S3+Cyr+Geoffrey

=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. Have students brainstorm a list with Inspiration on what they think "progress" is with a think-pair-share. Keep this list; at the end of the unit, students will brainstorm a list of what "progress" meant then, and compare **(Hook)**. 3. Students will know: Direct election of Senators **(Equip)**. Students will have the option of using a T-chart to organize their thoughts and comparing past and present, but are not required to **(Explore)**. Students will be commenting on their peers' blogs, and students will have opportunities to respond to these comments and make revisions accordingly **(Experience)**. 4. Students will be reflecting on the big ideas of the Progressive Era and compare them to their lives and the world around them **(Rehearse)**. These blogs naturally require students to self-reflect on their knowledge and experiences **(Rethink)**. Students will be commenting on each others' blogs. The teacher will also be commenting on the blogs, and students will be able to make revisions to their entries as needed **(Revise, Refine)**. 5. Students will be reflecting as part of their blogs, and will have opportunities to reflect in their journals at the end of every class **(Evaluate)**. 6. Students will be writing in blogs **(Verbal)**. Students will need to be typing on their computers **(Kinesthetic)**. Students may include pictures and music as part of their blog entries, or may be blogging on a visual or musical prompts **(Visual, Musical)**. Students will be commenting on others' blogs, and reflecting and revising their own blogs **(Interpersonal, Intrapersonal)**. 7. Students will be able to reflect on the impact that the Progressive Era would have had on them in the early 20th century, as well as how it affects them today **(Organize)**. //Product: Blog// || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive movement had some serious limitations, as it was tainted with sexist, racist, and nationalist overtones **(Where)**. As with other movements, it is important to know how we got to where we are today. Knowing our history keeps us from making the same mistakes over and over again **(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 **(MLR)**.

9. Students will listen to a song and read the accompanying lyrics about the struggles of living life, and analyze the song. This puts students on one end of the songwriter/listener relationship; explain that the next task will put them on the other side of that relationship **(Hook)** 10. Students will know: Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, "Social Darwinism," prohibition, muckraker Jane Addams, Hull House, WCTU, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Coal strike of 1902, //The Jungle, How the Other Half Lives// **(Equip).** Students will organize their thoughts in a Five W's chart **(Explore)**). Students will be working in pairs for this project (hopefully these can be arranged by students' strongest intelligence(s **(Experience)**). 11. Students will need to understand the grassroots movements of the Progressive Era in order to apply them in the creation of the product **(Rehearse)**. Students will be reflected on their work in their blog/journal **(Rethink)**. Students will be peer revising, as well as receiving feedback during class from the teacher **(Revise, Refine)**. 12. Students will be reflecting on their work in their blog, and will have the opportunity to reflect in the journal at the end of class **(Evaluate)**. 13. Students writing an essay or writing a poem will need to express their ideas through words **(Verbal)**. Students creating a video slideshow or a drawing will be using their artistic skills to convey their knowledge **(Visual)**. Musical students may use their talents to write a song, and may perform it as part of their presentation **(Musical)**. All students will need to introduce and explain their products for their presentation **(Verbal)**. Students will be reflecting on their work **(Intrapersonal)**. Students will be peer conferencing during class to make suggestions for improving their work **(Interpersonal)**. Students will be using graphic organizers to collect their thoughts and ideas **(Logical)**. Students will be using laptops and will be at the front of the classroom for their presentations, where they may move around as needed **(Kinesthetic)**. 14. Students will be able to use primary source documents and accounts to relate to the working poor, reformers, and others during the Progressive Era **(Organize)**. //Product: essay, song, poem, picture, or photo slideshow// || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive Era was a response to the Industrial Revolution which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business **(Where)**. It is difficult to understand anything about history without also putting yourself and their shoes and understanding how they lived and how they felt **(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 **(MLR)**.

16. Read an account of Ellis Island or a new immigrant's experience in the U.S., and have students discuss their own ethnic backgrounds (Hook). 17. Students will know: American exceptionalism, eugenics, Margaret Sanger, Ellis Island, Angel Island, //Muller v. Oregon,// Chinese Exclusion Act, **(Equip)**. Students will be analyzing and recording their sources and information in an ISP chart and will be organizing their information and sequence of their Wikispace in a step-by-step chart **(Explore)**. Students will be working in pairs for this Wiki **(Experience)**. 18. Students will need to build on existing knowledge to build their Wikispace **(Rehearse)**. Students will be reflecting in their blogs and journals **(Rethink)**. Students will be peer revising their Wikispaces, and the teacher will be offering feedback on graphic organizers **(Revise, Refine)**. 19. Students will be given prompts for reflection in their blogs, will have a self-assessment and group assessment at the end of the lesson, and will have the opportunity to reflect in their journals at the end of every class **(Evaluate)**. 20. Students will be writing about nationalism and immigration during the Progressive Era and will be writing captions on pictures they find for their Wikispace, and will be presenting their products orally to the class **(Verbal)**. Students will be finding and/or creating pictures and video for use in their Wikispace **(Visual)**. Students will be using laptops for their projects **(Kinesthetic)**. Students will be using graphic organizers to gather and organize their thoughts and ideas **(Logical)**. Students will be reflecting on their own and through prompts in their blogs/journals **(Intrapersonal)**. Students will be working in groups, and will be peer revising **(Interpersonal)**. 21. Students will be able to analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future **(Organize)**. //Product: Wikispace// || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students understand that the Progressive Era was a response to the Industrial Revolution which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business, and that the Progressive Era had serious limitations, as it was tainted with sexist, racist, and nationalist overtones **(Where)**. Understanding of the Progressive Era is important for understanding other social and political movements, like civil rights **(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 **(MLR)**.

23. The teacher will ask students the following question: //What kind of reforms would they like to see the government undertake?// Students will watch a portion of John McCain's 2008 Republican National Convention speech, and the teacher will ask the students if their responses from the question match up with some of the policy positions of John McCain **(Hook)**. 24. Students will know: suffrage, trust, progressive income tax, Direct election of Senators, prohibition, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, Exclusion Act, Interstate Commerce Commission, Federal Reserve Act **(Equip)**. Students will be preparing their arguments with a Persuasion Map, and organizing the information they've found in an ISP chart **(Explore)**. Students will be working in a modified think-pair-share. Students will brainstorm ideas and connections and come up with sources and information by themselves, then get with the rest of their group to come up with ideas and prepare for the debate, then debate the other team **(Experience)**. 25. Students will need to gain knowledge and use their knowledge of the Progressive Era in order to apply it to this modern-day setting **(Rehearse)**. Students will be blogging about their learning experiences and will need to adjust their arguments to those of their opposing debaters **(Rethink)**. The structure of the modified think-pair-share is conducive to peer feedback. In addition, the teacher will be conferencing with the groups and providing feedback on graphic organizer **(Revise, Refine)**. 26. Students will have the opportunity to reflect in their journals at the end of every class **(Evaluate)**. 27. Students will be creating arguments and stating their claims against those of their opponents **(Verbal, Logical, Interpersonal)**. Students will be reflecting on their learning experiences and will need to reflect on their knowledge to make the modern-day connections **(Intrapersonal)**. Students will be at the front of the room, and may move around as needed while presenting their arguments **(Kinesthetic)**. Students may be arguing whether John McCain is a Theodore Roosevelt Republican in terms of the environment; debate may be held outdoors if the weather permits **(Naturalist)**. 28. Students will be able to decide how the politics and reforms of Theodore Roosevelt compare with modern politics and politicians today **(Organize)**. //Product: Debate.// || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that the Progressive Era took shape in a variety of different forms at a variety of different levels **(Where)**. This exercise will help students make modern-day connections between the Progressive Era and now **(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 **(MLR)**.

30. Students will revisit their first blog entry on what they felt "progress" meant. They will be given a new blog assignment in which they will compare their definition of "progress" after studying the Progressive Era, and whether it has changed. Students will also be asked if they believe they are living in a new "Progressive Era" now, and why **(Hook)**. 31. Students will know: Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, progressive income tax, "Social Darwinism," Direct election of Senators, prohibition, eugenics, Jane Addams, Hull House, WCTU, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Ellis Island, Angel Island, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, Coal strike of 1902, //The Jungle, How the Other Half Lives// Shirtwaist Triangle Fire, Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon,// Chinese Exclusion Act, Interstate Commerce Commission, Federal Reserve Act **(Equip).** Students will be revisiting the Inspiration document from lesson 1, a graphic organizer, and make adjustments and additions **(Explore)**. Students will be sharing their blog entries in a think-pair-share fashion (students will be allowed to make their own groups for this), and revision of Inspiration graphic organizer will be done as a think-pair-share as well **(Experience)**. 32. Students will need to apply what they know about the Progressive Era to decide if they are experiencing something similar today **(Rethink)**. Students will be asked to compare their definition of "progress" from lesson 1 with their definition now, and reflect on what changed and what they've learned **(Reflect)**. Students will be revisiting their Inspiration documents from Lesson 1 to see what they have learned and what has changed from when they were first asked about what they know from the Progressive Era **(Revise, Refine)**. 33. The blog entry for this lesson asks students to reflect on what they knew before the unit and how that has changed. In addition, students will have the opportunity to reflect in their journals at the end of every class **(Evaluate)**. 34. Students will be responding to a blog prompt **(Verbal)**; students will be revisiting the graphic organizer or outline on the Progressive Era that they created in Lesson 1 **(Visual, Logical)**; students will be blogging about what they know about "progress" and the Progressive Era now, and how that has changed since the beginning of the unit **(Intrapersonal)**; students will be discussing their blogs in groups, and working as a class to revise the Inspiration document from Lesson 1 **(Interpersonal)**; students will be using laptops for Inspiration and for their blogs **(Kinesthetic)**. 35. Students will be able to describe the various movements and reforms of the Progressive Era **(Organize)**. //Product: Blog, Inspiration organizer.// || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, that the Progressive Era was a response to the Industrial Revolution that followed the Civil War, which intensified social inequities and resulted in unsafe and strenuous working and living conditions, all while the government took a hands-off approach toward business, and that the Progressive movement had some serious limitations, however, as it was tainted with sexist, racist, and nationalist overtones **(Where)**. This exercise will help the unit come full circle; this is, where we opened up the exercise with a brainstorming session on an Inspiration document, this lesson will revisit that document to show evidence to students of what they have learned **(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 **(MLR)**.

37. Students will watch a video of an interview with a famous athlete/musician, to prepare them for creating their own interview **(Hook)**. 38. Students will know: Settlement House, Social Purity or Social Hygiene, temperance, Social Gospel, suffrage, segregation, trust, muckraker, American exceptionalism, progressive income tax, "Social Darwinism," Direct election of Senators, prohibition, eugenics, Jane Addams, Hull House, WCTU, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, Upton Sinclair, Jacob Riis, Walter Rauschenbusch, American Federation of Labor, Samuel Gompers, Industrial Workers of the World, Eugene V. Debs, Social Democratic Party, Progressive Party, Populist Party, Women's Trade Union League, Margaret Sanger, Ellis Island, Angel Island, Tammany Hall, "Boss Tweed," Robert La Follette, Hiram Johnson, Coal strike of 1902, //The Jungle, How the Other Half Lives// Shirtwaist Triangle Fire, Sherman Antitrust Act, Clayton Antitrust Act, Department of Commerce and Labor, Hepburn Act, Forest Reserve Act of 1891, Keating-Own Act of 1916, 16th-19th amendments, //Muller v. Oregon,// Chinese Exclusion Act, Interstate Commerce Commission, Federal Reserve Act **(Equip)**//.// Students will organize the information found with the revised ISP (Information, Sources, Page) chart, and will plan and organize their questions and responses (this will be the precursor to their script) with the step-by-step chart**(Explore)**. Students will be working in jigsaws of 2-3 people; each group is responsible for a portion of what will eventually be a full radio show **(Experience)**. 39. Students will need to consider what they know about the Progressive Era from another perspective **(Rethink**). All graphic organizers and draft scripts will be submitted to the teacher for feedback. In addition, the teacher will conference with each group separately during the script-writing process **(Revise, Rehearse,** **Refine)**. 40. Students will self-assess after revisions by teacher and with peers. Students will also have the opportunity to reflect on their learning experiences in their journals at the end of every class **(Evaluate)**. 41. Students will need to find and analyze a song from the Progressive Era to put at the beginning of their interview **(Musical, Verbal)**; students will be using graphic organizers to gather their thoughts and prepare their presentations **(Logical)**; students will be reflecting on how they can relate to the interviewee they are portraying in their interview **(Intrapersonal, Interpersonal)**; students will be assuming the roles of a journalist interviewing someone who lived during the Progressive Era **(Interpersonal, Verbal)**; students will need to find at least three pictures or cartoons depicting the Progressive Era and the person they are interviewing, and insert them as album art in GarageBand **(Visual)**. 42. Students will be able to analyze the pros and cons of the Progressive Era for various groups of people **(Organize)**. //Product: Garage Band/audio recording// ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students understand that the Progressive Era took shape in a variety of different forms at a variety of different levels, and that the Progressive Era had some serious limitations, as it was tainted with sexist, racist, and nationalist overtones **(Where)**. It is important to remember that the Progressive Era was unequal to different groups of people, and that their successes in equality would come much later **(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 **(MLR)**.

2004 ASCD and Grant Wiggins and Jay McTighe