Learning Segment Plan

Technology Integrated Inquiry Template for ELED 3250

Utah Core Standard:	Social Studies Discourse: (Choose all that apply) -Gathering, Interpreting and Using Evidence -Chronological Reasoning and Causation -Comparison and Contextualization (time & place) -Geographic Reasoning (people, places, regions/culture, environment, interactions) -Economics and Economic Systems -Civic Participation   -Human unity and cultural diversity
Staging the Question (How will you set up the engaging question to your students?)	Many events help to shape the United States in your group brainstorm what you know about the events in history.
Engaging Overarching Compelling Question:	What major events happened to help Shape the United States?

Learning Environment		Learning Environment		Learning Environment
F2F		Hybrid		Webquest
Explore Question 1		Explore Question 2		Explore Question 3
How did the United States Expand?		How did the railroad change the way americans got from east to west?		How did the Trail of Tears shape the United States?
Formative Performance Task (Using Technology)		Formative Performance Task (Using Technology)		Formative Performance Task (Using Technology)
create a sketch-note of the movement west		create a storyboard of the railroads involvement in the movement west.		Students will add three words to the answer garden.
Featured Source(s)		Featured Source(s)		Featured Source(s)
Source A: (Gold Rush) http://www.history.com/topics/gold-rush-of-1849 Source B: (spanish exploration) http://www.georgiaencyclopedia.org/articles/history-archaeology/spanish-exploration   Source C: (Oregon Trail) http://www.history.com/this-day-in-history/a-thousand-pioneers-head-west-on-the-oregon-trail Source: D:(Mormon Pioneer) https://www.nps.gov/mopi/learn/historyculture/index.htm		Source A: This is America Charlie Brown The building of the Transcontinental railroad Source B: http://www.american-historama.org/1866-1881-reconstruction-era/transcontinental-railroad.htm		Source A: http://www.history.com/topics/native-american-history/trail-of-tears Source B: https://www.nps.gov/trte/planyourvisit/maps.htm
ISTE Student Standards		ISTE Student Standards		ISTE Student Standards
Knowledge Constructor 3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.		Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.		Global Collaborator 7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
UDL Principles, Guidelines, Checkpoints		UDL Principles, Guidelines, Checkpoints		UDL Principles, Guidelines, Checkpoints
Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information		Checkpoint 3.3 Guide information processing, visualization, and manipulation		Checkpoint 2.1 Clarify vocabulary and symbols

Explanation:  Have students create an argument/product (higher-order technology) that answers the engaging question through specific claims and evidence from the sources	Students will participate in an in class discussion and will use Kahoot to answer questions and participate in the group.
Extension of Engaging Question: Through discussion or research-have students go deeper or make a connection into one of the topics that comes up.	Use the storyboard to illustrate the problems that the different cultures faced during the expansion.
Taking Informed Action:  Now that students know more about this topic, event, and/or extension, ask students what they can do with this information in the real world.	In other classes that talk about the movement west, think about how the actions of other shape the way you think about the subject.

(Inquiry template adapted from IDM and NY Social Studies Toolkit)