I developed a lesson plan on the Trail of Tears with an emphasis on deep learning. It included some Technology- MST, Standard 2- “Students will: use, access, generate, process, and transfer information using appropriate technologies.” It also included other learning goals as well: English/ Language Arts-
ELA Standard 1- Language for Information and Understanding
Commencement- Synthesize information. Make well developed connections to prior knowledge. Revise and improve early drafts for restructuring, correcting errors, and revising for clarity and effect.
Information Literacy-
Standard 1- Information Literacy: “The student who is information literate accesses information efficiently and effectively.” Indicator 2- Recognizes that accurate information is the basis for intelligent decision making.
Standard 5- Independent Learning: “The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.” Indicator 3- Develops creative products in a variety of formats.
Standard 9- Social Responsibility: “The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.” Indicator 1- Shares knowledge and information with others. Indicator 2- Respects others’ ideas and backgrounds and acknowledges their contributions. Indicator 3- Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
The main task was how do people cope with forced relocation?
It addresses deep learning because the question and webquest is inquiry oriented, learners become doers, learners relate ideas to previous knowledge, and it is realistic (event that happened in history).
Conclusion/ Outcomes of goals: Most of the remaining Cherokee reside in Oklahoma and North Carolina today. Perhaps this assignment gave you an understanding of the attitudes other Indians have toward us. We can’t change what happened but we can be sensitive to Native Americans today and in the future; we can also protect and respect the gift of life.
The webquest uses concepts of constructivist learning. "Learning is an active, social process." The webquest requires the active particpation of all group members. The lesson also supports what I found about constructivism on wikipedia: "Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This will capture their motivation and build on previous successes in order to enhance the confidence of the learner (Brownstein 2001). This is in line with Vygotsky’s zone of proximal development which can be described as the distance between the actual developmental level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers) (Vygotsky 1978)."
The task question is not a simple question you look up in wikipedia or print encyclopedia. It is more of a higher level of thinking question. The group members also assume a role in the tribe and research their role on websites which makes the lesson realistic by putting them in the time the event happened.
