Jamie Balayti, Jonathan Yu, Katy Rehus

CI405

Virtual Blast to the Past: Becoming an American Revolutionary Figure Grades 4-6 Social Studies Activity will continue over the entire length of an American Revolution social studies unit. The project will serve as a presentation at the end of the unit. Prerequisite Knowledge: Students must be familiar with using a webcam and the Fix8 Web 2.0 application. **This Social Studies unit will occur after/simultaneously with a Language Arts unit which covers the following: Biography research review, online research review, library tour with attention to the biography section, resource validity, taking research notes, and constructing bibliographies. Activity will continue over the entire length of an American Revolution social studies unit. The project will serve as a presentation at the end of the unit. Student Objectives Students will be able to do biographical research including finding sources, reading for content and synthesizing in notes, and citing sources. Students will be able to place themselves in the persona and situational environment of historical individuals from the American Revolution. Students will be able to write a monologue to perform to share key biographical information and historical content of their selected project subject. Students will be able to perform and record their monologue on Fix8 software through an avatar representation of their project subject. Illinois Standards (include technology standards NETS) NETS-S Standard 1.A. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students apply existing knowledge to generate new ideas, products, or processes. NETS-S Standard 2.A. Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. NETS-S Standard 2.D. Students use digital media and environment to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students contribute to project teams to produce original works or solve problems. NETS-S Standard 3.B. Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, an ethically use information from a variety of sources and media.

Jamie Balayti, Jonathan Yu, Katy Rehus

CI405

ISBE Social Studies Standard 16.B.2b (US) Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin. ISBE Social Studies Standard 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. Materials/resources/technology Students will be required to do research using both online databases and books that can be found at the school and public libraries. Students will also need a computer and webcam, as well as access to the Fix8 software at http://www.fix8.com/. Implementation/Procedure Prior to introducing project to student: Create a Fix8 animation to present the project and guidelines to students. Video should lay out the assignment, explaining to students that it will be a biographical monologue in the perspective of a historical figure from the American Revolution. Students will learn how to do biographical research, pool information, write a monologue, create an avatar of their biographical subject, and create a recording of their avatar that will be shown to the class. You will present this to students using your Fix8 avatar. It is intended to introduce students to the software and the concept of the project, as well as get them excited to begin research. Create a handout and rubric with the project guidelines including: o Relevant historical details about subjects life o Subject importance in American Revolution o Entire monologue done in first person language Create a print-out of historical figures that are pre-approved as project subjects. Project Introduction: Play Fix8 animated instructional video narrated by your avatar as a means of initially introducing the project. Hand out project requirements and grading rubric. Allow students time to read over the information. Open up discussion for student questions. Give students time to look at a list of possible biography subjects and an opportunity to go to the library or use classroom resources to use for considering which subject to select. Tell students they must have a subject selected by the end of the class period. Conclude the lesson by having each student sign up for a biography subject (signup sheet at front of the room) Remaining Days: Do 30 minutes of curriculum-oriented social studies instruction.

Jamie Balayti, Jonathan Yu, Katy Rehus

CI405

Give students these three options for independent work to fill remaining class time: 1. Research your biographical figure 2. Write your performance monologue Peer editing is required Periodically check in with me 3. Create your avatar and record monologue on Fix8 software Remember to sign up for computer time as only one student is allowed to use a computer center at a time Presentations: Instruct students to upload completed video to schools shared network. Play students videos. Give students time to ask questions of each presentations creator.