Characteristic of Learning: Active

Level of Technology Infusion Into the Curriculum: Adoption

Lesson Title: Road to the Revolution

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Grade Level: 8

Classroom Configuration

Whole group activity, with small groups using mobile laptops simultaneously

Arizona State Content Standards

Social Studies-8th Grade

  • Strand 1: American History
    • Concept 4: Revolution and New Nation
      • PO 1. Analyze the following events which led to the American Revolution:
        • a. Tea Act
        • b. Stamp Act
        • c. Boston Massacre
        • d. Intolerable Acts
        • e. Declaration of Independence

Common Core Standards ELA

Comprehension and Collaboration


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

Presentation of Knowledge and Ideas


Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Text Types and Purposes


Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production and Distribution of Writing


Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge


Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Range of Writing


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Arizona Common Core Standards: ELA Reading Standards for Literacy in History/Social Studies 6–12

Key Ideas and Details


Cite specific textual evidence to support analysis of primary and secondary sources.

Arizona Educational Technology Standards (2009)

  • Strand 2: Communication and Collaboration
    • Concept 2: Digital Solutions
      • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.


  • Strand 4: Critical Thinking, Problem Solving, Decision Making.
      • Concept 2: Exploring Solutions
        • PO 1: Plan conduct and manage research using appropriate digital resources to develop solutions for a question.
        • PO 2: Present defendable solutions and make decisions from multiple perspectives using collected resources and data.


  • Students will collaborate together to research the events leading up to the American Revolution.
  • Students will create a presentation together using software or a web tool.


  • Teacher will split class into 5 groups.
  • Teacher will assign each group one of the events.
    • a. Tea Act
    • b. Stamp Act
    • c. Boston Massacre
    • d. Intolerable Acts
    • e. Declaration of Independence
  • Class will hold a discussion around key guiding questions that each team will investigate. What is important to learn about each topic? (Who, what, where, why, impact of the event, for example)
  • Each group conducts research using a variety of sources, such as encyclopedias, online search resources.
    • Research will include information presented visually.
  • Each group prepares a presentation, using an outline provided by the teacher, of the event, answering all of the guiding questions.
    • Citation of sources must be included.
  • Teacher can assign a recorder, a checker, a designer, etc, so each student has a job.
  • Teams present presentations digitally, using computer and projector.


  • 1 computer (laptop, net-book, etc) for each group
  • paper and pencil
  • projector for presentations
  • Internet
  • Print resource materials
  • Online Search sites, such as Sweet Search, InstaGrok, or Google (using Advanced Search features).


  • Teacher will assess knowledge of events leading up to the American Revolution as the presentations are conducted. Additionally, teachers will administer self-assessment to students regarding participation.

Technology Integration Matrix





Goal Directed