1. Provide a list of at least two differentiated instruction strategies and two instructional technologies to overcome those barriers specific to this unit plan.
With Robert's interest in military vehicles and his mathematical thinking abilities, he could be directed to explore how troops were moved during the American Civil War, which was generally by railroad in the North and by foot or by horse in the South. Robert could then compare the efficiencies of moving troops these two different ways. As a second example of differentiated instruction, Robert could examine the movement of supplies and whether the use of railroads made a different in terms of supplying the two sides in the American Civil War.
2. Explain how each instruction strategy and instructional technology device fit into the
TPACK framework.
In terms of pedagogy, this fits into the TPACK framework as it directs Robert toward an area that will almost certainly be of interest to him, given his interest in military vehicles and his mathematical abilities. In terms of content, what Robert is being directed to study is certainly meaningful in the study of the American Civil War. This also leads to a degree of engagement that can use technology to enhance this engagement, which is also part of the TPACK framework.
3. Explain how safe, legal, and ethical use of digital information and technology, including the respect for copyright, intellectual property, and the appropriate documentation of sources will be incorporated into the lesson.
In this case, it is necessary to respect intellectual property rights, including copyrights. Everything that is original source material from the American Civil War is in the public domain by now. It is true that certain interpretive material is still in copyright and that this copyright must be rejected, but this writer is of the belief that no rational copyright holder would contest the use of material still in copyright by a child with spina bifida who is interested in military vehicles. This is not to say that it won't happen, especially given the recent copyright legislation, such as the aptly named "Sonny Bono Copyright Term Extension Act" (also derisively known as the "Mickey Mouse Protection Act") that makes many uses of this material legally questionable, even in education and possibly even in education a disabled child. And for Sonny Bono? While this wrier does not take delight in the misfortunes of others, he ended up killing himself skiing into a tree (Claiborne, 1998). Perhaps there is something that some readers will find humorously relieving in that revelation.
4. Provide additional webpages, journal articles, and videos that the teacher can also use for
future reference (cited in APA formatting).
A reading list would include the following. If you are interested in the oppressive United States copyright laws it is worth taking a long look at Martin (2002). Viable arguments regarding the use of copyright can be found in Vaidhyanathan (2001). Information about transportation during the American Civil War can be found in Hillstrom and Hillstrom (2000). More information that is specific to the topic of railroads in the American Civil War can be found in Clark Jr. (2004) and Hodges Jr. (2009), both of which are profusely illustrated and full of maps and charts.
References
Clark Jr., J. (2004). Railroads in the Civil War: The impact of management on victory and defeat. Baton Rouge, LA: Louisiana State University Press.
Claiborne, W. (January 7, 1998). Sonny Bono is killed in ski crash. Washington Post. Retrieved from: http://www.washingtonpost.com/wp-srv/politics/campaigns/junkie/links/bono.htm/. January 21, 2017.
Hillstrom, H. and Hillstrom, L. (2000). Civil War Almanac. Detroit, MI: UXL/Gale Publishing Group.
Hodges Jr., R. (2009). American Civil War railroad tactics. New York, NY: Osprey Publishing
Martin, S. (September 24, 2002). The mythology of the public domain: Exploring the myths behind attacks on the duration of copyright. Loyola of Los Angeles Law Review. Loyola Law Review, 36 (1): 253-322. Retrieved from: http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2343&context=llr/. Febrruary 21, 2017.
Vaidhyanathan, S. (2001). Copyrights and copywrongs: The rise of intellectual property and how it threatens creativity. New York, NY: New York University Press.
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