Craig+Jones+Lesson+Week+7

Lesson Title: **Getting to Know the Ancient Inhabitants of Georgia** Grade Level: 8th Unit: Georgia Prior to European Contact

=GOALS=


 * Academic Knowledge and Skills:**
 * Evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia (GPS) (8SS_D2007-32)
 * Indicator of Achievement:
 * 32a - analyze the evolution of Native American cultures prior to European contact: Paleo, Archaic, Woodland, and Mississippian

ISTE NETS-S
6. Technology operations and concepts
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information fluency
 * 4) Critical thinking, problem solving, and decision making
 * 5) Digital citizenship


 * Instructional Objectives:**
 * Students will research and compose a list of the major cultural differences between the four time periods of ancient inhabitants of the United States prior to European contact in order to determine which group they would most want be a part of. They will share their findings through a collaborative digital storytelling experience using Windows Movie Maker. This will be a two day assignment.

=ACTION= During Class Day 1
 * Before-class preparation**: Reserve computer lab for student usage. The students will continue within the groups they had previously been place in. Group wiki’s will need to be reviewed by the teacher and feedback given to the students in order to ensure that students are learning the curriculum standards. Double check that the websites [] (prehistory link on the left), [] (links to cultural periods on the left), and [] (links throughout article to different time periods) are working. Monitor groups digital charts from previous lesson for accurate information. Prepare “Quick Guide for Windows Movie Maker” as digitally available and printed handout. Lastly, reserve the computer lab for a morning make-up/completion period for students who are not able to complete workload. As a back up plan, have writing prompt ready to help answer the question “Which Ancient Inhabitant Group I’d Want to Belong To”.

Time: 5 Minutes Instructional Activities: Escort students to computer lab Materials/Resources: Reserved computer lab, internet connection

Time: 10 Minutes Instructional Activities: Students log into computer, get into collaborative group, discuss the format/theme of their digital story. Materials/Resources: Prearranged collaborative groups, Windows Movie Maker

Time: 40 Minutes Instructional Activities: Utilizing the information collected and shared on the Ancient Inhabitant spreadsheet, each student will create a 2-4 minute digital story of why the Ancient group they chose (Paleo, Archaic, Woodland, Missippian) would be the best to be a part of. In each digital story, the students would address the benefits of the following: Materials/Resources: Graphic organizer spreadsheet from previous day’s lesson, Windows Movie Maker “Quick Guide for Windows Movie Maker” handout, Windows Movie Maker
 * Family/tribe/group size, leadership
 * Food source
 * Technology
 * Weapons
 * Religion

Time: 5 Minutes Instructional Activities: Saving progress and class dismissal.

During Class Day 2 Time: 5 Minutes Instructional Activities: Escort students to computer lab Materials/Resources: Reserved computer lab, internet connection

Time: 5 Minutes Instructional Activities: Students log into computer, get into collaborative group, discuss the progress of their digital story, set goal to finish assignment. Materials/Resources: Prearranged collaborative groups, Windows Movie Maker

Time: 40 Minutes Instructional Activities: Complete digital stories and combine them into one digital storytelling experience. Once completed, students will upload the media into their group’s wiki. Materials/Resources: Graphic organizer spreadsheet from previous day’s lesson, Windows Movie Maker “Quick Guide for Windows Movie Maker” handout, Windows Movie Maker, www.wikispaces.com.

Time: 10 Minutes Instructional Activities: Each group will review and comment on another groups digital story. Dismissal from class. Materials/Resources: Prearranged collaborative groups, www.wikispaces.com

=MONITOR=


 * Ongoing Assessment**: Again, like in the previous lesson, ongoing assessment would be preformed via observation, discussion, and questioning. Make announcement of time remaining so students can self-evaluate their progress and understanding of the major areas of advancement for their own cultural time period of ancient inhabitants. These time checks can also be used for group members to check on each other and give encouragement/assistance when necessary. Students also will benefit from self and peer assessment once they have reviewed another groups’ work.


 * Accommodations and Extensions**: The teacher will need to watch for students who struggle to finish workload in one class period, and offer extra time in the pre-arranged morning time slot. If students are unable to attend in this morning session, they will need to access their group wiki from home and complete the research there.


 * Back-up Plan**: In case of computer problems on large scale, have Ancient Inhabitants writing prompt ready for written responses to “Which Ancient Inhabitant Group I’d Want to Belong To”.

=EVALUATION=


 * Lesson Reflections and Notes**: Student assessment should reflect that students are actively engaged in self-directed, cooperative learning. Upon informal visual and oral assessment, take note of problems students encounter and fine tune for ease of use upon next class, if possible. For student evaluation, students would have the task of viewing and providing feedback on other student work. This will allow the work to be authentically reviewed and critiqued, allow students to see other ways of creating visual representations of the information, and force students to truly know the material. Formal assessment would require viewing all of the finished digital stories and grading them based on the information students gathered on their graphic organizers (which have already been checked for correctness)