Name of Strategy: Analyzing Resources

One academic/expert resource that supports the use of this strategy (this can
be an article from Young Learner, childrens book, website (look to class
weebly for ideas) :
What Does It Mean to Think Historically...and How Do You Teach It?
-Bruce A. VanSledright.
First Graders Research Stuffed Animals and Learn about Their World
-Paula Rogovin
Explain why you think this is a useful pedagogic strategy/teaching tool for this
particular unit.
This is a useful pedagogical strategy for my unit because it sets the background
knowledge for the unit. Students will learn not only about how to analyze historical
resources but will also learn what resources they have at their disposal when it
comes to learning about technology. They will learn about what to look for in a
resource, how to interpret the perspective of the author as well as look at whether
the author is considered an expert on the subject.
Describe how you would apply that strategy in this unit.
After I introduce the topic and the unit the first day I will begin to have students
prepare for the first discussion. In order for this to happen I will need to implement
the first strategy. Before students can begin to discuss and make references to
resources they need to be able to analyze resources and take information out of
them as well as ignore certain resources based off of the authors potential bias. In
order to apply this I will work with students the first day and explore what makes a
quality resources, what to look for in an article, how to find bias, and how to
synthesize information from articles.
Identify one type of student who may struggle with this strategy, and what
modifications could encourage the students full participation and success.
A student who might struggle with this is a student who has a lower reading level or
one who struggles to read for meaning. I think for these students I could encourage
looking at sources for their reading level or I could pair them off with other
students/groups in order to maximize their participation without getting
disheartened.

Name of Strategy: Classroom Interviews

One academic/expert resource that supports the use of this strategy (this can
be an article from Young Learner, childrens book, website (look to class
weebly for ideas) :
Classroom interviews: A world of learning (teacher to teacher)
-Paula Rogovin
Explain why you think this is a useful pedagogic strategy/teaching tool for this
particular unit.
I thought that this was a useful pedagogical strategy because when looking into the
history of technology it is helpful to learn from a source that has been there since
possibly the beginning of modern technology. Students parents, grandparents, or
guardians can come into the class and answer questions about what technology was
like when they were children. This gives students a chance to explore more about
technology on a personal level and get to know the history of their classmates. It
also builds a sense of community in the classroom if members of the community are
being brought in.
Describe how you would apply that strategy in this unit.
I would apply this strategy by inviting student family members to be interviewed by
students about what their lives were like when technology was introduced. Students
would have questions prewritten for the interviewee and would listen and take
notes on the answers. I could also bring in people that are not family members or
even other teachers in case no one volunteers from the students families. This also
can occur throughout the unit depending on how popular it is.
Identify one type of student who may struggle with this strategy, and what
modifications could encourage the students full participation and success.
A student who would struggle with this strategy is one who might not have relatives
who are around or healthy enough to participate in this experience causing them to
shut down a little bit. In order to have the student participate fully instead of having
family members I could have members of the faculty or other older members of the
community come in to be interviewed by the students so long as there is no relation
to any of the students, this way no student feels left out due to an inability to
participate from their family.

Name of Strategy: Snowball Discussion

One academic/expert resource that supports the use of this strategy (this can
be an article from Young Learner, childrens book, website (look to class
weebly for ideas) :
Conditions of Democracy: Elementary Perspectives
-Karon N. LeCompte
Explain why you think this is a useful pedagogic strategy/teaching tool for this
particular unit.
I think this is a useful pedagogical strategy because it provides a series of topics for
a discussion between students while encouraging participation from everyone since
no one knows which question was whose. This also encourages different
perspectives when looking at technology. Students can ask about social issues that
affected technology, how technology differs now than it did in the past, etc. It also
keeps discussions from being one sided and encourages looking at a topic from a
variety of angles.
Describe how you would apply that strategy in this unit.
I would apply this strategy towards the end of each day in the unit. The students
would pair off and write questions about what theyve been learning about, what
questions they still have, what they think the class should focus more on, etc. From
there students will take 2-3 questions back to their partner and discuss for a few
minutes the topics on the paper. Then we would get together in a big group and
everyone would share the topics, how the topics altered their thinking and the
group as a whole would discuss the importance of the questions in relation to the
unit.
Identify one type of student who may struggle with this strategy, and what
modifications could encourage the students full participation and success.
A student who may struggle with this strategy could be a student with lower writing
skills or one who doesnt like to participate in discussion. This strategy would allow
the ones who are less confident in their writing skills to have their partner write
their questions therefore not impeding their participation. For the ones who dont
like to participate in group discussion the snowball portion allows them to
participate in a smaller, yet still important way and the paired discussion helps
them still be included in the discussion overall without missing out on the group
discussion.

Name of Strategy: 4 Corners Discussion

One academic/expert resource that supports the use of this strategy (this can
be an article from Young Learner, childrens book, website (look to class
weebly for ideas):
Strengthening Student Thinking and Writing about World History
-Jeannette Balantic and Erica Fregosi
Explain why you think this is a useful pedagogic strategy/teaching tool for this
particular unit.
I think this is a useful pedagogical strategy for this unit because it would give the
teacher a baseline for what students know about technology while giving students
the opportunity to share their opinions and beliefs about technology. This strategy
is also useful because it gets students up and moving around compared to just
sitting in their seats the entire time.
Describe how you would apply that strategy in this unit.
I think it would be fun for me to apply this strategy as a pseudo pretest/posttest
activity to gauge student existing knowledge about technology. After the unit is
introduced and before students look at analyzing resources students would
participate in this activity. I would ask the students a series of questions and they
would move around based off of their opinion to the 4 corners of the room. Students
would then explain why they think they way they do while the teacher emphasizes
that there is no right or wrong answer. At the end of the unit I will ask the same
questions to the students and see how their understanding has changed/grown
based off of their new answers.
Identify one type of student who may struggle with this strategy, and what
modifications could encourage the students full participation and success.
A student who may struggle with this activity is one who is shy or avoids
participating in group activities. In order to encourage full participation and success
a modification can be made so that students have the option to explain their stance.
Another modification would be to have students answer the questions anonymously
on a notecard, turn the notecard in and have the teacher pass out the notecards to
each student. This way the student doesnt have to share their own opinion and still
is able to participate fully. Also it gives students the opportunity to look from
another perspective and explain why someone might have that opinion.

Name of Strategy: Simulations

One academic/expert resource that supports the use of this strategy (this can
be an article from Young Learner, childrens book, website (look to class
weebly for ideas) :
Yellow Ducks Overboard! A Lesson in Geography and World Citizenship
-Paul Nagel and Donna Beauboeuf
Explain why you think this is a useful pedagogic strategy/teaching tool for this
particular unit.
This strategy is a useful pedagogical strategy because it connects the topic to the
real world. Students will begin to understand how much has to go into creating
technology and why all technology was/is important to society at one point or
another. For instance there would be no cellphone without a regular telephone and
there would not be a need for a telephone if people did not need a better way to
communicate with one another. Another reason this is a useful strategy is because it
gives students the opportunity to be creative and gives them a kinesthetic learning
experience which helps them retain information better than just lecturing.
Describe how you would apply that strategy in this unit.
For this strategy students (either in pairs or on their own) would be expected to
select a problem in the world (overpopulation, transportation, etc.) or create their own
problem for the future and will invent or improve upon old technology to solve their
problem. The goal is for students to understand that the purpose of technology is to solve
a problem. Students explain their problem, design their invention, and explain how their
technology fixes their problem. This strategy would become the summative assessment in
the unit and students would be working on this throughout the unit.
Identify one type of student who may struggle with this strategy, and what
modifications could encourage the students full participation and success.
A student that may struggle with this strategy is one who struggles with working on
projects that allow creative freedom. They might believe they are not creative
enough or that there are not enough rules to go by. Modifications that can be made
for this student are having set rules for each student project and creating a
specialized rule set for that student giving them an outline to work off of. The
teacher can also have them work with a partner who is more prone to creative
inspirations in order to get past the lack of creativity belief. Another student who
may struggle with this strategy is one who is less effective working in a pair or on
their own. Modifications for these students can also be working in pairs for a more
effective experience or working on their own if they believe it will be better for
them.