1. Inquiry Based Lesson (IBL) Driving Question:
Per your assigned civilian role in Ancient Rome, what would have you contributed to help build and maintain the Roman Empire?
2. Subject matter area(s)
Western Civilization - History
3. Grade level
9th/10th/11th
4. Planned length in days (It should be no more than 1 month)
Depending if the school did regular periods or on a block schedule, I believe this unit would take a month or close to 30 days. Students will have set time to work on their projects in class but not all days in class will be for this project. Not only would they have to work on their projects in class but outside of class a well.
5. List technology tools integrated into each section of your Inquiry-Based Lesson (IBL) and describe how they are integrated. Refer to Digital Bloom's Taxonomy
Canva – Students will use Canva to make outlines or concept maps that show their civilian roles in the Roman Empire. This will help them organize and present what they have researched.
Invideo - If students choose to use this it will help them understand their source material better. It will help them apply what they are reading into knowledge for their presentation.
Inworld Studio- If student choose to use this tool they will be able to create a figure that could possibly look like their role. It will help them create a character that has depth.
Trellis- If student choose to use this application they would be able to understand complex sources. It would help them analyze older text and have a better understanding of them.
. Powtoon – This is a great tool to help the students create their presentation. It would show how they applied the knowledge they learned throughout their research.
. Google Applications – This could include Google Drive, Slides, and Classroom. This will help students apply teamwork, create shared work, and bring their project together inside and outside of the classroom.
6. Context of the Inquiry-Based Lesson (IBL) within your curriculum (what topics would come before and after this Inquiry-Based Lesson (IBL); are there any prerequisite knowledge or skills students need in order to accomplish the Inquiry-Based Lesson (IBL)?)
Students will have to be knowledgeable with research skills to a certain extent along with computer skills. It's not required to know every piece of technology that is available, but they should have a since on how to make a presentation along with being able to present it to their classmates. Prior to this lesson students should already know what counts as primary and secondary sources and how to cite them.
7. Standards addressed -- include at least one ISTE-S standards appropriate for your subject and grade level. You also can add academic standards for your subject area if you already know about it.
1.3 Knowledge Constructor
1.3 A - Students show effective research strategies and are able to find resources that support their interests and creativity.
1.6 Creative Communicator
1.6 A - Students are able to choose the correct platforms and digital tools to meet the objective in their creation or communication.
1.7 Global Collaborator
1.7 C - Students are able to contribute to a team project assuming different roles and responsibilities to work towards a common goal
8. The Inquiry Based Lesson (IBL)'s specific thinking skills or objectives ( see Bloom's Taxonomy Pyramid) that constitute your inquiry goals
We will be using all of Bloom's Taxonomy for this assignment. Those would be Remebering, Understanding, Applying, Analyzing, Evaluating, and Creating.
9. Describe how technologies are used to create an inclusive classroom.
I believe technologies are used in the classroom to help provide different ways for students to understand what they are attempting to learn. They provide great tools for individuals and help them engage in what is being taught and could help them truly understand what they need to know. Finding the right technology for your classroom is key since all students don't learn the same.
10. Ideas for adapting this Inquiry-Based Lesson (IBL) to other grade levels or subjects
I think this could be for any level of high school History class. You could make the project shorter, longer, more or less complex, and on several different types of history lessons. For 9th and 10th grades maybe introduce the technology that could be used for the assignment and give them the option to go over and beyond. For 11th and 12th graders I think making it more complex and not make it a group setting would be a good change.
11. Acknowledgments (for use of images, other copyrighted material, or ideas adapted from specific sources like Web sites)
Google Images - for pictures used in Introduction/Process/Conclusion
Canva Mind Map - used for Information Resources
Google Slides
Pear Deck
Microsoft Word
iste.org