Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Political Parties

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

Content Standard Addressed:

SS4H6: Analyze the effects of Reconstruction on American life.
Element a. Describe the purpose of the 13th, 14th, and 15th Amendments.
Element b. Explain the work of the Bureau of Refugees, Freedmen, and Abandoned Lands (Freedmen’s
Bureau).
Element c. Explain how slavery was replaced by sharecropping and how freed African Americans or Blacks
were prevented from exercising their newly won rights.
Technology Standard Addressed: Level 3--Knowledge Constructor

Selected Technology Tool: Bubbl.us

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

https://bubbl.us/9163126

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): In order to address Universal Design for Learning, I would introduce a
different way to present the information for the select students that may need it. I would find either a book, a
video or even pictures that can help me to describe the topic so that they may better understand it.
Lesson idea implementation: First, I will introduce the lesson in a form that can be understood among many
different students. We will talk about the topic as a class. The students’ role is to be active learners and
answer questions or ask follow up questions. After we talk about the American Revolution/Reconstruction
(which will take the time slot allotted to Social studies), then we will go to our class computers and create a
bubbl.us to highlight the key points of the reconstruction such as the 13th, 14th and 15th amendment and the
freedmen etc.
In order to differentiate learning, there will be the option to create a bubbl.us or a drawn out timeline that we
can work together to eventually turn it into a bubbl.us (or mind map). I will not restrict students to just the
facts that we learned in class. I will encourage students to find one other major accomplishment or outcome
from the American Reconstruction and include it in their mind map. To conclude the lesson, I would just close
it out with a few questions to see if students obtained any new information or even just to refresh their
memories. Feedback can be given through a class portal or on a constructive sheet of strengths and “could
improve” rather than a grade of A, B, C, or F to discourage students.
Reflective Practice: I feel that the activities that I created will stick to the minds of my students. They have to
absorb information, remember, understand and apply their new knowledge to their project. In order to
further extend the lesson, I may ask students to work backwards and have them to identify why we needed
the American Reconstruction in the first place.

Spring 2018_SJB