ISTE National Educational Standards for Teachers (NETS*T)
http://www.iste.org/standards/standards/standards-for-teachers
Note: Please make a copy of this file to your Google Docs account and then share the URL of your
completed activities with the class via the discussion board.
Standards Criteria
1. Facilitate and Teachers use their knowledge of subject matter,
teaching and learning, and technology to
Inspire Student facilitate experiences that advance student
Learning and learning, creativity, and innovation in both face-
Creativity to-face and virtual environments.
a. Promote, support, and model creative and
innovative thinking and inventiveness
b. Engage students in exploring real-world
issues and solving authentic problems using
digital tools and resources
c. Promote student reflection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning, and
creative processes
d. Model collaborative knowledge construction
by engaging in learning with students,
colleagues, and others in face-to-face and
virtual environments
2. Design and Teachers design, develop, and evaluate
authentic learning experiences and
Develop Digital Age assessment incorporating contemporary tools
Instructional or Professional
Development Activities
This lesson fits common core reading 11 and 12 th grade
US government standards.
Before this lesson students learned
https://docs.google.com/document/d/1Vy0K8SdBo
cUoKVV9v-R7Wz71V12tRbFx08IwI35OmPs/edit
the Executive branch and the judiciary branch. Now we
are doing the Legislative Branch.
Students will explore and comprehend that the U.S.
Congress is made up of two chambers, the House of
Representatives and the Senate. This lesson will allow
students to explore the many power positions in these
branches of government and the role that they play in
our legislative process.
http://www.readwritethink.org/files/resources/interactiv
es/venn_diagrams/
Students will be able to explain and engage in a
meaningful discussion using the Venn diagram.
SWBAT: Explain the differences between the House of
Representatives and the Senate.
SWBAT: Compare and contrast the structure and
composition of the House and Senate.
In this session, students are able to pair with their
elbow partner and use the Venn Diagram, the
compare and contrast graphic organizers. This
Learning Experiences and resources to maximize content learning in
context and to develop the knowledge, skills,
and Assessments and attitudes identified in the NETSS.
a. Design or adapt relevant learning
experiences that incorporate digital tools and
resources to promote student learning and
creativity
b. Develop technology-enriched learning
environments that enable all students to pursue
their individual curiosities and become active
participants in setting their own educational
goals, managing their own learning, and
assessing their own progress
c. Customize and personalize learning
activities to address students diverse learning
styles, working strategies, and abilities using
digital tools and resources
d. Provide students with multiple and varied
formative and summative assessments aligned
with content and technology standards and use
resulting data to inform learning and teaching
3. Model Digital Age Teachers exhibit knowledge, skills, and work
processes representative of an innovative
Work and Learning professional in a global and digital society.
a. Demonstrate fluency in technology systems
and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and
community members using digital tools and
resources to support student success and
innovation
c. Communicate relevant information and
ideas effectively to students, parents, and
peers using a variety of digital age media and
formats
d. Model and facilitate effective use of current
exercise gives the students the opportunity to learn
from one another. It also gives them the chance to
exhibit their own contextual knowledge based on
previous social and academic experience as well
as adding to what they have learned previous
lessons. This does not require that much
technology and students are able to jump in
because of the low level technology expectation.
https://docs.google.com/document/d/1Vy0K8SdBo
cUoKVV9v-R7Wz71V12tRbFx08IwI35OmPs/edit?
usp=sharing
Also, students were able to use the video cue to fill
in the box individually then share it with elbow
partner. This way students had the chance to see if
they have enough information or if they have
missed any pivotal clue.
https://docs.google.com/document/d/1vowKJMmvp
RAuBpBfpAO7OSuxTZc106_P7C-JP1VaCmQ/edit
Students were able to receive a handout about the
legislative branch, which includes about the law
process. The students read the handout individually
then elbow partner to see if they understood or if
they found something that did not make sense to
them. In this process, students were given
highlighted to highlight what is important and what
they did not understand. Students will be divided
into small groups and examine the structure of
Congress, including how they make laws and the
committees they lead.
 and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning
4. Promote and Model Teachers understand local and global societal
Digital Citizenship and issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in
Responsibility their professional practices.
a. Advocate, model, and teach safe, legal,
and ethical use of digital information and
technology, including respect for copyright,
intellectual property, and the appropriate
documentation of sources
b. Address the diverse needs of all learners by
using learner-centered strategies providing
equitable access to appropriate digital tools and
resources
c. Promote and model digital etiquette and
responsible social interactions related to the use
of technology and information
d. Develop and model cultural understanding
and global awareness by engaging with
After dividing students into small groups and I will
ask them to look at resources, like Wikipedia on
their ipods about congress together. They can begin
with the following:
House of Representatives
Clerk of the House of Representatives
Library of Congress
C-Spans Capitol Questions
C-Spans Congressional Glossary
I allowed the students from 20-30 minutes to
familiarize themselves with the information.
https://docs.google.com/document/d/1uVIjwonrB8h
BEmLc0JpcwWp09LGJgxgparfijLl2TdA/edit?
usp=sharing
In this lesson, students were able to see what their
rights are as a citizen of the US. Students were
able to learn some part of the amendments and
law abiding citizens.
The Unit was dividing into three parts and each
parts students started watching with a YouTube
video to give them background knowledge of the
topic that will be covered.
These lesson were right on time especially when
the elections were in effect. Students were able to
follow the elections and power struggle with the help of
the lesson content being taught. Students had the
opportunity to compare two cases based on the judiciary
branch. They were able to compare and contrast the
Civil Law and Criminal Law. In this lesson, students
found much interest in the civil law as they did not
know much about it , but were able to recognize the
criminal case.
 colleagues and students of other cultures using
digital age communication and collaboration https://docs.google.com/document/d/1uVIjwonrB8hBE
tools mLc0JpcwWp09LGJgxgparfijLl2TdA/edit?usp=sharing

Students will be watching the YouTube videos below

and then fill out video cue document

The Legislative Branch

https://www.youtube.com/watch?
v=mfEwakoSJ68&t=167s

The Executive Branch

https://www.youtube.com/watch?
v=5l02sK5LovI&index=1&list=PLeURCQR8L83MSm
SGOglWY_FIIeoYHfc-C

The Judiciary Branch

https://www.youtube.com/watch?v=IkBkc2Fxe3I

Video Cue

https://docs.google.com/document/d/1vowKJMmvpRA
uBpBfpAO7OSuxTZc106_P7C-JP1VaCmQ/edit?
usp=sharing

5. Engage in Teachers continuously improve their professional I have joined this group from TIES which meets
Professional Growth practice, model lifelong learning, and exhibit monthly during the school year to share questions,
leadership in their school and professional information and issues about technology integration,
and Leadership community by promoting and demonstrating the emerging technologies, and best practices.
effective use of digital tools and resources.
a. Participate in local and global learning http://informns.k12.mn.us/Key_Instructional_C
communities to explore creative applications of
technology to improve student learning
ontact_KIC_Meetings.html
b. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared
decision making and community building, and
developing the leadership and technology skills
of others
c. Evaluate and reflect on current research and
professional practice on a regular basis to make
effective use of existing and emerging digital
tools and resources in support of student
learning
d. Contribute to the effectiveness, vitality, and
self renewal of the teaching profession and of
their school and community