L5+Allshouse+Jason

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION **  ** LESSON PLAN FORMAT ** **__ Date of Lesson __**** : ** 5 **__ Topic __**** : ** How the United States became a Superpower Maine Learning Results: Social Studies. E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma "World War II 1939-1945" 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. b. Analyze 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. Students will be given ample time to work with their groups to revise their graphic organizers along with talking in groups to see how this information may have changed their previous outlook on history. They will then take what they have learned and make corrections to their script that will be used for the radio program. The students will also be given a copy of the rubric for the presentation ahead of time so that they can self-assess their work and see what areas may need some improvements.  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 put together a written script that will get turned in. It should include how much money they will be asking for, why they need it, and what they will specifically do with the money; Students should also talk about their feelings on the war finally being over. 
 * UNIVERSITY** **OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : ** Mr. Jason Allshouse
 * __ Grade Level __**** : ** 9-12
 * __ Objectives __**
 * Student will understand that ** the conclusion of World War II led to superpower status for the United States.
 * Student will know ** Marshall Plan, Victory in Europe Day, Victory over Japan Day, Harry S. Truman.
 * Student will be able to do ** evaluate what events led to the United States becoming a superpower by the end of the war.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** My lesson meets the Maine Learning Results because the students will learn what events during World War II precipitated the United States to go from a middle-of-the-pack country at the beginning of the war to a superpower by the end. The students will know the major people, places, and events that led to this superpower status along with the realization that we may still be a superpower today.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** This lesson uses Garageband, Youtube.com, and other internet resources to help students learn the materials and not just memorize them for the test.


 * Teacher:** As the teacher, I will be using various websites including Youtube.com and Google to find pertinent images or videos to show the students. My pictures for the initial hook will come from Google. I also plan on showing some of the cities, like Dresden, that were completely destroyed during the war and what they now look like today using GoogleEarth.
 * Students: ** The students will be using GoogleEarth to take a look at cities around Europe. They will also be asked to compose a radio program, including a script, using Garageband. The radio program must be a discussion between the world leaders of that time concerning how to rebuild Europe and what/how much money will be going to what nations. It should include how much money they will be asking for, why they need it, and what they will specifically do with the money; students should also talk about their feelings on the war finally being over.

The students will work in cooperative groups using the Team-Pair-Solo groupings. One student will be responsible for keeping notes, another will keep track of time, another will make sure everyone contributes; all group members are expected to contribute to team discussions, but sometimes some students need someone to help them focus. They will first start as one large group, and then eventually break into pairs, and finally each student will go solo. The big team groups will be chosen by having students pick what their favorite color is out of a selection of colors. The students will work in these groups to answer questions posed to them during my presentation or discuss their Garageband projects. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * English:** This social studies lesson also links to another content area, English. Students will be asked to read and comprehend the materials from the text book. They will also be asked to interpret and discuss the information that pertains to the class. The students will also be asked to discuss if they think that the Marshall Plan led to the United States becoming a superpower.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal ** : Students will discuss whether or not they truly believe that the Marshall Plan helped the United States become a superpower.
 * 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 plagued 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.
 * Modifications/Accommodations **

Students live in a world that relies heavily on technology. Therefore, each lesson will attempt to integrate a Type-II technology into the classroom. Type-II technology is anything that builds upon a common classroom tool and makes it that much more valuable. In this lesson, students will be asked to think about the affects of the Marshall plan and then compose a written script of a fictional meeting between the European leaders and the President of the United States. To take it to the Type-II level, students will then record their meeting using Garageband and post it to the class wiki.
 * Absence Rules:** I recognize that students will be absent from time to time due to personal situations. If a student is absent, he or she is expected to come to me and ask what was missed -- this includes finding out about assignments, notes, handouts, and other important information. The amount of time missed will determine how much time a student has to make up the work. Class notes will be posted on the class wiki.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Computer and a projector
 * Sequence chart graphic organizer handout
 * dry-erase markers
 * Maps
 * Student Computers
 * White Board
 * Possibly a VCR
 * Speakers
 * Rubric
 * Garageband Tutorial
 * Garageband software
 * __ Source for Lesson Plan and Research __**
 * The design of the lesson, using WHERETO method came from //Integrating Differentiated Instruction & Understanding by Design// by Tomlinson.
 * I got the Sequence chart graphic organizer from [].
 * I got the idea for the Team-Pair-Solo group design from [].
 * My rubric came from [].
 * German Reichstag after bombings picture: [].
 * Russian Army invading Berlin picture: [].
 * Berlin after British bombings picture: [].
 * London after World War II picture: [].
 * London after German Blitzkrieg picture: [].
 * Dresden after the war picture: [].
 * Dresden after fire bombings picture: [].
 * The Marshall Plan information: [].
 * Victory in Europe Day: [].
 * Victory over Japan Day: [].
 * Harry S. Truman biography: [].
 * Garageband video tutorial: [].
 * Hiroshima Picture: []
 * Nagasaki Picture: [].
 * __ Maine __****__ Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * Rationale ** : I met this standard by having enough organization to the class so that learning could take place while at the same time allowing students to chose some things that go on. I also use a variety of resources and try to cover at least six of the multiple intelligences during the course of the lesson such as letting students try and calculate what the Marshall Plan would cost today along with allowing the students to see the cities that were completely destroyed during World War II, such as London and Dresden, using GoogleEarth. Students are also pushed to go deeper into different topics and learn/research material that they find interesting. I have designed my lesson so that students will feel comfortable to get things accomplished and not to feel overwhelmed or uncomfortable. The use of a rubric, that the students will get before they hand in their project, ensures that students recognize the things that are necessary and important in order to get a good grade.


 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson is built around the interpret Facet of Understanding. For this lesson, the students are asked to read the assigned materials and then evaluate what events led to the United States being a superpower by the end of the war. By the end of the lesson, the students will know Marshall Plan, Victory in Europe Day, Victory over Japan Day, and Harry S. Truman along with being able to effectively and coherently express what events led the United States to being the strongest country in the world. This falls directly in line with the MLR and my content notes back up this knowledge with clear and historically accurate information.


 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : I recognize that students all learn at different speeds and in different ways. My lesson connects the information to the students using the different Multiple Intelligences listed below:


 * Verbal**: Students will discuss whether or not they truly believe that the Marshall Plan helped the United States become a superpower.
 * 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 plagued 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.

Like my other lessons, this lesson also effectively incorporates technology. The students will be asked to use Garageband to create a fictional meeting between the leaders of Europe and the President of the United States. This is a great way to see if the students have understood the materials and can now apply them instead of memorizing dry and pointless facts of a test.


 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : Like all my previous lessons, this lesson has a mixture of both formative and summative assessments. A formative assessment checks for learning and understanding during the course of a lesson and unit. It helps me to see what they know and what areas that I have to improve on. The summative assessment allows me to see if the students have fully understood the materials and are capable of taking their knowledge and applying it in a real world way.

Students will be given ample time to work with their groups to revise their graphic organizers along with talking in groups to see how this information may have changed their previous outlook on history. They will then take what they have learned and make corrections to their script that will be used for the radio program. The students will also be given a copy of the rubric for the presentation ahead of time so that they can self-assess their work and see what areas may need some improvements.
 * Formative (Assessment for Learning)**

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 put together a written script that will get turned in. The students will enter the classroom and find a seat in the horseshoe shaped arrangement of chairs. The students will remain in those seats until later in the lesson when they will take part in the Team-Pair-Solo grouping method. One student will be responsible for keeping notes, another will keep track of time, another will make sure everyone contributes; all group members are expected to contribute to team discussions, but sometimes some students need someone to help them focus. They will first start as one large group, and then eventually break into pairs, and finally each student will go solo. The big team groups will be chosen by having students pick what their favorite color is out of a selection of colors. The students will work in these groups to answer questions or discuss their Garageband projects; that will depend on what part of class it is.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **

· ** Day 1 ** : Class will begin with students looking at images of London, Berlin, Dresden, Hiroshima, and Nagasaki after the War. This is meant to show them the total devastation that took place; I will also show them what those cities look like today using GoogleEarth (10 Minutes). · Once the hook is complete, I will then handout the sequence chart graphic organizer for the students to fill in. · I will then launch into my presentation on post-war Europe; this will include information on the Marshall Plan, what the Soviets did following the war, Truman as the new U.S. President, and how World War II ended (50 Minutes). · The last twenty minutes will be spent allowing the students to work in groups to finish their graphic organizers, make corrections to them, and begin to think about creating their Garageband script. They will also discuss whether or not some of the bombings were necessary. · ** Day 2: ** I will begin class by placing students into their groups for the project. The students will then have the rest of the class to put together their scripts; if they finish, then they can begin working on the Garageband recording in class. This is also the time when I will hand out the rubric for the project so that the students know what they have to do to get a good grade.
 * Agenda: **

this class will begin with the students viewing images of the destruction in Europe following World War II. Some of the major images will be of London, Berlin, and Dresden due to the massive amount of destruction that took place there. I will also be showing images of Hiroshima and Nagasaki that show the destruction of the atom bombs. I will also show what those cities look like today using GoogleEarth. Students will understand that the conclusion of World War II led to superpower status for the United States. It is important for students to understand this because it will help them realize what events catapulted the United States to where it is today, a superpower. By the end of the lesson, the students will 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.
 * Day 1**
 * Where, Why, What, Hook, Tailors: Visual, Naturalist (10 Minutes).**

Once the students have seen all the images and had some time to reflect on what they have seen, I will hand out the sequence chart graphic organizers for the students to fill out. Once those are distributed, I will begin my presentation on post-war Europe. This will include discussions about what the details of the Marshall Plan were, what the Soviet Union did after the war, how Truman became President of the United States, along with how the war ended, namely talk of Victory in Europe Day and Victory over Japan Day. This is also the time when students will discuss if they think that the Marshall Plan is what led to the United States being a dominant force in the world. This may lead to a discussion on how giving money to rebuild Europe created a lot of political capital for the United States in the years that followed. I will also give the students the cost of the Marshall plan and then ask them what they think it might cost today.
 * Equip, Explore, Tailors: Verbal, Logical (50 Minutes).**

The last twenty minutes will be devoted to group work. The students will get into groups, which were decided early on, and then go through the Team-Pair-Solo method of gathering and reflecting on information; they will work on finishing the graphic organizer along with beginning to talk/think about writing their script for the Garageband project. Some of this time will also be spent having them discuss if some of the bombings in these cities were completely necessary; this is another one of those hot-button issues that even historians have debated about -- I am very interested to hear the students’ thoughts on them.
 * Experience, Rethink, Revise, Refine, Tailors: Interpersonal (20 Minutes).**

For homework, the students will be asked to watch the Garageband movie tutorial, which I will give them the link for, along with blogging about how they think the European leaders must have felt to have to be bailed out with U.S. money and troops during and after the war.
 * Experience, Tailors: Intrapersonal**

I will assign students to a particular group based upon which country they would like to represent. The Marshall Plan helped almost all of Western Europe, but for this project I would only allow students to represent the United States, England, France, and Italy. The product will be a fictional meeting between the leaders of those countries. It should include how much money they will be asking for, why they need it, and what they will specifically do with the money; Students should also talk about their feelings on the war finally being over.
 * Day 2**

The Garageband products should be at least five minutes long. Students will spend class working with their groups to put together the script for their Garageband radio address. The students will have time to make corrections to their script during this time. This time will also be spent asking any questions they may have about the materials or their projects. I will hand out copies of the rubrics to each group so that they know what to expect for this project. If they manage to finish their scripts, the students can then begin to work on recording their radio programs and uploading them to the class wiki. When the students are ready to present their projects, they will hand in their scripts so that I get a copy of them.
 * Organize, Tailors: Verbal, Interpersonal (80 Minutes)**.