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TfCHNOLOGY, IN SOCIAL STUDlfS INSTRUCTION
MICHA£L
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We shall not cease ftom explotation
And the end of all Out exploring
Will be to arrive where we started
And know the place fot the first time.
T. s. Eliot
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INT£GRATION £XAMPL£
nDYtiG"OuR PAST, MAPPING OUR fUTlJR£
&std on: ~ ~& Bums.M. (2OO1).GIS in lhe c:bssroom: ChaIenges,~and ~L.eornI1r and L.eoofna' wCh Techno/cey,28(7),lo-I7.
Grade levels: 7-8 • Content ArealTopic: Geography, civics. and history. Lengtfl of Time: Six weeks
etennine re ative advantage
Mr. McVee aught the state and local studies classes (or his
school's eighth-grade students. He had always felt that one of
his most important tasks as a social studies teacher at this
level was co help his students see that people shape the history and growth of an area, and that the students themselves
could have a major role in shaping the future of areas in which
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they live. He knew this was important preparation and background for the civics and history courses they would take in
high school. However, he also knew how difficult it was to get
students to grasp complex. abStr3ct concepts like the rela·
tionship between past history, current conditions. and future
developments. He decided that this concept would become
more meaningful to students if they gathered information
from local citizens about the history of their local area and
used their findings to hypothesize plans for the area's future.
As he brainstonned activities, he looked for resources
that could make historical and geographical concepts more
real and compelling to students and would emphasize their
ability to shape their funJre. In a recent district workshop. he
had learned that the Environmental Systems Research Instiwte
(ESRI) (http://www.esri.com) pro....ides a free Geographic
Infonnation System (GIS) viewer on its website through
which students can see actual maps o....erlaid with census data.
GISs are software systems that house database collections of
graphic and text information about the surface of the earth
and also provide tools for viewing, manipulating. and analyzing
m6e data. He read about a project where students created
"life maps" of people and places on GIS maps of the area during different periods of time (Audet & ludwig, 2000). He had
also experimented with the simulation software that gave students an acti....e role in decision making about social issues. He
decided to integrate these and other resources into a 6-week
unit around three major activities; identifying events that
shaped the histOry and growth of the area, creating life maps
of people from the history of the local area, and developing a
"growth scenario" for the future.
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ecide on ob'ectives and assessments
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Mr. McVee decided that each activity in the unit should result
in a graded, small-group product.The products would be time-
lines showing local events and population growth; life maps of
people, places, and events in the local area; and a map presentation of their growth scenario for the future. The following
outeomes,objectives,and assessments would help identify and
measure students' achievement on these products:
Outcome: Timelines and population growth. Objective: Each group will complete all tasks to produce a
timeline of the major phases of development in the local
area, with events and population figures noted for each
time period. Assessment: Ratings checklist of required
components and characteristics.
Outcome: ute maps. Objective: Each group will
complete all tasks to produce a life map of a well-known
figure from each time period in the area's history. Assessment: Ratings checklist of reqUired components
and characteristics.
Outcome: Future growth plans. Objective: Each group
will achieve at least 90% on a rubric covering their plan for
funJre growth of the area. which they create based on their
analysis of past and current events and growth.
Assessment: Rubric to cover quality of research, required components, and cooperative group work.
Phase
3:~~:.."o
te ration strategies
Mr. McVee decided he would use the following sequence to
accomplish the goals of the unit
Week I: Introduce the unit: Introduce the unit to
the class as Our Ar~a: Past, Pres~nt, and Futur~. Show actual
photos of the same local area at different periods of
time. Compare the photos and discuss what kinds of
things changed and why. Tell them about the products
they will create during their study of the evolution of
their area. Ask students to "volunteer" parents, grandparents, or great grandparents who would come to
school so the class could interview them and gather infonnation about events that shaped the local area. Have
the class brainstorm questions to ask during interviews
with their "senior authorities." Demonstrate the Tom
Snyder TimeUner software. Form small groups and assign
each small group a time period. Give each some background history materials on the time periods, and have
them experiment with creating timelines of events that
occurred in the United States and the world during their
particular time period.
Week 2: Gather information and create timelines: Have student groups interview the local expert(s)
for their assigned time period. Have them visit websites
that give general information about the time period. After compiling their notes on answers to the questions,
have each group use the TimeUner software to create a
timeline of events during their time period. From local
newspaper records, library records, and local "histori·
ans," they obtain pictures to illustrate world, national,
and local events. Each group presents its timeline and describes how the people and events they learned about
helped shape the local area.
Weeks 3-4: Create life maps: Demonstrate ESRl's
GIS viewer. Show students how they can get census data
on their local area from the U.s. Census Bureau site and
use the ESR.I ArcExplorer viewer to see maps of census
data for their area. Form small working groups and have
each group experiment with displaying a different kind of
data on the same area. They also answer questions such
as ''Why are congressional districts drawn as they arer'
and "Have they changed over time?" Have them present
their displays to the whole class. Discuss how the "life
map" will look and how to go about creating it. Group
members import the GIS map they produced earlier into
a graphics package and create a "life map" of the person
they interviewed, showing places and events the person
discussed and the boundaries of the town at that time.
They present their maps to the class.
Weeks 5-6: Create future scenarios with GIS
data: Introduce this phase in the unit by haVing student
groups use theTom Snyder Decisions, Decisions: Town Government software to explore citizens' roles in governing
the local community. Lead a discussion comparing each
of their findings. Then tell students to imagine they are
part of a citizen's action committee assigned the task of
planning a growth scenario for their community for the
next decade. Have each group look at a different area of
growth (e.g., housing, transportation, recreational areas,
services such as waste disposal and water). As a whole
class, they download historical census data from the U.S.
Census Bureau website, put it in a spreadsheet, and use
it to project population statistics for the area during the
next 10 years. In small groups, they discuss the implications of this population growth for their area of concern.
Using the maps they created for their life maps, they
show what would need to be planned for development
to keep up with the area's growth. Mr. McVee helps them
print their maps on transparency sheets. Using an overhead projector; they overlay the maps and "negotiate" to
resolve any conflicts they see (e.g., new housing versus a
larger city park).As a whole class, they merge the maps
into one to reflect on the plan for the future. They end
the unit by reflecting on their decisions and the implications they would have for the area.
e
ructional environment
In the weeks before the project began, Mr. McVee had to organize several kinds of resources. First, with the help of Students, he had to obtain historical photos and data on the
community.Then he had to identify the resource people who
could be used as authorities on each decade from 1950
through 2000 and set up interview times.To have his students
see and discuss the U.S. Census Bureau website and GIS maps
as a whole class, Mr. McVee needed to schedule the use of a
large-screen proieetion system and obtain permission to
print transparencies on the computer lab's laser printer. He
also had to locate and set up websites on the historical peri.
ods for the students to view. Finally, he had to make sure the
two software packages worked on his classroom computers.
Phase 5:
;",:u:;,;
ua e and revise
Mr. McVee tried out the lesson and administered the following self-assessment to review how it worked for him:
Did students' products reflect growth in their thinking
about people's roles in shaping their future!
Did the students become engaged in each of the tasks!
Did each of the software and web resources and small
groups work as smoothly as expected!
Did most students score well on the checklists and rubric!
Also, he interviewed students about their perceptions of
the unit. As expected, they were most positive about the interviews of local people and the hands-on work with the
website.They were less enthusiastic about having to work in
small groups. After considering students' work on all the outcomes, Mr. McVee decided the unit was a success. He resolved to contact the state GIS office for more local data for
various time periods that students could use in their work.
He also decided to look for strategies to make his students
feel more positive about working in groups.
Source: Reprinted with permission of ESRJ. Copyright © 2004 ESR1.
All rights reserved.
OeJ£cnv£s
After reading this chapter and completing the learning activities for it, you should be able to:
digital storytelling
geocaching
GeographiC Information System (GIS)
1. Identify current issues in social studies instruction that
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Global Positioning System (GPS)
social studies
may impact the selection and use of technology.
2. Describe key strategies for integrating technology into
social studies curricula.
3. Create instructional activities for social studies
instruction that model successful integration strategies.
For more information on Key Terms, go to the
httf':IIwww.prenhalJ.comJrobtyer.
~ Tenns
INTRODUCTION
Since the Industrial Revolution. science and technology
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have' shaped thc world in fundamental ways. In the 1990s,
computer technologies and the emergence of the Imernet
have acceler:noo this influence. Better, faster, worldwide
communicuions have made the world at once smaller and
more complex. Life was simpler-and less informoowhen people did not know so much about themselves and
others so quickly. Now, with so much new information at
hand, we have much to discover about our world and its
people. But ir is through this exploration that we make our
world more like the place we want ir ro be.
The Narional Council for the Social Studies (NCSS)
has adopted the following formal definition for the
social studies:
Social Studies is rhe imegr.ued 5ludy of me social sciences
and humanities to promote civic competence. Within me
school program, social studies provides coordinated, systemic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, J.;aw,
philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities,
mathematic..~, and the natuta.l scienCC!;. The primary purpose of social studit:S is to help young people develop me
abiliry to make informed and reasoned decisions for the
public good as citizens of a culturally diverse, democratic
sociery in an interdependent v."Orld. (NCSS, 1994, p. 3)
As an area that focuses on the imaconnccrions of
people and the eanh, social studies education has ~n af350
module for this chapter of the Companion Website at
fected by rhe impact of technology perhaps more rhan any
other content area. Not only is mere more (0 learn about
the world than ever before, the information is changing
constantly and dramatically. Fortunately, the same technologies that created this more complex world also can
help teach about it.
Issu£s AND PROBLEMS IN SOCIAL
STUDIES INSTRUCTION
Methods of Addressing Social Studies
Instruction Standards
The national social studies standards were released by the
NCSS in 1994. These standards address overall curriculum design and comprehensive student performance expectations. However, standards also exist for civics,
economics, geography, government, and history. which
provide more specific content derail for these disciplines.
The NCSS hopes that curriculum designers will use
the NCSS social studies standards for creating the overall
framework and then fill in the detail using the discipline
standards. The 10 themes that form the framework of the
social studies standards, along with a brief description of
each, arc presented next (NCSS, 1994; http://www.
ncss.orglstandards). At the elementary and middle school
levels, school systems usually address social srudies curriculum by tcaching a variety of ropics from rh~ strands.
In high school, social studies rends to become divided into
more specific areas such as history and civics. Thus, when
www.prenhall.com/roblyer
referring to a course. the term Joria/ Jtudia is more com*
manly used to describe K-8 classes.
• Theme 1: Culture - The study of culture prepares
studenrs to answer questions such as th~ What are
the common charaCteristics of different cultures?
How do be::licf systems, such as rdigion or political
ideals. influence other pans of me culture? This meme
typically appears in unitS and courses dealing with geography, ruswry. sociology. and anmropology as well
as multicultural topics across the curriculum.
• Theme 2: Tune, continuity, and change - Humans
seck w understand their historical roots and to locate
themselves in time. Knowing how to read and reconstruct the past allows one to develop a historical perspective and w answer questions such as these: Who
am I? What happened in the past? How am I connected to mose in the past? How has the world changed
and how might it change in me future? Why docs our
personal sense of relatedness to me past change? This
theme typically appears in courses in history and oth*
ers mat draw on historical knowledge and habits.
• Theme 3: People, places. and environments - The
study ofpeople. places, and human--mvironrnenr interactions assists students as they create thrir spacial views
and geographic perspectives of the world lx:yond their
personal locations. Students need the knowledge. skills,
and understanding to answer quescions such as mesc:
Where are things located? Why are they located where
they arc? What do ~ mean by "region"? How do land*
forms change? What implications do these changes have
for people? This theme Lypically appears in units and
courses dealing wim area studies and geography.
• Theme 4: Individual development and identityPersonal identity is shaped by culture, groups, and in*
stitutional influences. Studenrs should consider such
questions as these: How do people learn? Why do
people behave as they do? What influences how people learn, perceive. and grow? How do people meet
their basic needs in a variety of contexts? How do in*
dividuals d~dop from youth to adulthood? This
theme typically appears in unitS and courses dealing
with psychology and anthropology.
• Theme 5: Individuals. groups. and institutions lnscirucions such as schools. churches. families, government agmcies, and the courtS play an imegral role in
our lives. It is important that srudentS learn how institutions are formed. what controls and influences them,
how they inAuence individuals and culture. and how
they are maintained or changed. Students may address
questions such as thcsc: \X!hat is the tole of institutions
in this or other societies? How am I influenced by inChapter 12 - Technology in Social Studies Instruction
stitucions? How do institutions change? What is my
role in institutional change? This theme typically ap-pears in units and courses dealing with sociology. an*
mropology, psychology, political science, and history.
• Theme 6: Power. authority, and governance Undemanding the historical d~dopment ofpov.-er, authority. and governance and their evolving funcrions in
contenlporary U.S. society and other parts of the world
is esst::nrial for d~oping civic competence. In exploring
this theme, students confront quesrions such as these:
What is power? What forms does it take? Who holds it?
How is it gained, used, and jusrificd? What is legitimate
authority? How are governments created, structured,
maintained, and cllarlged? How can individual rights be
protected within the COntext of majority rule? This
theme typically appears in units and courses dealing with
government, politics, political science. history, and law.
• Theme 7: Production. distribution. and consumption - Because people have wants that often
exceed available resources. a variety of ways have
evolved to answer these questions: What is to be::
produced? How is production organized? How are
goods and services distributed? What is the most ef*
fective allocation of factors of production such as
land. labor, capital. and managemenr? This theme
typically appears in units and courses dealing with
economic concepts and issues.
• Theme 8: Science, technology, and society Modern life would be:: impossible withom technology
and the science that supports it. Bm technology raises
many questions: Is new technology always better than
old? What can we learn from the past about how new
technologies result in broader social change, some of
which is unanticipated? How can we cope with the ~er·
increasing pace of change? How can we preserve our
fundamental values and beliefs in the midst of technological change? This theme draws on the natural and
physical sciences, social studies. and the humanities and
appears in a variety of social studies cou~. including
history. geography. economics, civics. and government.
• Theme 9: Global connections - The n=a.lities of
global interdependence require an understanding ofthe
increasingly important and divefS(: global connections
among world societies and the fttquem tension between nacional interestS and global priorities. Srudents
need to be able to address such inrernational issues as
health care. the environment. human rights, economic
competition and interdependence. age-old ethnic hos*
tilities, and political and military alliances. This theme
typically appears in units or courses dealing with grog·
raphy, culture, and economics, but may also draw on
the narural and physical sciences and the humanities.
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The study of current events is an important
srf:md in sQCiil studies. Although rca'thers
increasingly U~ video tools to engage
students, print materials continue to be: an
important resource for learning about
current eventS. One innoVOltive wo1 for
engaging studenrs in news media stories is
creating a personali7.ed newspaper. Using
technology known as sdcctive dissemination
of information (SOl). users create a set of
filters that allow topics of inten:st to be
presentcd. One of the most popular
personalized newspaper services is known
as enyon (hup:llcrayon.nct). Personaliud
news services can also be found in some web
that
hosting systenu {http://my.yahoo.co
even allow the presenution of selected daily
comics. The value to students is tbat they
take responsibility for deciding what types
of stories they want to monitor, which
typi~ly helps to engage them in reading.
This can also be an excellenr way to prepare
students for writing following a period of
monilOring the news. For studems with
difficulty reading. web-based plug-ins like
the ReadingBar (hnp:llwww.readplease.
com) can be installed in the web browser.
Students dick on individual words or
whole sections of text and have them read
to them.
For students with mild or mente
cognitive impairmenrs, specially designed
resources are :av:ail.able to provide current
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~ntS inform:ation at an :appropriate-te\'~<1~_~-::,....~
N<:W'S-2-You (http://www.news-2-you.comlS
a subscription-baSJed servia: that prepares an
8-page current ~nts reader each week th:ar is
downloaded in PDF form:al and copied for
disrribution to the smdems. These specially
written resources rea.ture high-interest, lowvocabulary storit$ with ea.ch word
accompanied by a rebus image.
Contributed by Dove Ecfibum
• Theme 10: Civic ideals and practices - An understanding of civic ideals and praaices of citizenship is
critical to full parricip:ation in society and is a «:ntraJ
purpose of the social studies. Srudents confront ques·
tions such as these: What is civic participation and
how can we be involved? How has the meaning of citizenship evolved? What is the balance between rights
and responsibilitics? What is the role of the citizen in
me community and the nation and as a member ofthe
world community? This theme typically appears in
units or courses dealing with history. political science,
and cuJturaJ anthropology and fields such as global
studies, law~rclated education, and the humanities.
Dilemmas in Teaching Social
Studies Effectively
Despite their obvious value and rdevance to future citizens,
social studies themes and topics are not usually among
those included in statewide assessments. Many states limit
their graduation tCSts to language arts (e.g., reading and
writing) and mathematics. Since many teachers tend to focus instruction primarily on tested topics, social studies areas are often placed on the back burner (Flannery, 2004).
Consequently, school resources such as technology materials tend to be directed toward other content areas.
The sh~r amount of material to review in many social studies topics is also a concern. A good example is a
world history course. which often covers the period from
the dawn ofciviJization to the present day. The amount of
content, coupled with the de-.emphasis on social studies
topics, creates an ongoing challenge to schools to teach social studies in a meaningful way.
Adding to mis challenge is the changing role of technolitself.
At first, teachers looked at technology resources as
ogy
a collection of tools to hdp teach specific content and skills.
However, as teachers began to see technology making profound changes in social, civic, and economic functioning,
they S3W value in more consuuctivist uses (Berson & Balyra,
2004). Unfornmately, using technology in constructivist
ways, while potentially powerful, is also more time consuming man directed uses, which further adds to the dilemma of
how to teach socia1 StUdies in an effective way.
Finally, there is the issue of costs for high-quality re·
sources. For cnmple, to equip 30 computers with the
Tim~LinnsoftwareCOSts about $900. Social studies teachers have to make the case that the expense of these resources
is worth it due to increased achievement or other benefits.
The UHistory Wars" and Other Debates
on the Content and Focus of Social Studies
Social studies has attracted more debate and critiCism
than perhaps any other content area, and much of this
discussion centers around the appropriate role of history
352
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Ta.ke ~dvantage of these 10 powerful strategies for using technology to enhance the teaching of social studies
topics.
I.
Do webque5~s
to learn the history behind political issues - Students do Internet research to
learn that current issues have historical roots in past events and debates.
2. Send students on a geocaching treasure hunt with GPS devices - These motivating activities
get students to spend more time studying geographical information and techniques.
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3. Use To~yder's TImeliner software to help teach history - The software makes the sequence
of histJiCaJ events more visual and real to students.
.
:'LiV~~gh" history with Muzzy Lane's simulated immersion experience -
Swdents play
~~f decision maker in historical situations in order to see the relevance of these events in their
~ily lives and develop better problem-solving skills.
5. Virtual field trips help students learn about other cultures - The wealth of information and
images available about other cultures enriches students' study of other lands and ways of life.
6. Tom Snyder's Decisions, Decisions software helps students understand the U.S. Constitution
- Simulations put students in the role of writing the Constitution that will detennine how our country
is governed.
7. Students learn economic principles with stock market simulation games - The complexities
of the stock market become easier to understand when students play the role of stockbroker, investing
"their own" money and seeing the return over time.
8. Teach local and other history with electronic storytelling -Images and audio make the stories
of lives, events, or eras come alive for students and play a key role in preparing oral histories.
9. Use software such asTom Snyder's Neighborhood Map Machine to teach map conceptsThis kind of hands-on software takes the manual labor out of drawing maps and helps students build
essential skills in making and using maps.
10. Use digital cameras to explore community-based history and current issues - Digital
photography allows students to capture images from their vantage point, participate in the construction
of knowledge, and learn how diverse perspectives can be shaped.
in the curriculum (Evans, 2004). Schools have suuggled
give proper emphasis to all of the social studies topics.
However, some critics feci strongly that schools should
focus more squarely on teaching history and civics,
rather than taking a broader approach to covering a
number of social studies tOpics. In tecent years, leaders in
the field of social studies have made rhe case that students should be awate of rhe broad array of influences
that shaped our countty's histOry. Critics of rhis approach feel that the content of history courses has become diluted, focusing too much on topics that they
consider outside the mainstream, tradi.tional historical
themes and important events that shaped rhe United
States. These critics feel that teachers who are not well
prepared in the latter approach are ill equipped to teach
to
Chapter 12 - Technology in Social Studies Instruction
history effectively. Two reports from the Fordham Foundation summarize these ctiticisms;
• Back to Basics: Reclaiming Socidl Studies (http;llwww.
edcxcellencc.net/foundationl globall page.cfm?id = 56)
• mere Did Social Studies Go Wrong? (http://www.
edexcellence.netlfoundarion/publication/publica~
tion.cfm?id = 317).
A response to the reports from me NCSS can be found at
http)1'NWW.sociaistudies.orglmedial releases/fordham!.
Perils of the Information Explosion
The ready availability of information on the Internet has
created several concerns for social studies education. First,
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Figure I 2.1
Summary ofTechnology Integration Strategies (or Social Studies
Technology
Integration Strategies
Sample Resources
and Activities
Benefits
Simulated problem·sotving
lets Students interact with simulated
environments
models of environments
Of" eventS.
• HunyLane
hnp:Jlwww.muzzybne.com
-=.=-...::=
,-----,-----_
...
---,-"
--..,.. _-
--_
GI<lphiC representations
Graphing softwMe V'd other tools
represent abstract coocepts in more
• Tom Snyder·, TmeUner 5.0 softwMe
concrete forms.
Ccunesy of Tom Snyder ProductIons.
http://www.wmsnydef".com
Virtual trips
• Sending nudents to Inten'let Iocttions
supplemenu or repbces real field
Bodie, California. website
http://www.bodie.net
trips.
l'hoao COUI'teJ)' of l'1cLean t1edG..
hup:J/storyline.com
Student telecollaboratiOlls
.
. .,
~
Email and the Internet let nudents in
various loa-dons share diverse perspectives.
u
http://www.leam.orgf
Also see Technology Integration
Idea 12.1: Student Webquest on
Anne Frank
Courtesy of IEAP.N-USA.
httpJ/www.iearn,org
Digit:al storytelling
The Intemational Edu~tion and
Resource Network
Images communicate biographies 2nd
US. National Archives and
historical evmts in wars dw. make
them more real and relevant.
Records Adminbbation
Helps teach students how to analyze
and evaluate the quality of visually
presented information.
Project Look Sharp
The Internet and databases help students locate information sources.
• U.S. Census BUreilU
http-j'-w~n:hiYes..gov
http://www~rchives..g<1Y
,
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Digital information critiques
'
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J.r-!J" -'-I
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hup:J/www.ithac3.eduflooksharp/
~
Courtar crI PI-oject L.ool< Slwp.
http://wwwJtNca.edullooks~rpI
Electronic research
h~:J/www.census.gov/
Also see Technology Integration
I
Idea 12.2: Invention Events
II,
(continued)
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Figure 12.1
(continued)
Practice of factual
information
mIlD
• Drill-and-practice and instructional
game programs are fun, motivational
ways to help studentS remember historical and geographic facts.
Riverdeep's Classroom Jeof>ardy socql
studies game
Courusy 01 ~ ~ l..&ar'r*'C
~ and ks lkenson. AI riJha
........
httpJ/www.riverdeep.com
some believe that Internet information has the potential to gies described here suppon more traditional. directed apalter the traditional relationship betw«n student and proaches to teaching social studies topics. Most of these
teacher since teachers are no longer the primary source of strategies, however, make possible what many social stud·
facts or opinions. Teachers tell of students bringing ies educators fed is a more meaningful, dynamic way of
printed web pages [Q school that contradict what the text· learning key concepts (Whitworth & Berson, 2003). The
book says. or even what the teacher says. In the past, most following integration strategies suggest activities to ad·
information that students learned was sifted through a re- dress each of the 10 themes in the NCSS national social
liable mter; today. those filters often are nonexistent. Sru- srudies Standards. l-Igure 12.1 summarizes these integra.
.
dents can find sires that profess Nazi and Ku Klux Klan [lon SU3tegles.
ideology, treat rumor as fact, and promote conspiracy theories that range from UFO landings in Roswell, New Simulated Problem-Solving Environments
Mexico. to the CIA selling drugs in American cities. Even Many social studies topics presenl issues. concepts, or provery bright students may be drawn to SOffie of these sites cedures that are at fi.rst complex and confusing to students.
and never question their accuracy.
Simulations, orelccrronic environments that allow students
Many educatOrs believe we need information literacy to interact with simulated evenrs or locations. can help
or media literacy now more than ever. Some believe that make these concepts at once clearer and more meaningful.
rarher than shying away from the hate or conspiracy sites, It is for this reason that simulations have been a popular re·
we should be using them as demonstration tools to teach source in social studies since the early days of microcom·
our students how to become critical consumers of infor· puters in schools. Some simulations aUow students to take
mation. As Harp (1996) puts it, schools must "mobilize an active pan in historical situations that they would not
their curriculum leaders into quality management" (p. 38) otherwise even be able to observe due to historical or physto monitor and help srudents become more analytical ical distance. Most such products are designed to immerse
about the information they receive.
students in problem~solving scenarios where they muSt
make decisions and apply information they have learned.
Updated versions of some of the early simulations
T£CHNOLOGY INT£GR~T10N STR~T£GI£S
(e.g.• Tiu Orrgon Trail) are StiU being used and other. more
fOR SOCI~L STUDI£S INSTRUCTION
sophisticated ones have emerged as technology has become
Technology tools make possible a variety of strategies to more capable (e.g., Muzzy Lane's Malting Hisrorywcbsitc).
enhance learning for the varied wpics and concepts that By placing students in the role of decision makers in these
comprise social srudies content. Some of the nine Strate- simulations, students not only see the relevance of social
Chapter 12 - Technology in Social Studies Instruction
355
Figure 12.2
Resources and Social Studies Themes: Simulated Problem-Solving Environments
Muzzy lane's Making History
httpJ!YfWW.mllzzylane.comlhomelhome.htrn
Riverdeep's The Oregon Trail
http://www.riverdeep.com
v<:n\ance
Theme 2:Time, continuity, and change
Theme 7: Production, distribution, and consumption
Tom Sriyder's Decisions, Decisions 5.0
http://www.tomsnyder.com
StocksQuestA Global Stock Market game
http://investsmart.coe.uga.edu/I03261testlcgl-binlmain.cgl!c= I
Theme 7: Production, distribution, and consumption
Who Killed William Robinsonl
httpllweb.uvic.calhistory-robinsonlindexmsn.html
Theme I: Culture
,
I
I
:; I
Figure 12.3
Theme 4: Individual development and identity
Resources and Social Studies Themes: Graphic Representation
Products
,
. ,
,I I
Tom Snyder's TimeUner 5.0
htt.p:llwww.tomsnyder.com
Tom ~~ The Groph Oub and ~astef
h"l'llwWw.~"",_
.,j
I
I
',I
studies in their daily lives, they also develop better
problcm~solving skills. Some popular examples of simu~
lated problem-solving environmems that address various
social studies themes arc listed in Figure 12.2.
Graphic Representations
Students often have problems visualizing abstract concepts such as timelines and maps. Teachers can use various
technologies to represent these concepts graphically,
which can let even novices undemand and apply them.
Products such as graphing software and spreadsheets (e.g.,
Microsoft's Exa!) put data into a concrete form for easier
analysis and representation of concepts and allow geographic concepts to be depicted visually. Graphic repre~
scmation products (see Figure 12.3) such as timeline
generators allow students to understand dme sequences
and track change over time.
356
Virtual Trips
Virtual trips are "visits" students make to Internet sites to
see places they could not easily go to in real life or that can
help them get more out of trips they are able to take. Virtual trips do not have the imeractive qualities of the simulated environments described earlier, but rhey have some
of the same instructional benefits. Visiting these foreign
locations gives students a richer, more comprehensive per~
spective on the world around them and makes the world a
living part of their classroom. For students who may trave!
little, the wealth of images and information from virtual
trips helps them see and understand the variety ofcultutes,
sights, and events outside their own communities. To best
explain methods of using virtual trips in the middle school
classroom, Beal and Mason (l999) have described four
differem objectives of virtual field trips such as those listed
in Figure 12.4:
www.prenhall.com/roblyer
I. To help students synthesize what they learned on a
class field nip.
2. To prepare studenrs for an upcoming class field trip.
3. To provide students with information abom areas
they are unable to visit as a class.
4. To provide students wim information about areas
ith other students
ase module for
I. Harp's 1996 article "The History Wars"
described the conflict that resulted when some
historians pl:Op-osed alteri~ the "traditional"
treatments of America"n and world history to
include emphasis on multicultural influences. He
said, "While some are still fighting hard for a
set, traditional curriculum-with standards to
match-technology lias opened the history
c1assrow~or to a dizzying array of data,
artifacts, a perspectives. Helping teachers to
make sense of it all is more than half the battle."
What rol has technology played in causing
"the history wars"~ What needs to be done to
help teache make sense of it all~
their teacher visited.
StudentTelecollaborations
Email and Internet~based projects offer a way for students
in distant locations to work together to share perspectives
and gain insights rhat would not be possible if they
2 The Natio al Council for the Social Studies
said,'"Po rful social studies teaching is
In egra ve across time and space, connecting
with past experiences and looking ahead to the
future. It helps students appreciate how aspects
of the social world function, not only in their
local community but also in the past and in
other cultures" (1994, p. 33).
What are some ways in which technology
can enable teaching strategies with these
characteristics~
Figure 12.4
Collaborative projecu promote communication and reflection,
35 well as providing informatlon to support research.
Resources and Social Studies Themes: Virtual FieldTrips
Sample Sites to
Support Virtual Trips
Social Studies Themes
I:
h!EP.:Ifwww.bodie.netl
Virtual Tour of Israel
http://www.tourism.gov-il/tourismlvirtual%20tourfmap_index2.html
Theme 2:Time. continuity, and change
Colonial House. a tour of life in the Colonial Era
http://www.pbs.orglwnetlcolonialhousefhistoryJindex:html
Theme 2:Time. continuity, and change
Paris Yellow Pages with photos
http://photos.pagesjaunes.frl
Theme I: Culture
Theme 4: Individual development and identity
Chapter 12 - Technology in Sodal Studies Instruction
I:
,I'
357
Title: Student Webquest on Anne Frank
Content AreaITopic: History
Grade Levels: 7-9
NETS for Students: Standards 3,1,5
Description: Aher a beginning discussion about the Holoctust, students are asked to imagine they have
been hired to create a dOC1Jmentary for a major news network about Anne Frank and the children of the
Holocaust.They are assigned to small groups to 'NOrk on various sources of information, for example,
literature about the children. art produced by children about the Hotocaust, and infonnation from
interviews of people who knew Anne Frank.The teacher gives the students a variety of websites to visit
and specific. questions to answer and items of information to obtlin.After each group obtains its
information, they work on combining it to develop a moltimedia dOC1Jmentary.
Source:Yoder, M. (l999).The student Web Quest-leaming and Leoding w7thTechnology, 26(7), 6-9, 52-5].
Figure 12.5 Resources and Social Studies Themes: StudentTelecollaborations
worked by themselves. Such projects are often ca1Jed The use of digital images in the social studies can acukcol/aborariom. As students collaborate to study a topic complish many purposes (Berson, 2004; Berson &
or create a product, these projects promote communica~ Berson, 2003):
non, encourage reflection, and provide a wealth of infor1. Assist studentS in comparing and contrasting the past
mation [Q support students' research. The sites listed in
and the prest:fi[.
Figure 12.5 arc good sources for tdccollaborative projects.
Technology Inregration Idea 12.1 provides an example of
2. Sensitize studentS to diverse perspectives and biases.
this strategy.
3. Provide visual cues that reinforce geographic concepts.
Digital Storytelling
Digital storytelling is the process of using images and
audio to tell the stories of lives, events, or eras. With (his
technique, students use personal narrative to explore
community-based history, politics, economics, and ge~
ography. These projects offer students the opportunity
to make their own lives a part of their scholarly research.
358
4. Represent abstract and concrete social studies concepts (e.g., democtacy, liberty, needs and wants).
5. Foster skills in analysis and critical thinking.
6. Facilitate greater connections to me community.
7. Personalize associations with the study of geography, history, economics. government, and other related disciplines.
www.prenhaJl.com/roblyer
Figure 12.6
I
Resources and Social Studies Themes: Digital Storytelling
Digital Diaries: Pioneer History~
h~:Jlwww.adobe.com!education1cu
PBS Civil War
http://www.pbs.org/civilwar/
Theme 2:Time, continuity, and change
National Archives and RecOnfsAdminb'tratiOo
://www.Mchives. ovl
h
Digital Resource Centers (DRC)
ht.tp;lIwww.teacherlink.orgJcontentlsocial/digresources/
Figure 12.7
Theme 2:Time. continuity. and change
Theme 3: People, places, and environments
.,.,.....-1
Resources and Social Studies Themes: Digital Information Critiques
Media Construction ofWar:A Critical Reading of History
(Project Look Sharp)
http://www.ithaca.edu/looksharp/
Theme B: Science, technology, and society
DeKome and Chin's PhOUi Forgety:
~s G:Jde of E.thkS
h....11www.~.•om/.e...j...".~
html?
v-lear'nii
Don't Buy It
http://pbskids.orgJdontbuyitl
One type of digital storytelling requires students to
create their own images with camcorders or digital cameras.
By sending students into their world with a digital camera
in hand, teachers provide opportunities for them to bring
their lives into the classroom, creating a rich. authentic authoring space. Writing and arranging pictures as artifacts
wirhin a digital space allow students to explore events from
multiple perspectives. As an extension or adaptation, stu~
dents might create digital movies about an event, place, or
individual, using the camera to capture scenes and artifacts
that would be woven together to tell a particular story.
Figure 12.6 lists websites that support digital storytelling.
Students can also collect audio available on websites
and by interviewing resource people in their communities.
These can be in the form of oral histories or music that
helps tell the history of a period or place.
Chapter 12 - Technology in Social Studies Instruction
Digital Information Critiques
History is replete with examples of using manipulated images to control people's impressions and opinions. Part of
developing skills as cirizens in a digital age is to learn how
to critically evaluate digital information. Students have to
learn how to analyze images and tell faCt from fiction. Social srudies activitie.~ provide a context for simultaneously
exploring the social impact of images while developing
media literacy slcills (Van Hover, Swann, & Berson, 2004).
(Sec Figure 12.7.)
Electronic Research
As studems study areas such as politics, economics, and
current events, information is likely to change quicldy
and frequently. Internet sources give students and
359
I
I
Title: Invention Events
Content AreaITopic: Technology education. history
Grade Levels: 5-8
NETS for Students: Standards 3,5
Description: Students select an invention of interest to them.They peruse a series of websites to gather
information and background on their inventions. After they complete their research, students enter the
inventions and the information about them into a database. Fields include items such as invention name,
category, date of patent or invention, inventor, and significant effect of invention. After discussion about the
inventions selected and researched by the class members, students each create timelines to place their
H
inventions historically. They show events surrounding the introduction of their inventions.
Source: Barrett,J. (200 I).Indispensable inventions. Leaming and Leading with Technology, 29( 1),22-26.
Figure 12.8 Resources and Social Studies Themes: Electronic Research
,, ',
Sample Sites to Support
Electronic Research
,
!:
,
,
.' .Ii
Id,
Social Studies Themes
http://www.democrats..Ot.g!
h :lfwww.mc:.
Theme J0: Ovic ideals and practices
U.S. Congress
http://thomas.Joc.gov
Theme 6: Power, authority, and governance
Theme 10: Civic ideals and practices
U.S.lnformationAgenq
http://civnet.org
Theme 10: Civic ideals aRcl practices
The White House
httpJfwww.whitehouse.gov
Theme 6: Power, authority. and governance
Theme 10: Civic ideals and practices
Census in Schools
Theme I: Cu1ture
Theme JO: CMc Id&ls and practices
;
http://www.-census~fdmd/Ww,vlteachers..html
II
iI
Ii
hap:llwww.census.govlmain/www/cen2000.htmI
Ellis Island Records
httpJfwww.ellisisland.orgj1google_ad5
httpJlwww.etlisislandimmigrants.orgj
Theme I: Culture
Theme 2:Time, continuity, and change
Multiculturalpcdia
http://www.nedaputa.ne.jp/:....tokyo"3leJ
Theme I: Cukure
reachers up-to~date information they could not obtain
easily from any other sources. Also, access to information summaries and examples of data "pictures" on the
Internet help students learn to analyze information in
both graphic and text forms. Since we are relying morc
and more on Internet sources for reliable, up-to-date in-
360
formation, students must learn where they can look for
various kinds of data and facts rhey need to complete research in school and, later, at work. Technology Integration Idea 12.2 provides an example of this strategy
and figure 12.8 lists sample products that support e1ec~
tronic research.
www.prenhall.com/roblyer
GIS
>.to
GflS
l.£SSONS
Title: Disaster Preparedness with GIS and GPS Tools
ContentAreafTopic: Social studies, CMcs
Grade Levels: All gldde levels
NETS for Students: Standards 4,5,6
Description: In this project.based learning activity, students use GPS and GIS tools to help plan how
they and their community will respond in the event of a natural or human-made disaster. Students must
have access to GIS data on the geography of their local areas.They begin by using their GPS receivers to
find the school's latitudellongitude location.They can also locate their streets and houses to get practice
with the tools.The teacher divides the class into groups and assigns them infonnation to gather about
their school (e.g.• capacity of the building, number of classrooms, large rooms such as gymnasiums). They
also collect information to determine whether or not their school or other local sites would be good
shelters in the event of emergencies (e.g.• availability of food storage, medical supplies, electrical
generators). They use GIS imagery to analyze what areas are in da.nger from certain kinds of disasters (e.g.,
floods) and decide where the people in these areas might go for shelter.
Sooru: ~uthier,S. (2004). GIS helps prepare students for emergencies.l.eaminr and L.cocioIg wilh TechnoIogy.31(3), 22-25.
Figure 12.9 A GIS
Example
.....",,". .
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.;
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Source:The ESRI globe logo, www.gis.com.andtheGISmaplayers
are the intellectual property of ESRI and are used here with
permission.TM and copyright 0 2004 ESRI.A11 rights reserved.
GIS and GPS Lessons
low exploration of the relationship between people and
their environment. This technology is becoming a very
popular way to help students visualize data distributed
over geographical areas.
Another tool that lets students look at geography
from many different perspectives is a Global Position·
iog System (GPS). Lary (2004) describes a popular
GPS activiry in the classroom called geocaching. She
calls it a "high-tech. worldwide treasure hunt ... where
a person hides a cache for others to find" (p. 15). Students look at a database of caches at the geocaching
website (http://www.geocaching.com). decide on a
cache to hunt for. and use GPSs to help them loca[(~ it.
Figure 12.10 lim some good sources of other GIS and
GPS lessons. Gauthier (2004) also describes a science
and social studies project that uses GIS and GPS
together and may be done at any grade level. See Tech·
nology Integration Idea 12.3. which is based on Gau·
thier's description.
Since Geographic Information Sysrems (GISs) house a
wealth of information about the surface of the earth and
provide lOols for viewing. manipularing. and analyzing Practice of Factual Information
the information, the resulr is a highly graphic way of A more rraditional. but still useful, integrarion strategy is
looking at numerical informarion. such as population having students use drill-and.practice. instructional game
information overlaid on an area map. Look at software. or pay-to-view Inrernet sires (e.g.• Princeton Rc·
Figure 12.9 from the GIS.com website for an example. view's AP/SAT tutorials) to help them learn and remember
The technology integration example at the beginning of imponant facts, such as states and capitals or dates of fathis chapter shows how powerful these tools can be to al· mous events. For example, Riverdcep's ClassroomJ~opardy
Chapter 12 - Technology in Social Studies Instruction
361
Figure 12.10
Resources and Social Studies Themes: GIS and GPS Lessons
Figure 12.11
Resources and Social 5tudiesThemes: Practice of FactuaJ Information
II
I
i
Ii
game (see Figure 12.11) provides a unique and highly mo~
rivational approach to this kind ofpractice by placing it in
the context of a quiz show game in which the whole class
can participate.
il
INT£RAcnv£ SUMMARY
Nine strategies arc described for integrating technology into this area.:
• Simulated immersion experiences (see ~
.l..lw..!;. simulation)
• Graphic representations (see "lorn Snyder's Timelioer software)
The foUowing is a summary of the main points covered in
• Virtual trips (see me Bodie. Californja, sire)
this chapter. To see additional examples and information
on th~ pointS, go ro this tatbook's Companion Website
at hnp:Jlwww.prenhall.oomlroblyer and click on the
Chapter 12 /ntmu"tive Sum11Ulry module to visit each of
the recommended websires.
• Student tdecollaborations (see me Global School
House=-Global SchoolNet and International Educarion and Resource NetwOrk sites)
1. Issues in social studies instruction: These include:
• Methods of addressing social srudics standards
• Dilemmas in reaching social srudies effectively
• The "history wars" and other debates on the content and focus of social studies (read the reportS at
Bark to Basin: Reclaiming 5ocill/ Studio and J'fhm
DidSocja/Studi~ Go Wrongf, and a response to the
~ from the NCSS.
• Perils of the information explosion.
Ii I
2. Integration sttategies for social studies instruction:
362
• Digiral slOrytdling (see the Oral Hist0Q' SocjCl)'
Home Page)
• Digital information critiques (see PBS's Don't
Buy It website)
• EJectronic research
• GIS and GPS lessons (see the £'~Rl website)
• Practice of factual information.
Online Activities
ViSit this text'S Companion Website at http://www.
prenhall,comlroblyc:r to gain access lO a variety of ques-
www.prenhall.comlroblyer
!ions, activities, and exercises and to help build your
knowledge of this chapter's content.
on the Software Skil1·Buiuur Tutorials module for this
chapter of the Companion Website.
Online Chapter 12 Self-Test Web-Enrichment Activities
To review terms and conceprs for this chapter, click on the
&/fTmmoduJe [or this chapter ofthe Companion Website.
Software Skill-Builder Tutorials
To complete activities that connecr to chapter content
and provide web·ba.sed resources, dick on
~b·En­
richmmJ ACJiviJia module for this chaprer of the Companion Website.
me
To access pr2etical tutorial and skill-building activities and
to build skills using popular software and hardware, click
I
I
Ch;lJlter 12 - Technology in Social Studies Instruction
J6J
T£CHNOLOGY INT£GRATION
WORKSHOP
CUf'S fROM HiE CLASSROOM:
LEARNING WITH TECHNOLOGY
Go co the Technology Integration Workshop DVD located
in the back of this text and click on Clips from the
Classroom. View the video clips listed below that
support this chapter's content:
Ii:
• Tablet Computers in World History
• Technowgy Improves Teaching Skills
• Student Achievement increases
• llchnowgy Manages Flow 0/Artiuities
• Assessment Examples JIlustratd
• PowerPoint Guides and Prompts leaching
• Parent Plmsed with Son's Opportunities
• Scholarly Writings Online Engage Students.
Now, visit this text's Companion Website at http://
www.prenhall.com/roblyer to answer questions and complete activities that will guide
.C
THE
MODEL IN ACTION
Read each of the following scenarios rdated to implementing the TIP Model, and go to the Companion Website to answer the questions that follow it based on your
Chapter 12 reading activities.
,i
~ Mr. Daley wanted to show his
= e y could test hypotheses about
correlations among social factors such as population centers and crime statistics. He had heard ofa technology tool
that would allow students to do this with maps, so they
could see at a glance if their hypotheses were correct.
I,
,
;,
TIP
you in analyzing each clip.
'
1.1 What technology-based strategy could Mr. Daley
use to address this need?
1.2 What would be the relative advantage of using
this strategy?
I Ii i
I'
i '
!
1.3 What would you suggest Mr. Daley have his
students produce to show the results of their
work? How might he assess this product?
~; Dr. France's students were go-
~y American period in our country's history in the spring semester, and she wanted to
make the class more engaging than it had been in the past.
She wished she could have her students visit places like
Williamsburg, Philadelphia, and Monticello, but they did
not live near any of these sites.
2.1 What technology-based strategy could Dr. France
use to address this problem?
2.2 What would be the relative advantage of using
this strategy?
2.3 What could Dr. France's students produce to show
what they had learned? How might she assess
their products?
~ Ms. Rodrigues's social studies
~dy the U.S. Constitution. She
not only wanted to show them what was included in our
Constitution, but she also wanted them to see all the factors thilt must be considered when any new country creates a charter to guide its development and reflttt its
national principles. She had heard about software that allowed students to do this in a role-playing way.
3.1 What technology-based tool could Ms. Rodrigues
use to address this need?
3.2 What would be the relative advantage of using
this strategy instead of holding a class discussion
on this topic?
3.3 Should students work individually, in pairs, in small
groups, or as a whole class on this activity? Explain.
Ms. Fernanda wanted to
ave er stu ems stu y t cir local area, so she arranged
to have them work via email with a class of students in
another state. They exchanged background information
about each other's locations and asked questions about
weather conditions, favorite spots to visit, and other
items of interest to both. Finally, they each worked on a
travel brochure that included a local map and summarized the information they had gathered. They ended
the project by emailing each other a copy of the
brochure.
!
I1II
364
www.prenhall.com/roblyer
4.1 What problems did Ms. Fernanda address with
this technology-based strategy?
5.2 Ifhe had the students work in small groups on
this activity, explain how this strategy might best
be carried Out in the classroom.
4.2 What would be the relative advantage of using
this strategy, as opposed to having students do a
brochure without contacting other students?
5.3 What would be a good way for Dr. Levar to have
students present their findings? Explain why this
presentation strategy would be effective.
4.3 What outcomes should be assessed in such a
project, and how might they be assessed?
T1f INTO PRACTIC£:
Dr. Levar's students were
stu ylng ow tle stoc mar et both reflects our country's
economy and helps shape it. He asked them to track five
stocks over the course of2 months and chan their progress.
At the same time, they tracked events in the country and
the world that might affect stock market performance for
the stocks they picked. They ended the project by describing the events that corresponded with major dips and peaks
and how they thought these events affected the stocks.
INT£GRATION fXAMPL£5
The Technology Integration Example that opened this
chapter (Studying Our Past, Mapping Our Future)
showed how teachers might use a variety of technology
tools to study the history of theit local area. Since each
group has to visit assigned websites, the teacher may
want to consider using an online management system
such as TrackStar to organize these sites and give students quick access to them. With the knowledge you
have ganed from Chapter 12, do the following to explore
this str:ucgy:
5.1 What problems is Dr. Levar addressing with this
technology-based strategy?
...
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Example from the TrockStarWebsite at http://trackstar.4teac.hers.org.(Createthis
product using the Hands-On with Technology tutorial section of the DYD,)
Chapter 12 - Technology in Social Studies Instruction
,, I
365
I
f
I
1. Using the 7rn.ckStar website, organize the project like
the cxarnple shown on page 365. Create this tracking system by following the tutorial located on the
Hands-On with uchnokJgy section of the DVD that
accompanies this text.
1. Locate lesson ideas - The OVD has several examples
oflessons that use me social studies integration suategies described in this chapter. Locate an example integration idea for at least one of these strategies for the
content area.
2. Answer the following questions about the Studying
Our Past, Mopping Our Future example:
2. Evaluate the lessons -
II
• Phase J -
What were the kinds of rd:uive advan-
tage that Mr. McVe(' felt this project would have for
his studentS' study of their local area? What would
usc: of GIS add to this study?
• Phase 2 - Mr. McVee also has to grade his students
with percentage grades that will add to their class av~
erage.lfhis rubric has a total of35 points, how will
he translate a rubric score into a percentage grade?
• Phase 3 - What technology resources could be
hdpful as student groups interview the local expen(s) for their assigned. rime period?
• Phase 4 - One important [:uk to prepare for the
unit was obtaining hismrical phoms and data on the
community. Where might he obtain these?
• Phase 5- One of me end~of-projectquestions Mr.
Me Vee asked was if most students "scored well" on
the checklistS and rubric. What would he have to
do at the beginning of the project in order to asccnain mis?
,J
3. What NITS for Students skills would studenrs learn
by working on me Studying Our Past. Mapping Our
Futu~ project? (See the front of the book for a list of
NETS for Students.)
I
~i
I .
T £CtiNOLOGY INT£GR:>'nON
Use the Evaluation Ch~cklist
for a uchnology-Inugraud LnJon (located on the
OVD and the Companion Website) to evaluate each
of these lessons.
3. Modify a lesson -
Select one of me lesson ideas and
adapt its strategies to meet a need in your own contcnt area. You may choose to use the same approach in
the original or adapt it to meet your needs.
4. Add descriptors -
Create descriptors for your new
lesson like those found on the database (e.g.• grade
level, content and topic areas, technologies used, rela~
tive advantage. objectives, NETS standards).
S. Add the new lesson -Add your modified lesson with
all irs descriptors to the lesson plan database.
fOR
YOUR T£:>.CHlNG PORTfOUO
For this chapter's contribution to your teaching ponfolio,
add the following products you created in the lechnology
Integration Workshop:
• POFs of pages you created using the tutorial on the
7nzckStar system
• The evaluations you did using the Evaluation Ch~ck~
listfor a T«hnology-Inugraud LnJon
• The new lesson plan you developed, based on the one
you found on the OVD.
LESSON PL:>.NNlNG
The uchnology lnugration Workshop DVD includes a
set of technology integr.uion ideas and links to online lessons. arranged as a searchable database.
The DVD comes packaged in the back of
mis textbook. Click on the Haruis-On with
"Uchnology section of the DVD and complete
the following exercises.
II
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