Modernism Unit PLan Diana Tolladay
Subject: United States History Grade Level: 9-12
Unit Disciplines:
Fine Arts: Photography and Graphic Design
Language Arts: Reading, Writing, and Speaking
Social Studies: Modernist Movement, Great Depression, Cultural Studies
Unit Focus: Social Studies: Modernist Photographers and their Subjects
Projects: Digital Camera Technology and Power Point Presentation
California State Standards addressed:
11.5.5 Students will be able to describe new trends in art.
11.6.3 Students will be able to discuss the human toll of the Great Depression,
with particular attention to the Dust Bowl refugees & the social and economic impacts in California.
Technology Goals:
1. Students will be able to show they know how conduct effective internet research.
2. Students will be able to show they know how to cite sources in MLA format in MS Word.
3. Students will be able to show they know how to use a Digital Camera.
4. Students will be able to show they know how to create a Power Point presentation.
5. Students will be able to show they know how to use Photo-Loader to transfer images
from the digital camera to the computer and integrate the images into Power Point.
6. Students will be able to communicate what they have learned about the technology used,
photography and photographers in their Power Point presentations.
Technology Objectives:
1. Students will learn how to use a digital camera.
2. Students will use MS Word as a tool to cite sources and transfer that data to Power Point.
3. Students will learn how to use and create a Power Point presentation, documenting the works
of Ansel Adams, Dorthea Lange and Margaret Bourke-White.
4. Students will use digital cameras in Yosemite, on Farms, and of local architecture.
5. Students will use Photo-Loader to manipulate and integrate the images that they’ve captured
of their world into their Power Point presentation.
6. Students will communicate knowledge and skills through their Power Point Projects.
Pedagogical Methods and Strategies utilized to reach objectives and goals:
1. Modeling
a. Technology use
b. Completed project sample
2. Bridging
a. Discussion on Photography
3. Contextualization:
a. Manipulatives – Technology
b. Field Experience - Realia - Role Play
4. Schema Building
a. Brainstorming and Think - Pair – Share
b. Compare Contrast Matrix
c. Graphically Organized Learning Log – Power Point
5. Metacognitive Development
a. Reciprocal Learning – Power Point
b. Reflection – Self Assessment
Levels of Students Thinking Goals:
1. Knowledge Students will be able to recognize Photographers works
2. Comprehension Students will be able to interpret prior learning about Photography
3. Application Students will be able to transfer information by participating in new tasks
4. Analysis Students will be able to examine, predict and draw conclusions
5. Synthesis Students will be able to integrate knowledge into a plan and product
6. Evaluation Students will be able to assess project and product based on a rubric
Learning Styles Accommodated:
1. Linguistic Students will read, write, discuss and present
2. Logical Students will explore, experiment, question and classify
3. Spatial Students will visualize, imagine and create
4. Kinesthetic Students will move, touch, interact and talk
5. Interpersonal Students may choose a group, share, compare
6. Intrapersonal Students may choose to work alone
Teacher Preparation:
1. The teacher will make arrangements for library and lab time.
2. The teacher will make arrangements for field-experience.
3. The teacher will know how to use the technology of this unit before attempting it.
4. The teacher will make copies of the rubric for students.
Materials List:
1. Digital Cameras ( recommend enough Casio QV-8000SX for each student)
2. Compact-flash Cards (recommend 32mb or higher – one for each camera)
3. Rechargeable Batteries ( 4 for each camera)
4. Battery Chargers ( one for each camera)
5. Power strips for plugging in battery chargers
6. Photo-Loader Software ( comes with the Casio camera listed above)
7. Computer with at least 32mb of memory, CD-ROM drive, USB cables and driver
8. Internet Access
9. Microsoft Office Word
10. Microsoft Power Point
11. Projection unit and screen or television and cables
12. Color Printer (optional for student display)
13. Photo Printer Paper (optional for student display)
Lesson #1 Day #1 Introduction to unit and Digital Cameras
Technology Objective:
Students will learn how to use a digital camera.
Introductory Procedures:
1. The teacher will introduce the lesson.
2. The teacher will provide students with a grading rubric (also linked at the end of page).
A. Internet Use Rubric
B. Digital Camera Rubric
C. Power Point Rubric
3. Teacher will demonstrate the basic use of digital cameras
and show students a Sample of the Photo Loader Program.
4. Students will explore the possibilities by using digital cameras.
5. Teacher will observe, encourage and check for understanding.
Lesson #2 Day #2 Library Technology Lab Research
Technology Objective:
Students will use Microsoft Word as a tool to cite sources and transfer that data to Power Point.
Students will use the internet as a tool to locate and analyze data.
Students will also gain practical experience using digital cameras with the photos in the library.
Instruction Procedures:
1. Students will research the works of Ansel Adams, Dorthea Lange and Margaret Bourke-White
using library books and internet sources begining with: Students Launch Point and Guide
2. Students will capture images from books with the digital camera, and save images from the internet
to the computer for use in their Power Point Presentations.
3. Students will document the sources of their images and information in MLA format using Microsoft
Word for later input into a Power Point presentation.
4. Teacher will observe, check for understanding and guide students who request help.
Lesson #3 Day #3 Tech Lab Power Point
Technology Objective:
Students will learn how to use Power Point.
Students will begin to create a Power Point Presentation
Instructional Strategy:
1. Teacher will demonstrate basic functions of Power Point and show students a sample Power Point presentation.
2. Students will create a Power Point Presentation that includes: Title slide, additional slides for each artist:
Adams, Lange and Bourke-White, a bibliographic slide of citations and a reflection slide.
3. Teacher will monitor progress, encourage and guide if necessary.
4. Students will discuss what they are learning with one another.
Lesson #4 Day #4 Travel to Yosemite
Technology Objective:
Students will use digital cameras in Yosemite
Instructional Strategy:
1. Students will gain field experience by travelling to Yosemite and taking black & white
digital images in the style of Ansel Adams to incorporate into their Power Point presentations.
2. Teacher will conduct a Socratic questioning session en-route.
3. Students will have control over what they take pictures of.
4. Students will review with teacher what they are learning as the day progresses.
5. Teacher will provide opportunities for students to see areas in Yosemite National Park
that the students will recognize from Ansel Adams research.
6. Teacher will have extra batteries and chargers with her.
Lesson #4 Day #5 Travel to area Farms and tour local Architecture
Technology Objective:
Students will use digital cameras on Farms, and of local architecture.
Instructional Strategy:
1. Students will travel to local farms and capture images in the style of Dorthea Lange.
2. Students will tour local architecture and capture images in the style of Margaret Bourke-White.
7. Students will have control over what they take pictures of.
8. Teacher will provide opportunities for students to see images similar to students research.
9. Teacher will monitor progress, promote discussion and exploration.
10. Students will review with teacher what they are learning as the day progresses.
Lesson #5 Day #5 and #6 Tech Lab Photo-Loader
Technology Objective:
1. Students will learn how to use Photo-Loader
2. Students will use Photo-Loader to transfer images from their camera to the computer.
3. Students will use Photo-Loader to manipulate the images.
4. Students will learn to save images in a transferable format
Instructional Strategy:
1. Teacher will demonstrate how to use Photo-Loader.
2. Students will apply what they have learned by transferring images from their camera to the
computer using Photo-Loader, manipulating the images (exploration and discovery), then save images
to the server/hard drive in a transferable format.
3. Teacher will monitor progress, answer questions and encourage students.
Lesson #6 Days #6, #7and #8 Tech Lab Power Point
Technology Objective:
1. Students will insert digital images into their Power Point presentation
2. Students will incorporate new content information and knowledge into Power Point
3. Students will insert their previously completed Bibliography
4. Students will add transitions, sounds, action sequences to their presentation.
5. Students will interact.
6. Students will save and prepare to present their projects.
Instructional Strategy:
1. Students will follow the Technology objectives listed above.
2. Teacher will use Technology objectives as a guide, demonstrating only if necessary,
answering students questions if they arise, compliment students progress, and check for understanding.
Days #9 and #10
Technology Objectives:
1. Students will Present Projects
2. Students will participate in reflection of process and product
3. Students will assess process and product
Assessment Strategy:
1. Teacher will observe and assess students projects.
2. Students will follow technology objectives.
3. Students will observe and participate in discussions between presentations.
Student / Teacher Assessments Utilized:
Diagnostic
Informal: Daily Observation and Discussion
Formative
Formal: Daily Performance on tasks
Summative
Informal: Observation, Discussion and Student Feedback
Formal: Project Completion based on Rubric and Students Reflection
Plan Summary
We were fortunate enough to receive a Digital High School grant which enables this project.
We have enough equipment on campus for approximately 50 students to have the use of a digital
camera at one time. We have new computers, so they can upload and manipulate the images, the
necessary software for completion of project and the hardware for presentations.
Further, the content of the curriculum lends itself to field experience because we live an hour south of
Yosemite in Tulare County; the heart of the San Joaquin valley.
Most of the students who will be participating in this project also work in the fields. Most are recent
immigrants from Mexico or refugees from Cambodia, Laos, Thailand and Vietnam. All are aware of the
struggles of displacement, specifically the economic and social impacts of their presence in California.
By addressing these state standards in depth, students prior knowledge and personal experience will help
them develop both empathy and understanding for others who have struggled in the past. They will also
gain an awareness of their surroundings that they may not have considered before.
Most importantly though, they will have access to cutting edge technology and the practical application of it,
in a constructivist manner which will enable development of critical thinking skills. By contructivist, I’ll refer
to Jonassen’s book Learning with Technology, a Constructivist Perspective , the technology associated with this
unit, "supports knowledge construction, . . . is used as an information vehicle , . . . as context to support
learning –by-doing, as a social medium . . .and as a intellectual partner"(13). Further, it engages students on the
following learning levels: active, constructive, intentional, authentic and cooperative (218).
Internet Use Rubric |
Digital Camera Rubric |
Power Point Rubric
Sample Internet Search Strategy |
Sample Photo Loader page
zephyr1@lightspeed.net
