S3+Allshouse+Jason

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. Students will begin class with looking at a [|clip of Pearl Harbor]. (**Engage**) 3. Students will know: Allied Forces, Axis Powers, Hitler, Great Depression, Lend-Lease, and they will know U.S. involvement timeline (**Equip**). Students will use a Five W's Chart as a graphic organizer to help them understand the who, what, when, why, and where of the lesson (**Explore**). Students will work in cooperative groups using the numbered heads grouping (**Experience**). 4. Students will look back on the material and reflect with their classmates seated near them (**Rethink**). Students will work with their partners to revise their graphic organizer (**Revise**). Students will then work to refine the information and get things straightened out (**Refine**). By the end of the lesson, students will be given time to prepare their presentation for their Comic Life (**Rehearse**). 5. Students will self-assess their Comic Life checking for historical accuracy and spelling/grammar by using a checklist (**Self-assessment**). 6. **MI's** 7. Students will be able to analyze enduring themes, turning points, events, consequences, and people in World War II along with the implications to the present and future. Product: Comic Life - After covering this lesson, the students will research a person from the time period. After researching, the students will write up a brief summary of facts and information. When that is complete, students will create a comic in Comic Life depicting the person using the information they researched. (**Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the inital U.S. involvement in World War II was slow to happen (**Where**). Students need to know the reasons why the U.S. stood by and did nothing for so long (**Why**). //Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world//. (**What/ MLR**).
 * Verbal**: The class will take part in a series of spirited debates.
 * Logical**: Students will be asked to understand different topics from the perspective of the people involved.
 * Visual**: Students will watch the Pearl Harbor Clip.
 * Bodily**: Students will be allowed to take notes on their laptops.
 * Musical**: Students will listen to music from the 1940's.
 * Interpersonal**: Students will work in groups to correct their graphic organizers.
 * Intrapersonal**: Students will be asked to fill in their graphic organizers.
 * Naturalist**: Students will be able to view the major countries of the war by using GoogleEarth. (**Tailor**)

9. Students will view images of the country during the Great Depression (**Engage**). 10. Students will know The Great Depression, FDR, Winston Churchill, Hoovervilles, Stock Market Crash, and Lend-Lease (**Equip**). Students will use a timeline chart graphic organizer in order to chart major events and their implications (**Explore**). Students will be put into groups using the Three Minute Review method in order to discuss what they learned in class (**Experience**). 11. Students will be given some time during class to think about the materials and form an opinion, which will get written down (**Rethink**). After the quiet time, students will enter their groups and talk about their thoughts and opinions; this time may be spent changing their opinions (**Revise**). Students will then take what they learned from their partners and change/edit their written thoughts and opinions (**Refine**). 12. Students will self-asses by reviewing their timelines and going through peer reviews. They will also be given a progress chart in order to plan out their essay. Students will also use Inpiration to create an outline for their essay (**Self-assessment**). 13. **MI Verbal**: Students will take part in a class debate to decide if the Great Depression did prevent the country from entering World War II. 14. Students will be able to demonstrate what events prevented the United States from entering World War II. Product: Essay on Wikipage - Students will write an essay based on whether or not they believed that the Great Depression and its effects prevented the U.S. from going to war. Students will then post their essay onto the class wiki; students will the comment on their classmates' papers (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the initial U.S. involvement in World War II was slow to happen (**Where**). Students need to know this because too often they assume that the U.S. could have simply stopped Hitler from waging war on Europe; other events prevented the U.S. from doing that (**Why**). // Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world // . (** What/ MLR **).
 * Logical**: Students will try to put themselves in Roosevelts shoes and see if they would have done things differently.
 * Visual**: Students will examine the pictures of people during the Great Depression.
 * Bodily**: Students will reenact what they think a conversation between FDR and Churchill was like taking into account the constant bombing of England.
 * Interpersonal**: Students will work in groups during the Three Minute Review sessions to discuss what we have just talked about in class.
 * Intrapersonal**: Students will take time from class to reflect on what they felt was the main reason for not entering World War II earlier (**Tailor**).

16. Show images of the Holocaust and maybe a [|clip of Schlinder's List](**Engage**). 17. Students will know Holocaust, Concentration camps, final solution, genocides, ghetto, Auschwitz (**Equip**). Students will use story map 1 graphic organizer to look at setting, characters, plot, problem, and resolution (**Explore**). Students will also work cooperatively in groups using the Round Robin grouping (**Experience**). 18. Students will sit and contemplate the images that they just saw and work on story map (**Rethink**). Students will take class time to work cooperatively on their story map (**Revise**). Students will then work to edit their own maps and prepare for the blog assignment (**Refine**). 19. After reading other students' blogs, each student will go back and create another section in their soldier blog and write about what they have learned and how they may or may not feel different (**Self-assessment**). 20. **MI Verbal**: Students will take part in a class discussion of what each student would have done if he or she was in the same position. 21. Students will be able to assume the role of an ordinary German soldier and think about how/why you would be able to stop/do nothing about the Holocaust. Product: Blog -Students will think about what they have learned and apply that information into the context of a German soldier; they will then answer the questions in their blog. When each blog is complete, students will go and read each others' work and comment on each one (**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the Holocaust was not the only example of mass murder seen during World War II (**Where**). Students need to recognize what it was like to be living in Germany during World War II in order to understand why some people chose to do nothing about the Holocaust (**Why**). //Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world// (**What/MLR**).
 * Logical**: Students will take a look at the statistics of the Holocaust (i.e. number of dead, number of camps).
 * Visual**: Students will look at images of the Holocaust and maybe a [|clip of Schlinder's List].
 * Musical**: Students will listen to the [|Israeli National Anthem]
 * Interpersonal**: Students will work in groups assigned in the Round Robin way of grouping to discuss their feelings on the subject.
 * Intrapersonal**: Students will be given time to blog about their own personal, inital feelings about the images (**Tailor**).

23. Students will be introduced to images of Hitler, Stalin, and of both Concentration camps and Gulags at the beginning of class. (**Engage**) 24. Students will know Adolf Hitler, Joseph Stalin, FDR, Holocaust, Concentration Camps, Gulag work camps (**Equip**). Students will use a Fact and Opinion graphic organizer to collect and reflect on the information (**Explore**). Students will work in cooperative groups based on the Think-Pair-Share model (**Experience**). 25. Students will fill out their graphic organizers independently and then they will meet with a partner to compare notes (**Rethink**). Each pair will review each others information and make corrections where they are needed (**Revise**). Students will then get their own organizer back and make their corrections in order to get the right information (**Refine**). 26. Students will self-assess their grahpic organizer by checking to see if their facts and opinions are in the right places (**Self-assessment**). 27. **MI Verbal**: There will be various class discussions along with a debate about whether or not one man should be viewed differently than the other. 28. Students will be able to recognize that Hitler killed roughly 12 million people during the Holocaust and is considered to be purely evil; Stalin killed and estimated 30 million people and goes down in history as a great leader. Product: PowerPoint- At the conclusion of the lesson, students will research information on both Hitler and Stalin. They will then compose a venn diagram outlining the similarities and differences of each man, including where they were born, their childhoods, early life, years as leader, and attrocites committed. They will then take that information and compose it into a Powerpoint that has rich images, music, and video (**Organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the Holocaust was not the only example of mass murder seen during World War II (**Where**). Students need to understand how one's actions can be viewed differently depending on the historical context and who is writing history (**Why**). //Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world//. (** What/ MLR **).
 * Logical**: I would use Socratic questioning in order to push the students into a deeper understanding of the materials.
 * Visual**: Students will look at images of Hitler and Stalin along with the things that they have done (i.e. Holocaust and Gulag photos).
 * Bodily**: Students will take part in a "dramatized" meeting between Hitler and Stalin.
 * Interpersonal**: Students would work in groups to discuss the facts about both Stalin and Hitler.
 * Intrapersonal**: Students will blog about their findings on these two men and emotions that come from the research.
 * Musical**: I would use mood music to set the tone after looking at the pictures.
 * Naturalist**: Students will get a chance to look at the areas where the Concentration camps and Gulogs were. (**Tailor**)

30. Students will view images of the destruction that Europe experienced during the war (**Enage**). 31. Students will know Marshall Plan, Victory in Europe Day, Victory over Japan Day, Harry S. Truman (**Equip**). Students will use a sequence chart graphic organizer in order to put key events in order (**Explore**). Students will work in cooperative groups using the Team-Pair-Solo grouping model (**Experience**). 32. Students will think about the information they just learned, and decide how it changes their new thoughts (**Rethink**). Students must use this information to put together the script for their radio show; groups will be able to work on corrections and edits (**Revise**). Students will then take that feedback, and work to finish the script so that they can do the radio program (**Refine**). 33. Students will self-assess their work by being able to fill out the rubric for their presentation and grade themselves before it is time to present (**Self-assessment**). 34. **MI Verbal**: Students will discuss whether or not they truly believe that the Marshall Plan helped the United States become a superpower. 35. Students will be able to evaluate what events led to the United States becoming a superpower by the end of the war. Product: Garageband- Students will create a radio "episode" with the leaders of Europe talking about what will be done as part of the Marshall Plan; they will also need to first put together a script (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the conclusion of World War II led to superpower status for the United States (**Where**). Students need to know this because it will help them realize what events catapulted the United States to where it is today (**Why**). // Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world // . (** What/ MLR **).
 * Logical**: Students will look at the cost of the Marshall Plan, and try to calculate what they think it would cost now.
 * Visual**: Students will be looking at pictures of the destruction that plaqued Europe after World War II.
 * Interpersonal**: Students will be asked to work in groups to discuss if some of the bombing was completely necessary.
 * Intrapersonal**: Students will reflect upon what it must have been like to get bailed out by the United States both with money and troops during and after the war.
 * Naturalist**: Students will look at cities in Europe that had been completely destroyed, and look at them now using GoogleEarth (**Tailor**).

37. The first think that the students will be asked when they come in is the question "Is the United States a superpower today, why or why not?" (**Engage**). 38. Students will know Barack Obama, Joe Biden, Hilary Clinton, George W. Bush, Timothy Geithner, General David Petraeus (**Equip**). Students will use a Persuasion map to make their argument for or against superpower status (**Explore**). Students will break into groups and have a roundtable discussion over the materials (**Experience**). 39. Students will fill out their charts and make a solid arguement (**Rehearse**). Students will turn in their paper, and the teacher will make corrections and look things over; mainly looking for the necessary parts (**Revise**). Students will get their papers back with feedback; they then will make corrects as need be and work towards finished the project (**Refine**). 40. Students will self-assess their work by following a check-list making sure they have some key components such as (economics, military strength, reputation) (**Self-assessment**). 41. **MI Verbal**: Students are asked whether or not they believe the United States is still a superpower today. 42. Students will be able to decide if the United States can still be considered a superpower today. Product: imovie- Students will research some of the issues that the United States is dealing with; they will collect their information and create a "State of the Union" speech. Once the speech is complete, each student will put together a brief imovie talking about the problems facing the country, similar to what the President has to do (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the conclusion of World War II led to superpower status for the United States (**Where**). Students will need to know that this information in order to decide if the United States is still a superpower today (**Why**). // Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world // . (** What/ MLR **).
 * Logical**: Students must look at the information presented to them, and form a logical opinion to answer the question.
 * Bodily**: Students will re-enact the "State of the Union" address the President makes.
 * Musical**: Listen to music that was generated in the wake of President Obama taking office; students will look for a sense of hope or perseverence.
 * Interpersonal**: Students will work in groups during a roundtable discussion to talk about their thoughts and feelings.
 * Intrapersonal**: Students will need to take the information that they have learned and think long and hard about whether or not the U.S. is still a superpower.
 * Visual**: Students will look at pictures of the important members of the government (**Tailor**).

2004 ASCD and Grant Wiggins and Jay McTighe