Characteristic of Learning: Authentic

Level of Technology Infusion Into the Curriculum: Infusion

Lesson Title: Intolerance Now and Then

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Grade Level: 9-10

Classroom Configuration

  • One to one, using classroom computers or mobile laptops as rotating stations

Arizona State Content Standards

Social Studies

  • Strand 2: World History:
    • Concept 1: Research Skills for History
      • PO 6 Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
      • PO 5 Connect current events with historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).


    Common Core State Standards: ELA

    Text Types and Purposes


    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

    a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

    b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

    c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

    d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

    e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

    f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

    Production and Distribution of Writing


    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Research to Build and Present Knowledge


    Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


    Draw evidence from literary or informational texts to support analysis, reflection, and research.

    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 tasks, purposes, and audiences.

    Comprehension and Collaboration


    1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

    a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

    b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

    c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

    d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

    Reading Literacy in History/Social Studies


    By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Arizona Educational Technology Standards (2009)

  • Strand 1: Creativity and Innovation: High School
    • Concept 4: Original Works
      • PO 2 Use digital collaborative tools to synthesize information, produce original works, and express ideas.
  • Strand 6: Technology Operations and Concepts
    • Concept 1: Understanding, Recognize, define and use technology term, systems and applications.
      • PO 3 Choose technology applications appropriate for the audience and task.


  • The students will create a web-based published piece by researching and writing about intolerance.
  • Students will define tolerance and intolerance by accessing articles and definitions from online resources.
  • Students will relate historical information to current events by using information from class discussions and various resources to create a published piece.


  • Student task:
    • Research and record detailed answers to the following questions. Use at least five online resources. One source may be USA Today online. Answers will be typed and shared with teacher via Google Docs or other collaborative document.
      • What does it mean to be tolerant? Intolerant?
      • Identify two historical examples of intolerance (e.g., Nazi Germany, slavery, etc.).
        • Who or what was the subject of the prejudice?
        • Who was "intolerant"? Why?
        • What caused the intolerance?
        • How was the intolerance overcome?
        • What have been the lasting effects of each? That is, how are they apparent today?
  • Students will create a writing piece from the perspective of a person from one of the historical groups they researched.
    • In the writing piece they will describe:
      • Who they are.
      • Why they are being targeted.
      • Why they should not be targeted.
      • How their group is working against the intolerance.
      • How you can help them.
  • Students will publish their piece to a class web page. Students will choose how to publish their piece. Choices will include: class blog, Voice thread, Wordle, or a students choice. The published piece must be a format that can be embedded into a class website.
  • All students in the class will be required to comment on 3 of their classmates' entries. Comments will be posted on the website and submitted to the teacher via Google Docs.
    • Comments must address:
      • Who was the subject of prejudice?
      • Who was intolerant of them?
      • How did this person's story make you feel?
      • How does this historical person/group relate to events that are happening in the world currently?



  • Students' answers to their questions and blog entries will be assessed on whether or not they answered all of the questions required.
  • The blog entry will be scored on a rubric created by the students and the teacher. Can use Rubistar ( to create a rubric

Technology Integration Matrix





Goal Directed