topics as a group. The teacher will go around the room to answer questions and to help students in their research.
3. The students will have one more day in class to continue their research. The research days will be consecutive days.
Day 3:
Warm up: Students will respond to the following: “What do you still need to know about your topic in order to create a successful presentation?”
1. Engage students in a discussion in how to organize their research into a fluid and thorough presentation.
2. The students will be given the rest of the class time to research
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their topics as a group. The teacher will go around the room to answer questions and to help students in their research.
3. The students have one week to create an outline for their audio-visual presentations based off of their research.
4. The students will post their outline on the project blog to share with fellow students and the Belgian students.
5. The students are required to comment/give suggestions on the Belgian students’ posted outlines and respond to any comments on their own outline.
Day 4:
Warm up: Students will respond to the following: “What were some helpful suggestions/comment you got on the project blog about your presentation outline?”
1. Engage students in discussion about the importance of creating a clear and thorough presentation. Also, discuss how this presentation is different than their “Welcome to Charles County” presentations.
2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the script of their presentations and the order of their visuals. The teacher will go around the room to answer questions and to help students with their presentations.
3. The students will have one more day to work on the presentation in class, this will be either the next day or there will be a day or two in between.
Day 5: Warm up: Students will answer the question: “Why were the War of 1812 and/or the Treaty of Ghent important to the development of the United States?”
1. Engage students in discussion about the importance of creating a presentation that analyzes evidence to argue the impact of the War of 1812 and/or the Treaty of Ghent.
2. The students will be given the rest of the class time to work as a group on creating their audio-visual presentations. The students will primarily focus on the order of their visuals and will begin adding the audio (music and speaking) to their presentations. The teacher will go around the room to answer questions and to help students with their presentations.
3. The students will have one week to finish their presentations, but it must be completed outside of class. Students are expected to
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email their projects to the teacher by the assigned due date and post them to the project blog so the Belgian class can view them.
4. The Belgian students will have worked on a similar project where they analyze the impact of the War of 1812 and Treaty of Ghent on the country of Belgium. They will have also posted their presentations to the blog on the same date for viewing.
5. All students are expected to view at least two presentations from the collaborative school and leave at least two comments to their videos on the project blog before Day 6. Students must also come with at least two questions to ask the Belgian students during the telepresence conference, one must be on the War of 1812 project.
6. Day 6:
Warm up: Students will answer the question: “What are some things to consider when engaging in a telepresence conference with someone from another country? Why are they important?”
1. Engage students in a discussion the policies, procedures, and behavior expected during the telepresence conference with the Belgian class.
2. Students will meet to have a discussion about the impact of the War of 1812 and the Treaty of Ghent through a telepresence conference. The telepresence room at North Point High School will be used by my students.
3. The students will also share their experiences with the global collaborative project with the students from Belgium.
4. Students will complete the follow up assignment (appendix E) in which they write a paper analyzing impact of the War of 1812 and the Treaty of Ghent on Belgium. Students will also analyze how the War of 1812 has impacted the United States and Belgium today.
Technology Requirements: Computer and Internet access
Microphones to record audio
Google account
Blogger account
Windows Movie Maker, iMovie, Screencast-o-matic.com, or Photo Story 3 - May need to use Audacity
Smart board/projector
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Resources: http://edsitement.neh.gov/curriculum-unit/president-madisons-1812-war-message#sect-thelessons
http://www.historycentral.com/1812/Index.html
http://www.historycentral.com/NN/links/Warof1812.html
http://dmna.ny.gov/historic/articles/blacksMilitary/BlacksMilitary1812.htm
http://www.loc.gov/rr/program/bib/1812/
http://www.hnoc.org/BNO/william_cook.html
http://quod.lib.umich.edu/c/clementsmss/umich-wcl-M-855war
http://warof1812.ca/
http://www.loc.gov/rr/program/bib/ourdocs/Ghent.html
http://www.galafilm.com/1812/e/intro/index.html
Plus the resources/images/documents given to Mrs. Newton by the National Parks Service from the War of 1812 Teacher Symposium
Related URLs: http://warof1812gcpnphs.blogspot.com/
http://www.youtube.com/watch?v=Z3spRxo4CKY
Assessment Based on Objectives:
Students will to create a Photo Story presentation analyzing the impact of the War of 1812 and the Treaty of Ghent on the United States, particularly on the domestic development of the United States and foreign relations with Belgium and Great Britain. These presentations will be posted on the project blog (and on the National Parks Service Education Website) to share with the Belgian students. Students will also be assessed on their posts/comments to the Belgian projects on our project blog and their reflection on the impact of the War of 1812 and the Treaty of Ghent on the world.
Follow-Up: Students will complete the assignment (appendix E) in which they write a paper analyzing impact of the War of 1812 and the Treaty of Ghent on Belgium. Students will also analyze how the War of 1812 has impacted the United States and Belgium today. Students will also be encouraged to continue blogging with the students from Belgium about their school year. The teacher will continue to monitor the blog.
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Classroom Management:
Students will be reminded of the classroom policies and expectations. The teacher will ensure all students are working on the project consistently and thoroughly within their groups.
Accommodations:
(Special needs / gifted & talented)
Differentiated instruction for students who need scaffolding on searching websites. Students that have hearing and vision disabilities will be given a transcript of the presentations. Students with speaking disabilities will create a presentation with subtitles instead of audio. Gifted and talented students will work from directions to complete activity and assist group members. All students will have their own computer to work from in the library or classroom with laptops.
Comments / Notes:
• There will be several days to do some research at school to accommodate the students with no Internet access at home. Students may also use the library/computer labs during the one-hour lunch to work individually and in groups to complete their research and project.
• Be sure to book the library/laptop carts in advance to make sure they are available for research days.
• For an extension of this lesson the teacher could set up a field trip to one of the historic landmarks in Charles County, Maryland, or Washington, D.C. that is related to the War of 1812.
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Appendix A:
What I Know What I Want to Know What I Learned
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What I Know What I Want to Know What I Learned
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Appendix B:
Welcome to Charles County Project Part One of the War of 1812 Global Collaborative Project
Information: You and your group members will be creating an audio-visual presentation on an aspect of Charles County. The purpose of this project is to help “break the ice” and create a friendly and open working environment with our Belgian collaborative class. Each individual student will also introduce themselves in the audio-visual presentation.
Requirements: The presentation is no more than 15 minutes long Several pictures that represent you and your group topic Use Windows Movie Maker or Screencast-o-matic.com (or another approved medium) Audio & Visuals that go along with the topic and it is accurate and informative Accurate and thorough information Friendly & inviting – geared toward someone who is unfamiliar with Charles County, Maryland Permission form signed Topics: History of Charles County (Founding through 1865) History of Charles County (1865 to present) Food, the Arts & Events of Charles County Economics, Politics & Commerce of Charles County Geography, Weather, & Things to do in Charles County Landmarks (Historical & Geographical) of Charles County Rubric:
Multimedia Project : Welcome to Charles County Project
Teacher Name: Mrs. Newton Student Name: ________________________________________
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CATEGORY 5-4 3 2 1-0 Content Covers topic in-
depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Requirements All requirements are met and exceeded.
All requirements are met.
One requirement was not completely met.
More than one requirement was not completely met.
Mechanics No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Organization Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Oral Presentation
Interesting, well-rehearsed with smooth delivery that holds audience attention.
Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.
Delivery not smooth, but able to hold audience attention most of the time.
Delivery not smooth and audience attention lost.
Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Originality Product shows a large amount of original thought. Ideas are creative and inventive.
Product shows some original thought. Work shows new ideas and insights.
Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.
Uses other people\'s ideas, but does not give them credit.
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Sources Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Workload The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Clarity The audio (music and voice) is clear and well paced. Students annunciate to make sure the viewer can understand and learn from the presentation.
The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a few places.
The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a some places.
The audio (music and voice) is not clear and/or well paced. The information may be harder to understand in a several places.
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Permission Form: Your son’s or daughter’s class has been chosen to work on a global collaborative project with a school in Ghent, Belgium. The students’ final project will be a Photo Story about the impact of the War of 1812 and the Treaty of Ghent. This project is taking the place of the required Honors Research Project. The War of 1812 project will span over several months and may have some field trips to DC and to the telepresence room at NPHS. During this project student’s will be collaborating and posting information online. The online collaborative environment will be a secure and safe site(s) that only members can post to. The students will also be photographed and some pictures may be posted on the CCBOE and the National Parks Service websites to document the students’ work and achievements. The below permission form gives Mrs. Newton, NPHS, CCPS, and the National Parks Service to use photos of your son or daughter online as a part of this project and to post their work online. If you have any questions or concerns, please email Mrs. Newton at [email protected] I _______________________, parent of ________________________ give Mrs. Newton, NPHS, CCPS, and the National Parks Service to use photos of your son or daughter online as a part of the War of 1812 Global Collaborative project and to post their work online. Parent Signature:________________________________________ Date: __________________ Student Signature:________________________________________ Date: _________________
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Appendix C:
Reflection Prompt: Now that you have seen all of the presentations from the students of Saint Barbara College in Ghent, Belgium, identify and explain what you learned about Ghent, Belgium and the students of Saint Barbara College. Analyze how this information and the introductions will help you and our class work together on this collaborative project. Explain any reservations or concerns you may have.
Requirements:
~ Must be five paragraphs, including an introduction and conclusion ~ Must use specific examples from the blog, video presentations, and comments from the blog as evidence ~ Must include thorough and detailed analysis Rubric:
Essay: Reflection
Teacher Name: Mrs. Newton Student Name: ________________________________________
CATEGORY 4 - Above Standards
3 - Meets Standards
2 - Approaching Standards
1 - Below Standards Score
Position Statement
The position statement provides a clear, strong statement of the author\'s position on the topic.
The position statement provides a clear statement of the author\'s position on the topic.
A position statement is present, but does not make the author\'s position clear.
There is no position statement.
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Evidence and Examples
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.
Evidence and examples are NOT relevant AND/OR are not explained.
Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected
Transitions show how ideas are connected, but there is little variety
Some transitions work well, but some connections between ideas are fuzzy.
The transitions between ideas are unclear OR nonexistent.
Closing paragraph
The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing
The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.
The author\'s position is restated within the closing paragraph, but not near the beginning.
There is no conclusion - the paper just ends.
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paragraph.
Sentence Structure
All sentences are well-constructed with varied structure.
Most sentences are well-constructed and there is some varied sentence structure in the essay.
Most sentences are well constructed, but there is no variation is structure.
Most sentences are not well-constructed or varied.
Grammar & Spelling
Author makes no errors in grammar or spelling that distract the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
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Appendix D:
The War of 1812 & the Treaty of Ghent: Its impact on Charles County, Maryland, and the United States
The final part of the War of 1812 Global Collaborative Project Information: You and your group members will be creating an audio-visual presentation on an aspect of the War of 1812 or the Treaty of Ghent. The purpose of this project is to analyze the complexity of the global issues created by nationalism and the War of 1812, to analyze the complexity of the conflict that began the War of 1812, to analyze the issues in creating the Treaty of Ghent, and to analyze the impact of the War of 1812 and the Treaty of Ghent on the world, particularly the United States, Belgium, and Great Britain.
Requirements: The presentation is no more than 15 minutes long Several pictures that represent your group topic Use Photo Story 3 Audio & Visuals that go along with the topic and it is accurate and informative Clear audio (music & speaking) that enhance the presentation Topics: Causes of the War of 1812: United States’ viewpoint Important Battles of the War of 1812 and their Impact Important Events in Maryland and Charles County and their Impact The End of the War of 1812 The Treaty of Ghent and its impact on the United States domestic development The Treaty of Ghent and its impact on the United States foreign relations (particularly Belgium and Great Britain) Rubric:
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Multimedia Project : The War of 1812 & the Treaty of Ghent: Its impact on Charles County, Maryland, and the United States
Teacher Name: Mrs. Newton Student Name: ________________________________________
CATEGORY 5-4 3 2 1-0 Content Covers topic in-
depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the topic. Subject knowledge appears to be good.
Includes essential information about the topic but there are 1-2 factual errors.
Content is minimal OR there are several factual errors.
Requirements All requirements are met and exceeded.
All requirements are met.
One requirement was not completely met.
More than one requirement was not completely met.
Mechanics No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Organization Content is well organized using headings or bulleted lists to group related material.
Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
Content is logically organized for the most part.
There was no clear or logical organizational structure, just lots of facts.
Oral Presentation
Interesting, well-rehearsed with smooth delivery that holds audience attention.
Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.
Delivery not smooth, but able to hold audience attention most of the time.
Delivery not smooth and audience attention lost.
Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, effects, etc. to enhance to presentation.
Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.
Use of font, color, graphics, effects etc. but these often distract from the presentation content.
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Originality Product shows a large amount of original thought. Ideas are creative and inventive.
Product shows some original thought. Work shows new ideas and insights.
Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.
Uses other people\'s ideas, but does not give them credit.
Sources Source information collected for all graphics, facts and quotes. All documented in desired format.
Source information collected for all graphics, facts and quotes. Most documented in desired format.
Source information collected for graphics, facts and quotes, but not documented in desired format.
Very little or no source information was collected.
Workload The workload is divided and shared equally by all team members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Clarity The audio (music and voice) is clear and well paced. Students annunciate to make sure the viewer can understand and learn from the presentation.
The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a few places.
The audio (music and voice) may not be as clear and/or well paced. The information may be harder to understand in a some places.
The audio (music and voice) is not clear and/or well paced. The information may be harder to understand in a several places.
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Appendix E:
Reflection Prompt: Now that you have seen all of the presentations from the students of Saint Barbara College in Ghent, Belgium, identify and explain what you learned about impact of the War of 1812 and the Treaty of Ghent on Belgium. Analyze how the War of 1812 has impacted the United States and Belgium today.
Requirements:
~ Must be five paragraphs, including an introduction and conclusion ~ Must use specific examples from the blog, video presentations, and comments from the blog as evidence ~ Must include thorough and detailed analysis Rubric:
Essay: Reflection
Teacher Name: Mrs. Newton Student Name: ________________________________________
CATEGORY 4 - Above Standards
3 - Meets Standards
2 - Approaching Standards
1 - Below Standards Score
Position Statement
The position statement provides a clear, strong statement of the author\'s position on the topic.
The position statement provides a clear statement of the author\'s position on the topic.
A position statement is present, but does not make the author\'s position clear.
There is no position statement.
Evidence and Examples
All of the evidence and examples are specific, relevant and explanations
Most of the evidence and examples are specific, relevant and explanations
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that
Evidence and examples are NOT relevant AND/OR are not explained.
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are given that show how each piece of evidence supports the author\'s position.
are given that show how each piece of evidence supports the author\'s position.
piece of evidence supports the author\'s position.
Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing.
Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected
Transitions show how ideas are connected, but there is little variety
Some transitions work well, but some connections between ideas are fuzzy.
The transitions between ideas are unclear OR nonexistent.
Closing paragraph
The conclusion is strong and leaves the reader solidly understanding the writer\'s position. Effective restatement of the position statement begins the closing paragraph.
The conclusion is recognizable. The author\'s position is restated within the first two sentences of the closing paragraph.
The author\'s position is restated within the closing paragraph, but not near the beginning.
There is no conclusion - the paper just ends.
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Sentence Structure
All sentences are well-constructed with varied structure.
Most sentences are well-constructed and there is some varied sentence structure in the essay.
Most sentences are well constructed, but there is no variation is structure.
Most sentences are not well-constructed or varied.
Grammar & Spelling
Author makes no errors in grammar or spelling that distract the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.
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References: Education World. (2011). National standards: Social sciences: World history. Retrieved November 5, 2012 from
http://www.educationworld.com/standards/national/soc_sci/world_history/5_12.shtml#nss-wh.5-12.6
ISTE. (2007). Educational technology standards for students. Retrieved October 15, 2012 from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 MSDE. (2010). World history standards. Retrieved October 15, 2012 from
ftp://ftp3.ccboe.com/Instruction/High/SocialStudies/WorldHistory/ National Parks Service. (2012). Teacher workshops: War of 1812 teacher symposium. Retrieved November 5, 2012 http://www.nps.gov/whho/forteachers/teacher-workshops.htm Oxfam. (2006). Education for global citizenship: A guide for schools. Retrieved October 15,
2012 from http://www.oxfam.org.uk/education/gc/files/education_for_global_citizenship_a_guide_for_schools.pdf
The American Forum for Global Education. (2003). Global issues, problems, and challenges.
Retrieved from http://www.globaled.org/guidelines/page2.php
