Instructional Software

Lesson Idea Name: Timeline to Independence

Content Area: Social Studies
Grade Level(s): 4th Grade

Content Standard Addressed:

SS4H1 Explain the causes, events, and results of the American Revolution.

Element: d. Explain the writing of the Declaration of Independence; include who wrote it, how it was written,
why it was necessary, and how it was a response to tyranny and the abuse of power.

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

For the ELL students in my classroom, and the students with hearing impairments, closed captioning can be
utilized on the video so the students can bridge the gap between the English words they are hearing. This can
also help parents at home if they too are learning English. This can also be very beneficial for the students to
have these variety of materials and resources because it can allow them to work on their project in a way that
is able to fully express themselves. By giving the students multiple means of representation, the students are
able to be creative and display a project that represents themselves. By providing a model for the students it
can be very beneficial to see so they can identify and express themselves accordingly. Giving the students
choices in their work is a great way to get the students engaged in the lesson.

Spring 2018_SJB
 Instructional Software
Lesson idea implementation:
To start the lesson, I will show the students the BrainPop video on the Declaration of Independence.
This will allow the students to get engaged with the topic, as well as make connections to some famous
names and dates they may have heard such as July, 4 1776, Thomas Jefferson, Benjamin Franklin, etc.
Captioning will be included to help students with hearing impairments and ELL students. I will then give a mini
lesson on the origin and background of the Declaration of Independence and who was involved. Students will
then be shown an example timeline of key events leading to the Declaration of Independence. Students will
be encouraged to use padlet.com, apps such as Twile (an app that students can create timelines on), and
other means of expressing themselves and their projects. Students will also be put with a research partner to
conduct research about the Declaration of Independence.
The students will be given a rubric ahead of time to be able to self-assess and to see if there is
anything they need to add or change in their timeline. To conclude the lesson, and once the students have
completed their timelines, the students will have 5-10 minutes to show their completed timeline to the class.
Once finished, the students will write a reflection on their own projects about what they learned in their
research and what they learned from other students presentations in the classroom. The students will receive
feedback from myself as well as other students.

Reflective Practice:
This project would take place after the students have received some background knowledge on the American
Revolution. One way this could be expanded is that the students could be allowed to complete another
research project on one of the signees of the Declaration. The students could make a poster board and have a
sort of “museum” where students can walk around and see all of the different people who signed the
Declaration of Independence.

Spring 2018_SJB