S3+Grivois,Timothy

=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 roots of democracy in the United States set the standard for the growth & development of the country and that the groundwork for the present day United States was established by early government figures and events **(Where).** Students will gain perspective on the day-to-day intricacies of current political structure in the United States **(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). **
 * (H)** 1.2 Show a video clip outlining the end of the Revolutionary War and the transition into the next stage of U.S. growth (**Hook).**
 * (E)** 1.3 Students will know the sequence and timeline of events from 1783-1815 and the lasting effects those events have had on U.S. history **(Equip).** Students will construct a basic timeline in groups to foster basic understanding **(Explore).** Students will get into three-minute review groups after the lesson to confirm or debunk sequential knowledge **(Experience).**
 * (R)** 1.4 Students will check and recheck sequence in three-minute review groups **(Rethink/Revise).** Students will receive input and correctional information from instructor and peers before final product is submitted **(Rethink/Refine).**
 * (E)** 1.5 During the finalization process of the timeline construction, each group will compare their timelines among themselves and present them to me to check clarity, sequence, and logic. Timelines will be graded based on a prerequisite list. **(Evaluate).**
 * (T)** 1.6
 * Verbal:** Group discussions will take place outlining several important events, with students given the chance to share their opinions on significance.
 * Logical:** The sequence of events that took place will be analyzed in order and designated into categories denoting overarching themes (politics, economics, culture).
 * Visual:** Students' timelines will be synthesized and displayed for other students to view and use.
 * Musical:** Period music will be introduced when relevant to current events.
 * Intrapersonal:** Students will theorize and compare themselves to a chosen historical figure from the period.
 * Interpersonal:** Students will work in groups to differentiate between significant and insignificant events for the timeline.
 * (O)** 1.7 Students will be able to exhibit basic understanding of the Historical Events impacting the U.S. from 1783-1815. **(Explain) Product:** Virtual Timeline using Inspiration. **Days:** 2/3 **(Organize).** ||

**Logical:** The logic behind democracy will be discussed and analyzed through historical texts. **Visual:** Posters will be created to showcase the structures of both the U.S. and historical democracies. **Intrapersonal:** Students will read several historical accounts of ancient democracies and do a personal response entry. **Interpersonal:** Students will work in partners to analyze comparisons. **Naturalist:** Students will engage in the above mentioned discussion in an open-forum outside setting. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the roots of democracy in the United States set the standard for the growth **(Where).** Students will understand the differences and similarities of the United States as they know it today and how it was originally structured **(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). **
 * (H)** 2.2 Read an excerpt of the U.S. Constitution that remains effective today (**Hook).**
 * (E)** 2.3 Students will know the structure of early U.S. democracy and that of the current U.S. **(Equip).** Students will work in groups to create Observation Charts outlining the main differences and similarities in list form **(Explore).** Students will pair up to share ideas and critique the comparisons **(Experience).**
 * (R)** 2.4 Students will address any concerns in understanding democratic processes in peer groups **(Rethink/Revise).** Observation Charts will be distributed from group to group and students will add information as they see fit, originals will be returned and reviewed **(Rethink/Refine).**
 * (E)** 2.5 Glogster posters will be graded via rubric with specific majority of points available for a small presentation/explanation of rationale; any answer that can be justified clearly and logically will be acceptable as a correct answer **(Evaluate).**
 * (T)** 2.6
 * Verbal:** Students will engage in an open discussion forum regarding different ancient democracies.
 * (O)** 2.7 Students will be able to compare & contrast early U.S. government structure with the modern day system. **(Perspective). Product:** Glogster presentation outlining differences/similarities **Days:** 2 **(Organize).** ||

**Logical:** Students will construct a fact-based argument regarding one position or the other for the above mentioned debate. **Visual:** Students will analyze the presented chart based on visual statistics. **Intrapersonal:** A personal reflection piece will be assigned regarding political affiliations both historical and current. **Interpersonal:** Students will work with partners or groups for discussions. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the development of the United States into a world power had a profound effect on a global and historical scale **(Where).** Students will understand the position of the United States on a global scale and the manner in which other countries interpret the U.S. **(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). **
 * (H)** 3.2 Present a chart containing comparative statistics relating the position of the U.S. on an a global economic scale both past & present (**Hook).**
 * (E)** 3.3 Students will know the position of the United States on a global scale in relation to politics, economics, and foreign relations **(Equip).** Students will create a trickle-down chart outlining lasting effects in the categories of economics, politics, and culture **(Explore).** Students will partner up to discuss modern ramifications of early U.S. establishment **(Experience).**
 * (R)** 3.4 Students will be able to discuss in partners different ideas for the trickle-down chart and upon completion will be able to compare work **(Rethink/Revise).** Trickle-down charts will be compared and synthesized for one class-wide chart that can be used between and among groups for the creation of podcast subjects **(Rethink/Refine).**
 * (E)** 3.5 Podcasts will be graded via rubric giving points for hitting specific benchmarks in the analysis; peer review groups will read transcripts of first draft podcasts and give feedback **(Evaluate).**
 * (T)** 3.6
 * Verbal:** Students will engage in a debate regarding the strength of the United States during the period.
 * Kinesthetic:** Students will act out a cultural tradition that originated in the period and still remains today.
 * (O)** 3.7 Students will be able reflect on the lasting global effects created by the establishment of the U.S. as a world power **(Self-Knowledge). Product:** GarageBand Podcast responsive analysis to the U.S. position as a newly formed global power in 1815 **Days:** 2 **(Organize).** ||

**Verbal:** Students will be able to discuss the differences and similarities between democracies in a group discussion. **Logical:** Students will read logical arguments for and against democracy by philosophers. **Visual:** Venn Diagrams will be created in group processes to display and compare information. **Kinesthetic:** Students will be able to participate in an open forum discussion in Roman style, standing and using body language to express a point. **Intrapersonal:** Students will be able to decide which historical democracy they felt was strongest and pick partners based on their personal choice. **Interpersonal:** Groups will be formed to create Venn Diagrams and work on ComicLife narratives. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the roots of democracy in the United States set the standard for the growth and development of the country **(Where).** Students will understanding the ancient origins of United States democracy by comparing it to several historical democracies **(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). **
 * (H)** 4.2 Read conflicting accounts of democracy from Greek and Roman philosophers (**Hook).**
 * (E)** 4.3 Students will know the reason why early U.S. politicians and officials created a democracy, and the evolution of the system from its inception to its modern form **(Equip).** Students will create a Venn Diagram comparing U.S. democratic structure to that of an historically significant ancient democracy **(Explore).** Brainstorming groups will be put together to create support systems in the comparison process **(Experience).**
 * (R)** 4.4 Students will be able to pick partners or small groups in order to create Venn Diagram with, with each reviewing product **(Rethink/Revise).** Students will work in groups to create ComicLife narrative, based on their experiences with Venn Diagram groups **(Rethink/Refine).**
 * (E)** 4.5 Students will be given exit cards during the comparison process in order to assess position and progress. ComicLife narratives will be graded on a rubric outlining expectations and specific point requirements **(Evaluate).**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to relate the position of U.S. government structure to the structures of other historical democracies **(Empathy). Product:** ComicLife Narrative creating comparison in story form. **Days:** 3 **(Organize).** ||

**Logical:** Analyses will follow a logical and progressive structure so that every document is examined using the same criteria. **Visual:** Hard copies of each document to be analyzed will be distributed so that students can work with them on their own time; documents will also be projected and virtually highlighted by instructor during class. **Musical:** Schoolhouse Rock videos regarding Bill of Rights will be watched in class. **Interpersonal:** Students will be able to share their analyses with other students and receive feedback and ideas. ** Naturalist: ** Early documents regarding environmental policies will be analyzed. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the roots of democracy in the United States set the standard for the growth and development of the country & The groundwork for the present day United States was established by early government figures and events **(Where).** Students will be aware of the period documents that are responsible for United States government structure and their significance **(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). **
 * (H)** 5.2 Copies of the Bill of Rights will be distributed for students to read with particularly relevant sections addressed in class by instructor (**Hook).**
 * (E)** 5.3 Students will know the important notes and key aspects of several U.S government documents created in the period between 1783-1815 and the manner in which they affect the modern government structure **(Equip).** Students will create concept charts that outline the different sections of several documents and the main bullet points deemed most significant **(Explore).** Students will work in jigsaw groups; 5 students who have analyzed different documents will convene to compare and contrast analyses **(Experience).**
 * (R)** 5.4 Small groups will be assigned to each documents, with each member of the group having a specific task in the analysis **(Rethink/Revise).** Members of the small group will also be online feedback partners who will provide comments and assistance in the individual analysis portion that will take place over a series of blog entries **(Rethink/Refine).**
 * (E)** 5.5 Quick 1-on-1 student/teacher conferences will be had halfway during the process, while each blog entry done by students will be responded to by classmates and the instructor alike to provide helpful and constructive feedback **(Evaluate).**
 * (T)** 5.6
 * Verbal:** Students will work in groups at points to communicate different ideas about significance.
 * (O)** 5.7 Students will be able to critique primary and secondary sources outlining the growth and progress of the U.S. government and economy (significant documents)**(Interpret). Product:** Series of Blog Entries cataloging analysis progression. **Days:** 2 **(Organize).** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the groundwork for the present day United States was established by early government figures and events **(Where).** Students will attain in-depth knowledge of an event that has shaped United States history to this day **(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). **
 * (H)** 6.2 Present my student sample of the End of the War of 1812/Treaty of Ghent **(Hook).**
 * (E)** 6.3 Students will know the ins and outs of several key events in the time period from 1783-1815, selecting one to explore and research for a final project that displays mastery of the subject and context **(Equip).** Students will create Time Order chart breaking down their selected event into several subsections (causes and mini-events) **(Explore).** Groups will be created to work on Time Order charts, and one member of each group will be selected to participate in a class wide mini-presentation with a question and answer period, so that the class understands which groups are working on what events **(Experience).**
 * (R)** 6.4 Students will select groups to work on Time Order charts and for the eventual iMovie presentation **(Rethink/Revise).** Small groups will rotate the members who participated in the question and answer period and take specific information about other groups events and styles for their own projects **(Rethink/Refine).**
 * (E)** 6.5 Students will create journal entries regarding the project and their progress, as well as the group dynamic. iMovies will be graded with two different rubrics, regarding product and presentation of the material to the class **(Evaluate).**
 * (T)** 6.6
 * Verbal:** Students will be able to discuss and interpret events in small groups.
 * Logical:** Information about the event will be presented in a logical progressive structure.
 * Visual:** Students will be able to use whatever graphics and visual aides in the iMovie presentation.
 * Kinesthetic:** Students can re-enact events and subevents in the iMovie presentation and act in various roles.
 * Intrapersonal:** Students will have to film segments of the iMovie and get a chance to try out every different job involved in the process.
 * Interpersonal:** Presentations will require the cooperation of the entire class in order to create the projects, participate in the judging process, and share information between groups to foster complete understanding of the event sequence.
 * (O)** 6.7 Students will be able to design and present an analysis and outline of a specific political event of the period with lasting effects **(Apply). Product:** iMovie newscast video outlining a teacher-approved event (or section of a large event) will be presented to class with question & answer period. **Days:** 3 **(Organize).** ||

2004 ASCD and Grant Wiggins and Jay McTighe