S3+Yeomelakis+Jenna

=Stage 3 Plan Learning Experiences and Instruction=


 * 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:**
 * Logical:**
 * Kinesthetic:**
 * Visual:**
 * Naturalist:**
 * Intrapersonal:**
 * Interpersonal:**
 * Musical:**
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. The teacher will begin the class by showing the students a video clip of two dogs fucking Hitler [|speech] **(HOOK)**. 3. Students will know the history of Adolf Hitler's rise to power, destitution of Germany, economic life, spheres of influence, Germany's "360° turn-around", power of persuasion, "Message of Hate", Mein Kampf, Nazis, Aryans **(EQUIP)**. Students will complete a sequence chart to organize events influenced by Hitler leading up to the Holocaust **(EXPLORE)**. The students will participate in Think-Pair-Share to first analyze information individually and then share their perspectives with peers, while the teacher is playing music from Germany during the 1930's and 1940's **(EXPERIENCE)**. 4. Students will organize class discussion notes in a Sequence chart **(REHEARSE)**. Students will have a Think-Pair-Share to check their work with other peers/group members to see if they are missing any required information or have additional questions **(REVISE)**. Students will create a newscast based on class notes **(REFINE)**. Students will add supplementary information from the resources and links provided in class by the teacher **(RETHINK)**. 5. The students will hand in a hard copy of their newscast script that will be graded based on two rubrics. One rubric should be filled out by the individual students and the second rubric will be filled out by the teacher **(EVALUATE)**. 6. **Logical:** The students will research, expand on, and organize the data presented on the factors leading up to the Holocaust. 7. Students will model/explain how Hitler's plan to conquer Europe led to the initiation of the Holocaust. After the students have been given a lesson plan on Hitler's plan to conquer Europe influencing the initiation of the Holocaust, they will then be given links and outside resources to provide further expansion on the factors. Students will compile all of the information into a discussion and create a newscast script. In the newscast script, the students will pretend that they are delivering the news over the radio (GarageBand) about the current events taking place in Germany. For: Remembering the Holocaust. Product: GarageBand newscast **(ORGANIZE)**. || =Lesson 8===D=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the major events, enduring themes, and turning points of World War II affected the Holocaust **(WHERE)**. The reason why we're doing this today is to address and understand the power of persuasion that modern-day leaders possess **(WHY)**. //**Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,**// **// including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** The students will participate in group discussions to elaborate ideas, perspectives, and events and students will use the group discussions in writing their newscast as well as recording the newscast into GarageBand.
 * Visual:** Students will have the opportunity to view a clip from one of Hitler's speeches to fully understand the emphasis on leadership and persuasion.
 * Aural:** Students will to listen to class and group discussions, Hitler's speech, the music during Think-Pair Shares, and GarageBand newscast presentations.
 * Musical:** Students will have an opportunity to incorporate music and sound effects to their newscasts.
 * Intrapersonal:** Students will organize, expand, analyze, and reflect key events leading up to the Holocaust into the Sequence charts individually.
 * Interpersonal:** After organizing their Sequence charts, students are able to participate in a Think-Pair-Share where they can gain and share different perspectives with groups.
 * Naturalist:** Students will be able to connect their environment to that of Germany's during the Holocaust (land war-torn, ditches in the ground, etc.).
 * Physical/Bodily Kinesthetic:** The students will get up to move into their groups, use markers to create their Sequence charts, and use their laptops in creating the GarageBand newscast presentations.

9. The teacher will begin the class by passing out copies of a letter that she wrote that tells the students that from that moment on, they have to live by particular rules. The letter will tell the students that they have to live the way the teacher lives, believe what the teacher believes, act like the teacher acts, like what the teacher likes, etc. to give the students an understanding of the definition of ideology and how self-righteous ideologies can lead to conflict. The students will read the letter and then begin the class discussion **(HOOK)**. 10. Students will know the definition of ideology and students will understand the terms Communism, Fascism, Democracy, Free Market, Pacifism, Internationalism, Nationalism, Imperialism, Marxism, Utopianism, Nazism, Socialism **(EQUIP)**. Students will complete a Venn Diagram to compare and contrast the numerous ideologies of the Holocaust **(EXPLORE)**. The students will participate in Three-minute Reviews to allow the learners to first take in the information individually and then have the opportunity to ask any clarifying follow-up questions **(EXPERIENCE)**. 11. Students will organize class discussion notes in a Venn Diagram **(REHEARSE**)**.** Students will participate in Three-minute Reviews to check their work with other peers to ensure that they are not missing any required information or have any additional questions. Students will also fill out learning logs so that the teacher will be able to check for understanding and see if any supplemental information needs to be addressed **(REVISE)**. Students will create a blog containing information and pictures from their banners and brochures based on class notes and discussions **(REFINE)**. Students will add supplementary information from the resources and links provided by the teacher, and students will also go over their learning logs and rough drafts with the teacher to receive constructive feedback **(RETHINK)**. 12. The students will hand in a hard copy of their brochures and blogs that will be handed out with peer evaluations for their classmates to grade (all will be taken into account) **(EVALUATE)**. 13. **Logical:** Students will research, expand on, and organize the data presented on the numerous ideologies of World War II and the Holocaust. 14. Students will compare and contrast the conflicting ideologies of World War II and the Holocaust. After the students have received a lesson in each of the different ideologies and how they affected the culture and psyche of the Holocaust, they will then be given links and outside resources to provide further expansion on the numerous ideologies. Students will be assigned a specific ideology and the students will compile all of the information into a brochure that they will create and present to the class along with a banner representing their particular ideology. After class presentations, the students will take pictures of their banners and write a blog containing the key information about their ideology taken from their brochures. Students will then write comments about each others' blogs, adding any additional information that they found and contributing their views on the particular ideology. For: Remembering the Holocaust. Product: Blog with pictures and information about their ideologies **(ORGANIZE)**. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the Holocaust's impact was world-wide **(WHERE)**. The reason why we're doing this today is to address still-existing ideologies and how they manipulate cultures, spheres of influence, and international psyche today **(WHY)**. **//Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,// // including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** Students will participate in group discussions to elaborate similarities and differences of the numerous ideologies and using this information, students will present their ideology through a class presentation.
 * Visual:** Students will have the opportunity to view the varying banners of each ideology with different symbols, colors, etc.
 * Aural:** Students will listen in on group discussions and peer feedback, as well as having the opportunity to hear the teacher's feedback on their learning logs.
 * Intrapersonal:** Students will organize, expand, analyze and reflect ideologies of World War II and the Holocaust into the Venn Diagrams individually, as well as writing their learning logs and blogs individually.
 * Interpersonal:** After organizing their Venn Diagrams individually, students will participate in Three-minute Reviews where they gain and share different opinions, facts, and perspectives of specific ideologies with their peers.
 * Physical/Body Kinesthetic:** The students will be able to stand up and move around while presenting their ideology to the class during presentations. Students are also able to use markers and other drawing/artistic implements to create their brochures and banners.

16. The teacher will begin class by posting up propaganda posters all over the room that is denouncing a particular culture to show how messages of hate are spread. She will have the students come into class, put down their bags, and walk around the room to view each poster **(HOOK)**. 17. Students will understand the following key terms: propaganda, racism, prejudice, anti-semitism, discrimination, "Message of Hate", "Final Solution", inferiority, superiority, minority, "Racial Science", euthanasia, genocide, Jews, homosexuals, Romas, degenerates, Nuremberg Laws, medical experiments **(EQUIP)**. Students will complete a Describing Wheel to categorize, identify, and elaborate on each term **(EXPLORE)**. The students will also participate in a Round-Robin Brainstorming so that the learners can bounce ideas, answers, and thoughts off of each other in order to gain a larger picture of anti-semitism and racism **(EXPERIENCE)**. 18. Students will organize class discussion notes in a Describing Wheel Chart **(REHEARSE)**. Students will participate in a Round-Robin Brainstorming activity to collaborate their ideas with peers in order to organize, analyze, categorize, describe, and reflect on the larger scale of racism and anti-semitism **(REVISE)**. Students will create a written story about a targeted group of victims that will be presented to the class through a Comic Life PowerPoint **(REFINE)**. Students will add supplementary information from the resources and links provided by the teacher **(RETHINK)**. 19. The students will pass in a hard copy of their Comic Life story that will be graded, by the individual student and also by the teacher, based on a checklist that states the required material for the product **(EVALUATE)**. 20. **Logical:** Students will research, expand on, and organize aspects of anti-semitism and racism during the Holocaust in the Describing Wheel graphic organizer. 21. Students will be able to evaluate anti-semitism/racism and how it affected the treatment and/or deaths of millions of people during the Holocaust. After the students have read the teacher's letter, read a dramatic reading from Art Spiegelman's [|Maus], and received a lesson and class discussion on each of the terms, they will then be given links and outside resources to provide further expansion on racism and antisemitism in the Holocaust. Students will then be assigned to a group that is responsible for a certain targeted group of people in the Holocaust. Using all of the information gathered in class, the students will compile all of the material into a written story about the treatment of the Holocaust victims. The groups will present their written stories through a Comic Life PowerPoint presentation. For: Remembering the Holocaust. Product: Comic Life story **(ORGANIZE)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the Holocaust's impact was world-wide **(WHERE)**. The reason why we're doing this today is to address the many forms of racism and propaganda, and to trace the signs and implications of roots of racism still existing today. We are also addressing this today to identify and uncover the modern-day multiple forms of propaganda and messages of hate **(WHY)**. **//Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,// // including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** Students will have the opportunity to participate in group/class discussions and the Round-Robin Brainstorming activity. Students will also have the opportunity to take the information gathered and use it to write their Comic Life stories.
 * Visual:** Students will read the teacher's letter, read Art Spiegelman's comic, view the propaganda posters displayed in the classroom, and view their peers' Comic Life stories.
 * Aural:** Students will listen in on class discussions and the Round-Robin Brainstorming activity.
 * Intrapersonal:** Students will work individually to complete the Describing Wheel graphic organizer so that they can organize, analyze, reflect, and uncover the material by themselves before they dive into the group work.
 * Interpersonal:** Students will be able to participate in group discussions and the Round-Robin Brainstorming activity in order to gain differing perspectives and insights to racism and anti-semitism during the Holocaust. Students will also have the opportunity to work in groups to create their final product.
 * Physical/Body Kinesthetic:** Students will be creating their written stories on the Comic Life/PowerPoint program and students will also have the beginning of class to get up and walk around the room to view the propaganda posters displayed in the classroom.

23. The teacher will begin class by showing the students a video clip from [|Sobibor] or [|Schindler's List] **(HOOK)**. 24. Students will understand the following key terms: concentration camps, Vel D'Hivre, Auschwitz, Kristallnacht, Nuremberg Laws, liquidation, deportation, ghettos, Gulag Labor Camps, Reichstag Fire, boycotts, burning of books, Night of Long Knives, death marches, Dachau, Adolf Hitler, Joseph Goebbels, Heinrich Himmler, Stalin, Churchill, Anne Frank **(EQUIP)**. Students will complete the Five W's Chart in order for the students to organize the themes, events, consequences, and people in a who, what, when, where, and why situation **(EXPLORE)**. The students will go into a Jigsaw grouping to work as a group to research and discuss materials **(EXPERIENCE)**. 25. Students will organize class discussion notes into the Five W's Chart **(REHEARSE)**. Students will participate in a Jigsaw grouping to conduct their research **(REVISE)**. Students will create a lesson plan and collage to teach the class about their particular project, post their research papers up on the class wiki, and participate in the class wiki discussion **(REFINE)**. Students will add supplementary information from the resources and outside links provided by the teacher **(RETHINK)**. 26. The students will pass in a hard copy of their research papers and their collage. The students' work will be evaluated by their peers through feedback and individual observations of how much information the class learned from a group's lesson **(EVALUATE)**. 27. **Logical:** The students will research, expand on, and organize the events, turning points, enduring themes, consequences, and people of the Holocaust into the graphic organizer. 28. Students will be able to analyze and critique major enduring themes, turning points, events, consequences, and people during the Holocaust. After the students have received a lesson and class discussion, they will then be given links and outside resources to further provide further expansion on the enduring themes, turning points, events, consequences, and people during the Holocaust. Students will then be assigned to groups. Each group will have the choice of an event, turning point, or person during the Holocaust that they all want to further research. The individual members of each group have to write a research paper on their topic and collectively the students will create a collage. With the research and information collected in class, each group has to teach the rest of the class about their particular topic using their collage and any other form of their lesson plan. Once the class presentations are completed, the students then have to post their research papers up on the class wiki and host a discussion about the causes and effects of the Holocaust. For: Remembering the Holocaust. Product: Class Wiki research paper and discussion **(ORGANIZE)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the major events, enduring themes, and turning points of World War II affected the Holocaust **(WHERE)**. The reason why we are doing this today is to address the causes and effects of modern-day events and how they impact the world today **(WHY)**. **//Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,// // including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** Students will participate in group discussions and the Jigsaw grouping. Students will also write a research paper and teach the class about a particular chosen topic. Students will communicate their ideas and discoveries with the class.
 * Visual:** Students will watch a clip from Sobibor and view other groups' collages.
 * Aural:** Students will listen in on group discussions and listen to groups' lessons. Students will also listen to the film presented in class.
 * Intrapersonal:** Students will work individually to complete the Five W's graphic organizer and students will also write their research papers individually. After class presentations, students are able to reflect on each group's topic and write a reaction in the class wiki and in the peer evaluations.
 * Interpersonal:** Students will work together in Jigsaw grouping and students will also research and collaborate as a group in presenting to the class their lesson and collage.
 * Physical/Bodily Kinesthetic:** Students will use artistic implements (markers, crayons, scissors, etc.) when creating their collage. Students are also able to stand up during the class presentation and move around to their groups during the Jigsaw.
 * Naturalist:** Students will see the damage done to the land when the Holocaust victicms were forced to dig ditches, build labor camps, build gas chambers, dig graves, etc.

30. The teacher will begin class by posing the question to the students: "Because the U.S. is a superpower, should the U.S. come to the aid of every country in trouble? Why or why not?" **(HOOK)**. 31. Students will understand the following terms, people, and events: Franklin Roosevelt, the Great Depression, the Versailles Treaty, Harry Truman, U.S. involvement in World War II and the Holocaust, Great Britain's struggle, defeat of France **(EQUIP)**. Students will complete the Persuasion Map so that the learners will organize the reasons of why the U.S. took a long time to intervene in the Holocaust using facts and examples. This particular graphic organizer will also help set up students for success when debating whether or not the U.S. is still the superpower today and whether or not the U.S. should intervene in world affairs **(EXPLORE)**. The students will participate in a Numbered Heads activity because it enables the students to address every issue and come to a conclusion collaboratively **(EXPERIENCE)**. 32. Students will organize class discussion notes in a Persuasion Map **(REHEARSE)**. Students will participate in a Numbered Heads activity **(REVISE)**. Students will participate in a role-play activity and a debate. Students will also write an essay and post up their written work on the class wiki **(REFINE)**. Students will add supplementary information from the additional resources and outside links provided by the teacher. The students also will add extra information that they received from the teacher in their project plans and constructive feedback **(RETHINK)**. 33. The students will hand in a hard copy of their written essay. Their essays and debate will be graded based on the formative project plan improvements made by the student, along with a checklist of requirements created by the teacher **(EVALUATE)**. 34. **Logical:** Students will research, expand on, and organize information, facts, opinions, and reasonings for why the U.S. took so long to intervene in the Holocaust. 35. Students will be able to consider the U.S. role in the Holocaust and why it took so long to intervene. After the students have received a lesson and class discussion, they will then be given links and outside resources to further provide expansion on the topic. Students will then be assigned to a particular group with a specific country that they have to focus on. Students will conduct their own role-play: students with countries like England, France, and Russia have to persuade America to intervene in World War II and the Holocaust. Team America will then have to decide whether or not they will provide aid and give the other countries their reasoning for their actions. After the role-play, students will write an essay addressing whether or not they believe that the U.S. was right in taking so long to intervene in the Holocaust and using reasoning and facts gathered in and out of class, the students need to address whether or not the United States today should intervene in global affairs. Each student needs to post their essay up on the class wiki. As a conclusion to the lesson, students will participate in a short class debate. For: Remembering the Holocaust. Product: Class Wiki essay **(ORGANIZE)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the Holocaust impacted the world's perception of humanity and morality **(WHERE)**. The reason why we are doing this today is to address whether or not the United States is still the world's superpower today, and whether or not the U.S. should intervene in global affairs such as genocides. Students will also address the questionable morals of humanity and whether or not it is right for the U.S. to not come to the aid of those in need **(WHY)**. **//Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,// // including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** Students will participate in a role-play, class discussion, and class debate. Students will also participate in the Numbered Heads activity to share ideas, perspectives, and discoveries with their peers.
 * Visual:** Students are able to watch the role-play activity play out in a sequenced order.
 * Aural:** Students will listen in on group activities and class discussions. Students will also listen to opposing teams' views and perspectives on the topic.
 * Intrapersonal:** Students will work individually to reflect and write their essays.
 * Interpersonal:** Students will participate in a Numbered Heads activity, role-play, class discussions, and the class debate.
 * Physical/Bodily Kinesthetic:** Students will actively participate in the role-play.

37. The teacher will begin the class by telling the students to get up from their seats and come to the front of the classroom. The teacher will have the students flip through a three-inch binder full of dots while telling the students that each dot represents a person who had died in the Holocaust. After the students flip through the binder, the teacher will show a video clip from [|The Boy in the Striped Pajamas] **(HOOK)**. 38. Students will understand the following key terms: morality, humanity, responsibility, fear, ignorance, brain-washed, torture, corruption, selfishness **(EQUIP)**. Students will complete the Sense Chart so that learners will be able to imagine, apply, compare and contrast Holocaust victims' emotions to what their own feelings would have been during World War II and the Holocaust **(EXPLORE)**. Students will participate in a Think-Pair-Share activity to enable the learners to contribute, compare and contrast their own feelings and emotions with that of their peers **(EXPERIENCE)**. 39. Students will organize class discussion notes into the Five Senses Chart **(REHEARSE)**. Students will participate in a Think-Pair-Share activity **(REVISE)**. Students will participate in a class discussion, use the gathered information to write a song/poem, post their work in their blogs, and post comments on their peers' poems/songs **(REFINE)**. Students will add supplementary information from the additional resources and outside links provided by the teacher. Students will also communicate with the teacher daily and receive constructive feedback **(RETHINK)**. 40. Students will pass in a hard copy of their song/poem and will be graded based on self-assessment and reflections (both written and orally) that will be monitored by the teacher **(EVALUATE)**. 41. **Logical:** Students will research, expand on, and organize all of the information gathered on the humanity and morality of the Holocaust into a graphic organizer. 42. Students will be able to reflect on acts of humanity and morality in the Holocaust and how it affected the world. After the students have received a lesson and class discussion, they will then be given links and outside resources to further provide expansion on the topic. Students will then have to write a song or a poem about the Holocaust. After students have written their song or poem, the students have to post their song/poem in a blog. Students will take the last fifteen minutes of class to post comments on other peers' songs/poems. For: Remembering the Holocaust. Product: Blog of the poem/song **(ORGANIZE)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the Holocaust impacted the world's perception of humanity and morality **(WHERE)**. The reason why we are doing this today is to address the questionable morals and values of modern humanity and to enable students to determine whether or not there is such a thing as morality in war **(WHY)**. **//Students understand major eras, enduring themes, and historic influences in the Holocaust, United States, and world history,// // including the roots of democratic philosophy, ideals, and institutions in the world //** **(WHAT)**.
 * Verbal/Linguistic:** Students will participate in a class discussion and a Think-Pair-Share activity.
 * Visual:** Students will view the binder full of dots, pictures from the class discussion, and the students will also view the Boy in the Striped Pajamas video clip.
 * Aural:** Students will listen in on the class discussion as well as hear other peers' emotions throughout the lesson.
 * Intrapersonal:** Students will work individually to complete the Five Senses Chart and students will also work individually to write their song/poem and reflect during their self-assessment and blog.
 * Interpersonal:** Students are able to participate in the class discussions and students are also able to participate in a Think-Pair-Share activity. Students are also able to share their song/poem with the class and receive/give feedback on the written pieces.
 * Physical/Bodily Kinesthetic:** Students will get up from their seats and flip through the binder full of dots.
 * Musical:** Students will write a song to depict aspects and emotions of the Holocaust.

2004 ASCD and Grant Wiggins and Jay McTighe