S3+Turcotte+Jordan

=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= 1. Students will understand that the 1960s were a time of social and political protest, leading to the creation of the "counter culture" and numerous organizations **(Where)**. Prior to the 1960s, there were not really any groups or organizations, so the 1960s represent a turning point. Some of these groups can still be seen today **(Why).** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world **(What)**. 2. Segments from a movie about the 1960s produced through the History Channel **(Hook)**. 3. Students will know civil rights, hippie, counter culture, flower power, freedom rides, sit in, draft dodger, feminism, Freedom Summer, corruption, riot, protest, race riot, Weather Underground, Black Panthers, Ku Klux Klan (KKK), Students for a Democratic Society (SDS), Southern Christian Leadership Conference (SCLC), Mississippi Freedom Summer, Student Nonviolent Coordinating Committee (SNCC), National Association for the Advancement of Colored People (NAACP), Freedom Summer (and Freedom Riders), anti-war protests and other specific events throughout the country, and March on Washington. **(Equip)**. Students will use a "fact and opinion" graphic organizer to take notes and get them started on their reflective blogs **(Explore)**. After presentation of information and note taking, students will get in groups and complete a "three minute review" for any clarification that is needed **(Experience)**. 4. Students will do more research outside of class to find extra information to include in their brochure and reflective blog **(Rethink)**. Students will participate in a three minute review to see if all information is understood and included in their graphic organizer **(Revise).** Students will organize their notes and personal thoughts on a "Fact and Opinion" graphic organizer and will organize their research on a worksheet **(Rehearse)**. Students will use the information gathered from class and also their own research to create a brochure about a specific organization or group from the 1960s and then write a reflective blog **(Refine)**. 5. Students will hand in their brochures and write a reflective blog posting **(Evaluate)**. 6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) 7. Students will be able to describe the goals and general ambitions of multiple groups and organizations created during the 1960s. Product: Brochure and reflective blog **(Organize)**.  =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Verbal: ** Students will discuss their notes taken during class in groups for a three minute review.
 * Logical: ** Students will organize their in-class notes and personal opinions about certain organizations and/or groups with a graphic organizer. Students will be utilizing a worksheet to organize their research for the brochure assignment. A checklist describing the grading requirements will be given to students as well.
 * Kinesthetic: ** Students will get in groups around the room to discuss notes during a "three minute review."
 * Visual: ** Students will be using a graphic organizer to take and organize notes. The hook will be given in movie form and notes will be presented as a Power Point presentation.
 * Naturalist: ** Environmentalists (in the form of hippies and communes) will be discussed during class.
 * Intrapersonal: ** Students will do research at home for the brochures they will be creating and also writing a reflective blog post.
 * Interpersonal: ** Students will get in groups to discuss class notes and ask questions during a three minute review.

8. Students will understand that the 1960s were a time of social and political protest, leading to the creation of the "counter culture" and numerous organizations **(Where)**. People facing injustice is just as prevalent an issue today as it was back in the 1960s. People are still fighting for civil rights, woman's rights, gay rights, Native American rights, etc. With a war going on currently, looking at how soldiers, protesters, and draft-dodgers felt during the Vietnam War is also easily relate able. **(Why)**. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world **(What)**. 9. [|Awesome Civil Rights Song] **(Hook).** 10. Students will know John F. Kennedy, Robert Kennedy, Martin Luther King Jr, March on Washington, “I Have a Dream” speech, Malcolm X, Lyndon B. Johnson, Great Society, Huey P. Newton, Bobby Seale, Black Panthers, Chicago Eight Trial, Ten Point Platform, Southern Christian Leadership Conference (SCLC), Freedom Riders, draft-dodger, hippie, and activist **(Equip).** Students will use a "blank pictograph" graphic organizer to take notes on specific people and concepts during the lesson. I will also create a graphic organizer/worksheet to get them started on their assignment and reflective blog **(Explore)**. After note-taking, students will get in groups to complete a "three minute review" to ask questions on what is not fully understood and also discuss who they are thinking about researching to create their diaries **(Experience)**. 11. Students will do research outside of class on a specific person from the 1960s to find any information that wasn't presented in class- if they decide to assume the persona of someone talked about in class. If not, students will complete a higher amount of research on the person they have chosen **(Rethink)**. Students will participate in a "three minute review" for clarification and discussion **(Revise)**. Students will organize their in-class notes on a "blank pictograph" organizer and a teacher created organizer/worksheet to use when researching for their diary and reflective blog **(Rehearse)**. Students will use the information presented in class and outside research to create a diary about a person in the 1960s and then write a reflective blog posting **(Refine)**. 12. Students will hand in their diaries and complete a blog posting. A short presentation about the person they chose to assume the persona of will be given to the class as well **(Evaluate)**. 13**. Verbal**: Students will discuss their notes taken during class in a "three minute review" and also present their diaries to the class. 14. Students will assume the role of an important person during the 1960s, be it a political leader, soldier, Civil Rights activist, draft-dodger, hippie, etc. Product: Diary or Journal and reflective blog **(Organize)**. =Lesson 3= 15. Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change and the Vietnam War was widely unpopular and led to conflict and division among Americans **(Where)**. Understanding the sequence of key events during the 1960s can help understand the changes that may have come about and why. Connections can be made to the sequences of events throughout history and the present **(Why).** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States and various regions of the world **(What)**. 16. Segments from a video about major events in the 1960s and operations during the Vietnam War [from the History Channel] **(Hook)**. 17. Students will know communism, "The Domino Theory," segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, Freedom Summer (and Freedom Rides), space race, riot, protest, race riot, John F. Kennedy (elected 1961, assassinated 1963), Robert Kennedy assassination 1968, Martin Luther King Jr ("I have a dream" speech, assassination 1968), Malcolm X (assassination 1965), Vietnam War (start 1961 and specific operations), anti-war protests, other specific events throughout the country, and Woodstock **(Equip)**. Students will use a five W’s graphic organizer to organize specifics of key events and prepare them for the creating the front page to a newspaper **(Explore)**. After presentation of information and note taking, students will get in groups and will participate in a three minute review about key events during the 1960s **(Experience)**. 18. Students will do outside research based on the year they have chosen to cover in their newspaper **(Rethink).** Students will participate in a three minute review, where they may compare notes and ask clarifying questions **(Revise)**. Students will utilize a five W’s graphic organizer to keep track of events and specific details, such as Who, Why, What, Where, When, and Why **(Rehearse)**. Students will use the information gathered from notes taken during class, during the three minute review, and during personal research to create the front page of a newspaper based on one specific year during the 1960s and also to write a reflective blog posting **(Refine)**. 19. Students will hand in their newspapers and graphic organizers and complete a reflective blog post **(Evaluate)**. 20. **Verbal:** Students will discuss/teach the specifics of a key event during a three minute review. Students will also present their newspaper to the class. 21. Students will be able to produce a time line of key events during the Vietnam War and the 1960s in general. Product: Front page of a newspaper and reflective blog **(Organize)**. =Lesson 4= 22. Students will understand that the Vietnam War was widely unpopular and led to conflict and division among Americans **(Where)**. The debate about the Vietnam War is relevant and can be related to the current war in Iraq and Afghanistan and the current division among Americans **(Why)**. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world **(What)**. 23. Presentation of statistics from the Vietnam War for both sides- North Vietnam and America/South Vietnam **(Hook)**. 24. Students will know Vietnam War, communism, "The Domino Theory," anti-war protest, draft-dodger, "flower power," John F. Kennedy, Lyndon B. Johnson, North Vietnam, South Vietnam, Ho Chi Minh, Ngo Dinh Diem, Tet Offensive, Mai Lai Massacre, Gulf of Tonkin Incident, 9th Marine Expeditionary Brigade, and Gulf of Tonkin Resolution ** (Equip). ** Students will use a "five W's" graphic organizer to keep the what, who, where, when, and why's organized for each major event and idea/concept presented **(Explore)**. After the presentation of notes, students will be placed in pairs to participate in a Think-Pair-Share activity. The students will receive a prompt, will discuss their thoughts, and then share with the rest of the class, in preparation for the WebQuest **(Experience)**. 25. Students will do outside and in class research for the WebQuest **(Rethink)**. Students will be placed in pairs to participate in a Think-Pair-Share activity. The students will receive a prompt, will discuss their thoughts, and then share with the rest of the class **(Revise)**. Students will utilize a "five W's" graphic organizer to keep track of events, people, and specifics related to those events and people and also a teacher created organizer to research for the WebQuest **(Rehearse)**. Students will use the information collected during class and during research to complete a WebQuest about the Vietnam War **(Refine)**. 26. Students will hand in their artifacts from the WebQuest **(Evaluate)**. 27. **Verbal:** Students will participate in a think-pair-share to discuss a prompt about the Vietnam War and both sides presented in America: pro-war and anti-war. 28. Students will be able to illustrate how and why the Vietnam War caused divide among Americans. Product: WebQuest **(Organize)**. =Lesson 5= 29. Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change **(Where)**. The changes made in the 1960s can still be seen today, especially with the use of music as an outlet for protest **(Why).** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world **(What).** 30. Listen to Phil Ochs "Here's to the State of Mississippi" **(Hook).** 31. Students will know civil rights, segregation, integration, freedom rides, sit-in, draft-dodger, corruption, riots, race riot and protest, Vietnam War, Ku Klux Klan (KKK), Mississippi Freedom Summer, Freedom Riders, anti-war protests, and other specific events throughout the country, Bob Dylan, Phil Ochs, __protest being done through song__ (**Equip).** Students will use a "flower" graphic organizer to organize their notes taken during a group activity **(Explore)**. Students will break into groups to discuss the main points of Phil Ochs' song "Here's to the State of Mississippi" and fill out the flower graphic organizer **(Experience)**. 32. Students will do research outside of class two songs that they have chosen from a list provided, if needed **(Rethink).** After playing "Here's to the State of Mississippi" by Phil Ochs, the class will divide into groups and discuss what the main ideas of the song are and then report out to the other groups in the class **(Revise).** Students will use a "flower" organizer in class during note taking **(Rehearse)**. Students will use the information collected from class discussion and notes throughout the previous lessons and outside research to compare a protest song from the 1960s and a contemporary protest song, create an Inspiration diagram, and write a reflective blog post **(Refine)**. 33. For evaluation, students will hand in their Inspiration diagrams of the song comparison and will complete a reflective blog post **(Evaluate)**. 34. **Verbal:** Students will discuss the main ideas behind a Phil Ochs song and report back to the rest of the class. Students will also give a short presentation about the two songs they chose to compare for their projects. 35. Students will be able to analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States, and various regions of the world. Product: Comparison of protest song from the 1960s and reflective blog post **(Organize).** =Lesson 6= 36. Students will understand that the 1960s were filled with tension and tragic events, but also led to great social, political, and cultural change **(Where)**. Looking into the past to see can help put why things are the way they are today into context and make it more understandable **(Why)**. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world **(What)**. 37. Students will make collages about the 1960s and what they found to be most interesting during the unit **(Hook).** 38. Students will know civil rights, hippie, counter culture, "flower power," communism, "The Domino Theory," segregation, integration, Civil Rights Act of 1964, Voting Rights Act of 1965, Civil Rights Act of 1968, freedom rides, sit-in, draft-dodger, space race, corruption, riot, protest, race riot, John F. Kennedy, Robert Kennedy, Martin Luther King Jr, Malcolm X, Lyndon B. Johnson, Huey P. Newton, Bobby Seale, Weather Underground, Vietnam War, Woodstock, Black Panthers, Ku Klux Klan (KKK), Students for a Democratic Society (SDS), Southern Christian Leadership Conference (SCLC), Mississippi Freedom Summer, Student Non-Violent Coordinating Committee (SNCC), National Association for the Advancement of Colored People (NAACP), race riots, anti-war protests, Bob Dylan, Phil Ochs, March on Washington, protest being done through song **(Equip).** Students will use a "T-Chart" graphic organizer to record notes during a group discussion activity **(Explore).** Students will, as a class, discuss what they included in their collages and why. This activity will help in preparation for the group activity and their major change blog posts **(Experience)**. 39. Students will conduct research in and out of class about one major change occurring during the 1960s **(Rethink)**. During class, the students will have a general discussion about their collages, why they chose those images, and any questions they still have can be answered **(Revise).** Students will use a "T-Chart" organizer during their group discussions to keep track of information **(Rehearse).** Using knowledge gained throughout the entire unit and also research conducted in and out of class, students will write a blog posting about one major change that occurred during the 1960s and will explain how that one change is still important and relevant today **(Refine).** 40. Students will hand in their graphic organizers from their group discussion, their collages (which will be graded for participation points), and will complete the final blog posting about a major change occurring during the 1960s **(Evaluate).** 41. **Verbal:** Students will be discussing their collages, their t-chart graphic organizers, and the change they researched for their blog posting 42. Students will be able to recognize why the 1960s were such and important time in American history. Product: Blog post describing one major change that occurred during the 1960s and how that change is still important and relevant today **(Organize).**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Logical ** : Two graphic organizers will be used to organize all information, notes, and outside research. A checklist describing the grading requirements will be given to students as well.
 * Visual ** : Students will use graphic organizers to record notes and research.
 * Naturalist ** : Environmentalists will be discussed in class during the presentation of notes.
 * Intrapersona ** l: Students will do research at home for their diaries and complete a reflective blog posting.
 * Interpersona ** l: Students will ask clarifying questions and also discuss ideas in groups during a "three minute review."
 * Kinesthetic ** : Students will get in groups during class and also present their diaries to the class.
 * Musical ** : The hook for the lesson is given in the form of a song about the Civil Rights Movement, protest, racism, Martin Luther King Jr., etc.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Visual:** Students will utilize a graphic organizer to keep track of details and dates of certain events. A video about key events will be presented (Hook) and notes will be done in Power Point form.
 * Logical:** Students will use a graphic organizer to copy and organize notes. Students will also be given a time line of events occurring from 1960 to 1969.
 * Kinesthetic:** Students will be up and about, moving around during the three minute review and while presenting their newspapers.
 * Intrapersonal:** Students will conduct research outside of class for their newspapers and blog.
 * Interpersonal:** Students will discuss notes, questions, and events in groups during the three minute review activity.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Logical:** Students will use a "five W's" graphic organizer to organize notes from class. Statistics about the Vietnam War will be presented at the start and throughout the lesson.
 * Visual:** Students will use graphic organizers to take notes and prepare for the WebQuest. Statistics and notes will also be presented in a visual way.
 * Kinesthetic:** Students will up and out of their seats when they are split into pairs to discuss a prompt about the Vietnam War.
 * Interpersonal**: Students will be working with classmates during the think-pair-share.
 * Intrapersonal:** Students will do outside and individual work on a WebQuest.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Logical: ** Graphic organizers will be used for collection and organization of notes. Songs will be closely analyzed.
 * Kinesthetic: ** Students will get into groups throughout the classroom for discussion. Students will also be up and out of their seats during the presentation of their song comparisons.
 * Visual: ** Students will use graphic organizers when taking notes in class and also when working on their comparison.
 * Naturalist: ** A graphic organizer in the shape of a flower will be used to record the main topics discussed in the song, “Here’s to the State of Mississippi.”
 * Intrapersonal: ** Students will individually perform a song comparison on two protest songs. The students will also complete a reflective blog post.
 * Interpersonal: ** Students will discuss the Phil Ochs song in groups and then report what they discussed to the rest of the class.
 * Musical: ** a song by Phil Ochs will be played at the beginning of the lesson and the product will be a comparison of a protest song from the 1960s to a more modern protest song.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Logical: ** Graphic organizers will be utilized in class, during group discussion.
 * Kinesthetic: ** Students will be up and around the room when creating collages and during group work.
 * Visual: ** Students will utilize a "t-chart" organizer to record main ideas brought up during group discussion. Students will also be required to add one piece of media to their blog post, which can be an image. Students will also be creating a collage using graphic and textual elements.
 * Intrapersonal: ** Students will be conducting individual research and will be writing a blog post.
 * Interpersonal: ** Students will briefly discuss their collages. Students will break into groups to discuss reasons why the 1960s are an important time and why the 1960s may not be important time in American history. Students will comment on two other blogs and also the comments made on their own blogs.

2004 ASCD and Grant Wiggins and Jay McTighe