Group: MSH Phil Dowgiert, Chris Lajoie Dennis Kelly

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Group MSHPhil Dowgiert, Chris LajoieDennis
Kelly
Group Project Presentation INT509 Foundations
of Instructional Technology Fall 2005
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Project ThemeDisease as a Weapon in the
Colonization of America
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Order of presenters

• Phil Dowgiert
• Chris Lajoie
• Dennis Kelly

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Overview of Theme

• Europeans introduced new diseases to the New
  World in the 16th century.
• How could our group (MSH) develop lessons that
  were linked under this theme and address areas of
  interest in technology (mindtools) that we as
  teachers thought would support our lessons in
  this project?

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Mindtools

• Phil Hypermedia
• Chris Access
• Dennis Excel

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Members proposed

• Building lessons that reflected our interests.
• Using a specific mindtool to support and enhance
  that learning plan.

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Therefore

• We have chosen to present 3 lessons that support
  the theme Disease as a Weapon in the
  Colonization of America.
• These are a NOT a complete treatment of the
  theme, but 3 possible ways to address the theme
  in what could be regarded as a Thematic UNIT.

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Three approaches and their mindtools

• Phil Research Project Microsoft FrontPage and
  the World Wide Web.
• Chris Research Project Microsoft Access and
  the World Wide Web.
• Dennis Research Project Microsoft Excel and
  World Wide Web.

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Lesson 1 Phil

• Theories behaviorist, constructivist
• The instruction is designed in 2 phases.

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Phase One

• To first focus student attention on the issues of
  disease, migration and societal damage inflicted
  by Europeans onto the native American populations
  in the 17th century.
• The case study of General Jeffery Amherst is used
  to illustrate an historical and controversial
  example.

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• The general concepts are laid out in an
  introductory lecture (teacher-centered
  behaviorist) designed to frame the questions and
  inform the ensuing exploratory tasks to be
  accomplished by the students themselves
  (student-centered constructivist).
• Students are also tasked with reading chapters 3,
  11 and 18 of Jared Diamonds Pulitzer Prize
  winning book Guns, Germs and Steel The Fates of
  Human Societies. These chapters outline the role
  of germs in human societies and the historical
  clash of American and Eurasian populations.

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Case Study

• The case of British General Jeffery Amherst is
  then introduced and students are tasked to
  attempt to answer questions through reading and
  analysis.

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Amherst Overview

• Commanding general of British forces in North
  America during the final battles of French
  Indian war (1754-1763) .
• The British were fighting Pontiac's Rebellion.
• Name became tarnished by stories of
  smallpox-infected blankets used as germ warfare
  against American Indians .

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Amherst

• extirpate them root and branch
• ... it would be happy for the Provinces there
  was not an Indian settlement within a thousand
  Miles
• Some people assert that the infected blankets
  were not intentionally distributed to the
  Indians, or that Lord Jeff himself is not to
  blame for the germ warfare tactic.

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Questions for Research

• What physical and cultural effects did European
  diseases have on native American populations
  between 1600 and 1675?
• Which diseases were introduced that caused
  problems for native Americans, when did they
  appear in the native populations and which were
  most harmful to which Indian populations?

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• Is there evidence in the historical record that
  Europeans used disease as a weapon to remove
  native Americans from their land in order to gain
  possession of it?
• Why were these diseases so devastating to native
  American populations? What differences in the
  biology of Indians and Europeans played a role in
  making certain diseases so deadly to Indians and
  not Europeans?

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Phase Two

• Students will then be required to formulate a
  response through research and analysis to the
  question
• Is Jeffery Amherst guilty of using germ warfare
  in the form of diseased blankets to intentionally
  destroy the local Indian populations in conflict
  with the British in 1673?

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Students will have to address 3 sub categories of
research

• What role did Amherst play in the destruction of
  local populations?
• What populations were reputedly devastated by
  Amherst?
• What biological processes were at work destroying
  the Indian populations?

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Students will be required to use

• 3 online sources
• 3 print sources
• MLA writing format

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Goals

• To challenge students to look into the historical
  record to determine if Europeans exploited
  disease as a weapon.
• To engage student with mindtools to analyze
  critically the data acquired through research.
• To help students draw conclusions about the role
  of disease in intercultural contact.
• To elicit deeper student interest generated from
  the original research.
• Help student formulate analytical responses to
  the research question.

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Instructional processes

• Initial lecture.
• Reading assignment with questions
• Exam on reading and questions.
• Students divided into 3 working groups, each
  assigned a sub category to research.
• Oral presentations of group-generated research to
  class.
• Each group will contribute the result of their
  research and analysis to a class Web site.
• Web site is to be constructed by students using
  Microsoft Frontpage.

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The Web pages will be graded according to the
following rubric

• Sources cited
• Sub categories addressed
• Pages ready on deadline
• Content analyzes the the research question and
  draws conclusions supported by cited evidence
• Student analysis of historical data is used to
  support their position on Amherst

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Instructional materials

• Guns, Germs and Steel the Fates of Human
  Societies, Jared Diamond
• Student generated Internet Web research resources
• Student generated print resources
• Microsoft FrontPage
• School Internet resources
• School Webserver space
• Microsoft PowerPoint
• Student generated Website

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Formative evaluations

• Reading questions
• Group project analysis using mindtools assigned
• PowerPoint presentations
• Final Web pages

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Summative Evaluation

• Group presentations are coherent and informative
• Sources are cited and presented as evidence of
  literature research
• Analysis of sources provides basis for
  conclusions drawn about Amhersts responsibility
  in the diseased blanket episode

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Technology for instruction

• Hypermedia
• World Wide Web
• PowerPoint

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Massachusetts History Curriculum Frameworks and
ISTE technology standards
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A. Massachusetts Social Science and History
Curriculum Frameworks

• Explain how a cause and effect relationship is
  different from a sequence or correlation of
  events. (H, C, E)
• Distinguish between long-term and short-term
  cause and effect relationships. (H, G, C, E)
• Explain the early relationship of the English
  settlers to the indigenous peoples, or Indians,
  in North America, including the differing views
  on ownership or use of land and the conflicts
  between them (e.g., the Pequot and King Philips
  Wars in New England). (H, G, E)

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B. ISTE standards

• TL-III.A. Facilitate technology-enhanced
  experiences that address content standards and
  student technology standards.
• TL-III.B. Use technology to support
  learner-centered strategies that address the
  diverse needs of students.
• TL-III.C. Apply technology to demonstrate
  students' higher order skills and creativity.

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End of MSH part 1

• Questions?