S3+Dean+Andrew

=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. At the beginning of the class the students will watch a video of a speech from Adolf Hitler at the time of his rise to power in Germany. 3. Students will know the allies, axis powers, Fascism, Nazism, appeasement, Adolf Hitler, Benito Mussolini, and Neville Chamberlain **(EQUIP).** Students will do a sequence chart displaying the step by step process of how the world appeased **(EXPLORE).** Students will do a think-pair-share allowing them to think about appeasement themselves, then talk about their ideas with a partner, and eventually with the whole class **(EXPERIENCE).** 4. Students will organize their thoughts and ideas with the sequence chart **(RETHINK).** Students will do a think-pair-share which allows them to think by themselves and with others to see what they know **(REVISE).** Students will be given an opportunity to organize all of their thoughts and ideas and decide how they want to present them in their PowerPoint and oral presentation **(REHEARSE)**. 5. Students will be given a rubric displaying what is expected of them in their presentation. They will be given the opportunity to assess themselves through the rubric, then I will grade them according to the rubric as well **(EVALUATE).** 6. **Interpersonal:** Students will work with other classmates in the think-pair-share portion of the class. 7. 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 implications for the present and future. Product: Oral Presentation with a PowerPoint for visual aid **(ORGANIZE)**. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that appeasement and the rise of Fascism and Nazism led the world into World War II **(WHERE).** We are doing this to show what can happen when the world appeases to evil and the effect it could have **(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).**
 * Verbal:** The final presentation allows students to express what they have learned orally.
 * Visual:** The video on Adolf Hitler and PowerPoint presentation.
 * Intrapersonal:** Students will be able to think by themselves for a portion of the think-pair-share exercise. Students are coming up with their own oral presentation and PowerPoint.
 * Logical:** The sequence chart will have students thinking about the step by step process of appeasement.
 * Kinesthetic:** Students can move around when they're with their partners and be active learners.

9. There will be a number of images of the Nazi invasion and occupation of Czechoslovakia on the board as students arrive in class **(HOOK).** 10. Students will know Nazism, Fascism, appeasement, Hitler, Mussolini, Chamberlain, Munich agreement, and the invasion of Czechoslovakia **(EQUIP).** Students will do a step-by-step chart displaying each act of appeasement and describing in detail the effects **(EXPLORE).** Students will do a think-pair-share exercise allowing themselves to gain a full understanding of the effects of appeasement and how it helped lead to the outbreak of war **(EXPERIENCE).** 11. Students will organize their thoughts with a step-by-step chart **(RETHINK).** Students will do a think-pair-share exercise allowing them to gain a full understanding from themselves and their classmates of the effects of appeasement **(REVISE).** Students will be given an ample opportunity to collect their thoughts and ideas before the class debate allowing them to be able to participate throughout the exercise **(REHEARSE).** 12. Students will reflect on the class debate through the GarageBand podcast. They will be given a list of reflective questions to discuss and talk about in their podcast **(EVALUATE).** 13. **Interpersonal:** Students will work with other classmates in the think-pair-share exercise as well as during the debate and in the podcast. 14. Students will be able to make sense of why the world appeased to Nazism and Fascism leading to World War II. Product: The class will debate why the world appeased and then create a GarageBand podcast defending their stance **(ORGANIZE).** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that appeasement and the rise of Fascism and Nazism led the world into World War II **(WHERE).** We are doing this to show what can happen when the world appeases to evil and the effect it could have **(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).**
 * Visual:** The pictures on the board of the German occupation of Czechoslovakia.
 * Intrapersonal:** Students have the think part of the group exercise to gather thoughts on their own. They will do the step-by-step chart on their own.
 * Logical:** The step-by-step chart will allow students to think about the effects of each act of appeasement.
 * Verbal:** Students will have the chance to express themselves orally during the debate.
 * Musical:** The GarageBand podcast allows students the opportunity to express their thoughts using music.

16. There will be pictures of the Nazi's occupation of Paris on the board as students arrive to class **(HOOK).** 17. Students will know Hirohito, Tojo, Roosevelt, Pearl Harbor, The Atlantic Charter, neutrality **(EQUIP).** Students will do a KWL chart showing what they already know about the reasons for the United States remaining neutral, what they want to know, and eventually what they learned **(EXPLORE)**. Students will do a three minute review exercise where they will be given the opportunity to work in groups to review and discuss what they have learned so far in class discussions **(EXPERIENCE).** 18. Students will organize what is they know and want to learn through the KWL chart **(RETHINK).** Students will do three minute review exercises throughout the lesson allowing them to reflect on what they have learned **(REVISE).** Students will be able to write a script and practice their news cast **(REHEARSE).** 19. Students will be given a rubric of what is expected of their iMovie. They will grade themselves according to how they feel they did using the rubric, then I will grade them using the rubric **(EVALUATE).** 20. **Interpersonal:** Students will be working in groups during the three minute reviews and in the iMovie. 21. Students will be able to consider the reasons why the United States did not want to be involved in the war before being attacked by Japan. Product: Develop an iMovie news cast **(ORGANIZE).** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the United States did not want to be involved in the war militarily, but were brought into the war when attacked by Japan **(WHERE).** We are doing this to understand why the United States wanted to be neutral in a foreign conflict **(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).**
 * Logical:** The KWL chart allows students to think of what they have learned and they want to learn.
 * Kinesthetic:** Students will be able to get up and move around during the three minute review times while working with different partners.
 * Visual:** The pictures of the Nazi's in Paris on the board before class and the iMovie.
 * Musical:** In the iMovie students can use music to help enhance their project.
 * Naturalist:** Students can go outside while filming their news cast.

23. Music from the 1940's will be played as students arrive to class **(HOOK).** 24. Students will know Roosevelt, United States government, Churchill, and the allies **(EQUIP).** Students will do a persuasion map where they can state what they would do and give their reasoning behind doing what is they would do **(EXPLORE).** Students will do a three step interview with a classmate who has a differing opinion on what they would do. This way they could both learn the reasons behind why it is they feel differently and then they can share what they learned to the class **(EXPERIENCE).** 25. Students will state their goals and reasoning in their persuasion map **(RETHINK).** Students will do a three minute interview with another classmate to get the perspective of the opposite side of the issue **(REVISE).** Students will peer edit each others papers and can email me their papers if they want to have it looked over before it is due **(REFINE).** 26. Students will be given a list of guidelines to follow while writing the paper, which will allow them to have a higher chance of completing a successful paper **(EVALUATE).** 27. **Musical:** Music will be played at the beginning of the class from the 1940's. 28. Students will be able to decide what they would do if they were a member of the United States government and had the allies asking for military support in the war. Product: Position Paper **(ORGANIZE).** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the United States did not want to be involved in the war militarily, but were brought into the war when attacked by Japan **(WHERE).** We are doing this to allow the students to make decisions on their own **(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).**
 * Interpersonal:** Students will work with partners during the three minute interview exercise.
 * Logical:** Students will have to think about their goal and reasons in the persuasion map.
 * Intrapersonal:** Students will do the persuasion map on their own and will be writing their own position paper.
 * Verbal:** Students will share to the class the reasons why they would choose the way they chose.
 * Kinesthetic:** Students will be allowed to move around during the interviewing exercise.

30. Students will arrive to class and there will be pictures of the atomic bomb explosions on the board **(HOOK).** 31. Students will know Stalin, Roosevelt, Truman, Churchill, Atlee, Yalta Conference, Potsdam Conference, Atomic bomb **(EQUIP).** Students will do a timeline chart displaying the major events that would effect the world later on **(EXPLORE).** Students will do a Jigsaw activity which will allow each student to work in a group and discuss and research with others **(EXPERIENCE).** 32. Students will map out the major events using the timeline chart **(RETHINK).** Students will do a Jigsaw activity allowing them to do more in depth research and I will play music from the time period allowing the students to focus and feel relaxed while working together **(REVISE).** Students can research and find graphics they would like to use on their timeline **(REHEARSE).** 33. Students will be given a rubric of what is expected on their timeline. With the rubric students can self assess themselves while completing the project **(EVALUATE).** 34. **Interpersonal:** Students will work in groups during the Jigsaw activity. 35. Students will be able to be aware of major events and decisions made during the course of the war, which would lead to lingering effects in the future. Product: Timeline of major events and blogging **(ORGANIZE).** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that some of the decisions made by the United States and its allies during World War II had lingering effects on the world after the last battle was fought **(WHERE).** We are doing this to show the students that decisions made at one time could lead to disfunction and turmoil later on **(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).**
 * Kinesthetic:** Students will be moving around during the Jigsaw activity.
 * Musical:** Students can relax while doing the Jigsaw activity with the music from the 1940's playing in the background.
 * Visual:** Students will see pictures of the atomic bomb explosions and will also be creating their own timeline of events.
 * Naturalist:** There will be a discussion on the effects of the atomic bomb in the environment surrounding the explosions.
 * Logical:** Students will be organizing the major events on their timeline chart.

37. There will be an image of a victory newspaper on the board with victory music being played from the era **(HOOK).** 38. Students will know V-J day, V-E day, Roosevelt, Truman, Stalin, Churchill, Atlee, Hiroshima, Nagasaki, atomic bomb, post war Europe **(EQUIP).** Students will do a flow chart describing the effects of a certain decision made during the war **(EXPLORE).** Students will work with partners to discuss there flow chart and learn about someone elses chart **(EXPERIENCE).** 39. Students will organize the effects of a certain decision using their flow chart **(RETHINK).** Students will work with multiple partners to learn about the number of decisions that had an effect on the world **(REVISE).** Students can find images and graphics they would like to use in their comic life **(REHEARSE).** 40. Students will be given a rubric of the expectations of their comic life. After the assignment is complete, students will grade themselves using the rubric, turn both the comic life and assessment into me, and I will grade them accordingly **(EVALUATE).** 41. **Interpersonal:** Students will be working with partners discussing some of the major decisions made during the war. 42. Students will be able to describe the effects decisions made during the war had on the United States and the rest of the world once the war was over. Product: Comic Life **(ORGANIZE).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that some of the decisions made by the United States and its allies during World War II had lingering effects on the world after the last battle was fought **(WHERE).** We are doing this to see how the decisions made effected the world after the war was over **(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).**
 * Logical:** Students will organize their ideas on one issue using the flow chart.
 * Visual:** The picture of the victory newspaper will be on display at the beginning of class.
 * Musical:** Victory music from he 1940's will be played at the beginning of class.
 * Verbal:** There will be a class discussion on what everybody learned from the partners they were with.
 * Intrapersonal**: Students will be creating the flow chart and comic life independently.

2004 ASCD and Grant Wiggins and Jay McTighe