6.

Technology Evaluation Project

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in
Judaism, and in Christianity to the development of Western political thought.
Fort teaching this standard, the students would read specific articles using the internet.

10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
Using power point, the students would be able to read brief summaries about the different
revolutions.

12.3 Students analyze the influence of the federal government on the American economy.
Using Microsoft word, the students would write down a summary of a research based on the
influence of the federal government of the American economy.

12.4 Students analyze the elements of the U.S. labor market in a global setting.
Watch a short video on YouTube about US policy, labor markets, and global growth.

12.5 Students analyze the aggregate economic behavior of the U.S. economy.
Using government information on one of its websites, the students would understand the
economic behavior of the US economy through analysis of statistical diagrams.

7. Lesson Plan BRIEF!

Tittle of Lesson: The Salvadoran Civil War

Grade: 9
Subject Area: World History-Latin America
Anticipated Time Frame: 55 minutes
Classroom Organization: Whole class, individual
Resources and Materials: Board display of days agenda and homework; wall
display of key vocabulary; vocabulary worksheets.
Central Focus or Big Idea of Learning Segment: What are the definitions,
synonyms, and uses for the Theology of Liberation expression.
California Content Standard (s) / Common Core Standards California
Content Standards:
HR 9-10.1 Students analyze the social, political, and economic conditions that led to
the Salvadoran Civil War. Students enumerate the actors and the ideas for the
country to get involved
HR 9-10.2 Describe the political affiliations of the belligerents.
Content Objectives: What are the definitions, synonyms for the Theology of
Liberation expression and related vocabulary.
Performance Objective: Individuals will fill out vocabulary worksheets.
Prerequisites: Prior knowledge about the conflict in Central America.
Key ELD standard (s): Reading, Writing, Listening, Speaking, Thinking
Listening/Thinking/ Speaking: Students listen to teachers lesson preview, his
whole class reading the narrative, his whole class, his whole class reading the
narrative, matching words to definitions and synonyms and pair writing of original
sentences.
To teach this lesson, I would use an overhead projector for displaying different
pictures of the belligerents (Salvadoran Civil War) as the military (children soldiers),
members of the guerrilla in full combat outfit, the assassinated American nuns, and
local priests in the hands of the Salvadoran army.

I think one of the main technological devices that I would use for teaching a lesson would be the
computer. For example, for teaching this lesson on the Salvadoran Civil War, I would make the
students listen parts of the most important preaching of Archbishop Arfnulfo Romero. At the
same time, I would use YouTube to show, parts of the movie Innocent Voices. Also, I would
make the students use Microsoft Word for writing down very brief summaries of a lecture of the
lesson.