S3+Towle,Matthew+Raymond

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the concepts/nuances of the Post-War U.S. affect the world today **(where)**. Core political views today are affected by the Cold War conflict **(why)**. Students understand major enduring themes and historic influences in the U.S. and world history during 1945-1961 including the roots of democratic philosophy ideals and institutions in the world **(what)**.
 * (H)** 1.2 Students will watch a clip from the 1980s Olympics "miracle on ice" hockey game between the U.S. and the U.S.S.R. to see how it became an arena for democracy vs. communism **(hook).**
 * (E)** 1.3 Students will know key factual information regarding political relations during the post-war time period. Students will learn to use the preZentit presentation creator to prove understanding **(equip)**. Students will work in groups of four, two students will focus on communist and two will focus on democratic ideals. They will research independently for homework, filling in half of the graphic organizer (cluster/word web 1) and then come to class to collaboratively finish the organizer and create a presentation for the class **(experience)**.
 * (R)** 1.4 Formative checklist: I will walk around class to meet with each group and make sure they are on track before they present **(rethink/revise)**. Students will have the rubric for the final product so will be able to self-assess **(revise/refine)**.
 * (E)** 1.5 Summative: Students will be graded on group presentations based on the rubric **(evaluate)**.
 * (T)** 1.6 **Musical:** Students can use music/sounds/rhythm to explain their ideas as opposed to just words and pictures.
 * Kinesthetic:** Students can act as historical figures that coincide with the ideas behind their presentation.
 * Spatial:** Students can use pictures in their presentation and can use a venn diagram in order to compare the ideals of democracy and communism.
 * Logical:** Students can create a time-line of sequential events that help to emphasize their points comparing and contrasting democracy and communism.
 * Linguistic:** Students can create a speech given by an historical character relevant to their presentation.
 * Interpersonal:** Students are working in groups on their projects to promote collaborative learning.
 * (O)** 1.7 Students will be able to decide how the roots and evolution of democratic ideals and constitutional principles are present/affecting **(organize)**. Product: preZentit, 2-3 days. **(perspective)**. ||

**Logical:** Students can reference statistics to get a point across in their cartoon. **Spatial:** Students will be using images and drawings in their ComicLife product. **Musical:** Students can reference themes in musical pieces that support their theme. **Interpersonal:** Students are working co-operatively in groups to design their products. **Intrapersonal:** Students can relate events to their personal lives.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are enduring themes occurring before, during and after the Post-War period in the U.S.**(where).** Everyone needs to understand these events so they are not repeated **(why).** Students will analyze how evidence is used to support multiple interpretations **(what).**
 * (H)** 4.2 As the hook we will be exploring the many uses of cartoons as political tools **(hook)**.
 * (E)** 4.3 Students will know important events and people that affected the time period. Students will learn how to utilize iMovie in a variety of ways by viewing tutorials from the Apple website. Students will create an iMovie recreating a theme from the Red Scare. This could be done by writing a song, conducting an interview, recreating an event, etc. **(equip).** Students will work in groups to create their iMovies. I will base group placement on individual intelligences as well as performance during the previous lesson **(experience).**
 * (R)** 4.4 Formative checklist: I will meet with teams to go over their outlines to make sure they are on the right track. We will also discuss the grading rubric prior to the debate **(rethink/revise).**
 * (E)** 4.5 Summative: Students will be graded on the information in their iMovies as well as the creativity used to make it **(evaluate).**
 * (T)** 4.6 **Linguistic:** Students will be using written material or speeches to narrate their cartoon.
 * (O)** 4.7 Students will be able to analyze how evidence is used to support multiple interpretations **(organize)**. Product: Comic Life. **(self-knowledge).** ||

= Lesson 3 =

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the Cold War/Post-War U.S. affected other political powers throughout the world **(where)**. The actions our country takes in our own lifetime greatly impact the rest of the world **(why)**. Students will exhibit how history includes studying the past based on a variety of sources **(what).**
 * (H)** 3.2 We will look at a youtube video that shows what happened to Korea following World War II and explore how this led to later conflict. http://www.youtube.com/watch?v=-fnnqTAsS48
 * (E)** 3.3 Students will understand important events and people that affected the time period. Students will learn to use online Wikis in order to share their findings about different facets of the Korean War **(equip)**. Students will be assigned groups of two to three to brainstorm and plan how they want their Wiki to be set up **(experience)**.
 * (R)** 3.4 Formative checklist: We will discuss different ways that Wikis can be used following initial introduction to the technology so that I can see whether students are understanding the options they have **(revise/refine)**.
 * (E)** 3.5 Summative: Students will be graded on the information they include and creativity they express in their Wiki pages **(evaluate).**
 * (T)** 3.6 **Naturalist:** Students can examine how geographical factors impacted Americas loss of the Korean War.
 * Intrapersonal:** Create a journal from the perspective of an American soldier or general.
 * Interpersonal:** Students are working in groups.
 * Musical:** Students can find songs that were used to protest the war.
 * Spatial:** Students can label locations on a map where important battles/events took place.
 * Logical:** Students can create a timeline of events.
 * (O)** 3.7 Students will be able to exhibit how history includes studying the past based on a variety of sources **(organize)**. Product: Wiki page. **(explain).** ||

**(H)** 2.2 Students will watch a clip from a critical news program (such as The Colbert Report or The Daily Show) that shows an example of connecting current to past events **(hook)**. **(E)** 2.3 Students will understand sequences and timelines of important people/events. Students will use Glogster in order to create a poster connecting a current event to an event in the above time period **(equip)**. Students will work in groups of two to three to discuss/brainstorm ideas **(experience)**. **(R)** 2.4 Formative checklist: following/during brainstorming groups I will meet with groups to ensure that everyone is on the right track **(rethink/revise)**. Students will review the rubric in order to self assess prior to presentation **(revise/refine)**. **(E)** 2.5 Summative: Students will be graded on their Glogster product based on a rubric **(evaluate)**. **(T)** 2.6 **Intrapersonal:** Some students could work on their own during brainstorming groups or come up with a personalized means of proving understanding. **Interpersonal:** Students could collaborate on Glogster products. **Naturalist:** Students could choose an event related to the environment. **Musical:** Students can add music to their Glogster. **Spatial:** Students can use diagrams to explain links between their two chosen events. **Logical:** Students can trace the events leading up to their two chosen events. **(O)** 2.7 Students will be able to reflect on implications these events have today **(organize)**. Product: Glogster **(application).** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are enduring themes occurring throughout this time period to today **(where)**. Events that happen in our own lifetime will affect the future **(why)**. Students understand major enduring themes and historical influences in the U.S. during the Post-World War II era **(what)**.

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the Cold War/Post-War U.S. affected other political powers throughout the world **(where)**. You must be able to interpret the speeches of politicians in order to make informed decisions **(why)**. Students will be open to varying interpretations of historic people/events **(what)**.
 * (H)** 5.2 We will watch MLK's "I Have A Dream Speech" to introduce importance of speeches.
 * (E)** 5.3 Students will know important events and people that affected the time period. Students will know how to conduct research using online resources such as youtube **(equip)**. Students will choose from a list of important speeches and will be assigned to groups based on their choices. Students will then choose to research the positive side or the negative side. Both sides will be analyzed and presented along with students own opinions using the class blog **(experience)**.
 * (R)** 5.4 Formative checklist: Before students' work is posted to blog I will meet with each group to make sure they are on track and doing what they are expected to be doing **(rethink/revise)**.
 * (E)** 5.5 Summative: Students will be graded on the blog pages they post to the class blog **(evaluate)**.
 * (T)** 5.6 **Linguistic:** Students can write out their findings in an essay style report.
 * Spatial:** Students can use a graphic organizer in order to display facts.
 * Kinesthetic:** Students can re-enact the speech they choose.
 * Interpersonal:** Students could create an in-class simulation of the event/where the speech was given.
 * Intrapersonal:** Relate the speech to your own life or current events.
 * Musical:** Explain the speaker's point by writing a song.
 * (O)** 5.7 Students will be open to varying interpretations of historic people/events **(organize)**. Product: Blog. **(empathy)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the concepts/nuances of the Post-War U.S. affect the world today **(where).** In a democratic society one must be able to make informed decisions about their state and federal government **(why)**. Students will evaluate ways in which history can help one better understand and make informed decisions about the past and future **(what)**.
 * (H)** 6.2 We will watch some "bad" political commercials and open discussion about what makes a good political commercial.
 * (E)** 6.3 Students will understand key factual information regarding political relations during the time period. Students will know how to use iMovie in order to effectively create a political commercial supporting a political figure from the Cold War period **(equip)**. Students will work in pairs to decide what figure to focus on and then outline/create their comic. It will be suggested that students choose one of the figures they focused on for lesson 5. Students will present their projects upon completion **(experience).**
 * (R)** 6.4 Formative checklist: While students are working on their projects I will meet with each group to check their progress and give tips on what direction to move in if needed **(rethink/revise)**.
 * (E)** 6.5 Summative: Students will be graded on their comic life product based on a rubric.
 * (T)** 6.6 **Intrapersonal:** Students can create a campaigning movie for themselves.
 * Interpersonal:** Explain how the decisions made by this politician affect everyone else.
 * Musical:** Students can add relative music to be played in the background of their iMovie.
 * Spatial:** Students will be creating a diagram that outlines the ideas of their chosen politician.
 * Logical:** Students can research statistics of those who support/do not support their chosen politician.
 * Linguistic:** Students will write out a narrative for their iMovie.
 * (O)** 6.7 Students will evaluate the ways in which history can help one better understand and make informed decisions about the past and future. **(organize)**. Product: iMovie **(interpret).** ||

2004 ASCD and Grant Wiggins and Jay McTighe