1 to 1 and Done?


Prompt:  Assume you have your first full time teaching job and the principal tells you that you’ve been selected to pilot the  “1 to 1 Project.”  What are your thoughts about the opportunities and challenges that presents?

Technology has always been a double edged sword to me – it wields the power to serve as a tool for immense learning or act as a weapon of mass distraction. So when presented with the hypothetical task of piloting my school’s “1 to 1 Project”, I proceed with a bit of trepidation. However, I believe that with adequate preparation and a solid intention/plan for how the technology would be used, I could alleviate some of my worries.

The intention I could see myself setting for the technology is to see them used as tools for creation/production. By handing out iPads/Chrome books/etc. it’d be hard to manage what students are using them for at all times but by requiring students to produce something with the equipment, it’s easy to hold kids accountable. Also, as a teacher, I’d want to ensure that my students have reliable access to quality information – to do this, I’d need to be responsible for getting that information to my students (or giving them specific locations to retrieve it themselves). I see this point as an issue of equity/access and would take advantage of this step to down play a student’s prior access (or lack thereof) to technology/research. 

Ultimately, anything worth trying usually doesn’t come without risk and the 1 to 1 Project is no exception. If implemented haphazardly it’ll backfire but with strong intentionality, it should provide immense opportunity for learning and growth – after all, technology is embedded in pretty much every aspect of our lives so why should the classroom be any different?

Image Credit

Site: http://www.loc.gov/item/89712629/

Call NumberPC 3 – 1803 – An Experiment with a burning (A size) [P&P]

Library of Congress Catalog Number: 89712629

Reproduction Numbe: rLC-USZ62-97643 (b&w film copy neg.)

iPads for everyone: the 1 to 1 classroom

Anti-communist propaganda warning of “the dangers of a Communist takeover”.

Prompt:  Assume you have your first full time teaching job and the principal tells you that you’ve been selected to pilot the  “1 to 1 Project.”  What are your thoughts about the opportunities and challenges that presents?

Yay! I’ve been given a 1 to 1 classroom as a pilot program for my school. At first my heart is pounding and my head racing with ideas of what to do with such unrestrained freedom in my classroom. With access to all the information and knowledge the internet contains at their fingertips, there is nothing my students cannot do.

Continue reading “iPads for everyone: the 1 to 1 classroom”

Nikkei Legacy Center – The Japanese-American Incarceration: Was it Constitutional?

For the Museum in a Suitcase project for the Oregon Nikkei Legacy Center, I wanted to create a lesson plan that encompassed the cultural experience during the time of Pearl Harbor and Incarceration of Japanese-Americans as well as discussing the question of whether it was Constitutional or not. It is a unique story that lends itself well to the study of marginalized communities throughout American History. This lesson is adapted primarily from OPB’s The Fillmore Neighborhoods and Japanese-American Internment Lesson. The following lesson plan can be utilized in any social studies classroom studying the Constitution for a lively role-play or those American Studies classrooms investigating what really happened to the Japanese-Americans after the bombing at Pearl Harbor. Enjoy!

For a PDF of the whole lesson plan, click here (File size 161 KB).
Japanese Ancestry Internment Order

Overview of the Japanese-American Incarceration Experience: What would it feel like to have family and friends rounded up and ‘deported’ because of their race? In this lesson, students will gain a sense of what the experience may have been like for Japanese-Americans from Portland, Oregon’s Japantown during World War II. This lesson would fit it reasonably well with students who have already studied WWII, the bombing at Pearl Harbor, and constitutional history.

Goal: To analyze the Japanese-American experience of leaving their homes for years of incarceration. To observe and analyze the photographs and newspaper articles that describe this experience. To interpret the incarceration policy as constitutional or not.


  • CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
  • CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
  • CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
  • CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.



  1. Students will be able to analyze photographs and newspaper clippings from the time period in which Japanese-Americans were incarcerated.
  2. Students will be able to write a reflection that explains the experience of these Americans making connections from prior knowledge, experience, images analyzed.
  3. Students will be able to interpret the U.S. Constitution to uphold or reject the incarceration policy; discuss the constitutional issues in conflict during this time (habeas corpus, treason, equality before the law, citizen rights, search and seizure).

Time: Approximately 2 hours