L6+Boynton+III,+George

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mr. Boynton **Date of Lesson:** 6
 * Grade Level:** 11 **Topic:** Appeasement

__**Objectives**__

 * Student will understand that** postwar weariness and the Great Depression affected Foreign policies.
 * Student will know** the effects of the Great Depression on the major players in the League of Nations.
 * Student will be able to do** spot how economic downturns can hold up good.

__**Maine Learning Results Alignment**__
//- Grade 9-Diploma "Pre-World War II" ->Students understand major eras, major enduring themes, and historic influences in the United States and world history,including roots of democratic philosophy, ideals, and situations in the world. -> b. Analyze and Critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and the world and the implications for the present and future//.


 * Rationale:** The Great Depression and most war weariness were strong influences on history and led to enduring consequences. Namely, The Second World War.

__**Assessment**__
Students will be allowed to check-in while working on the final product. I will be checking in with groups throughout the duration of the completion of their project to give them feedback and to answer any technical questions that might arise.
 * Formative (Assessment for Learning)**

200/1000- Garageband/Podcast recording of a debate between foreign dignitaries about appeasement. Students work will be graded on rubrics given to them before the start of the project.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology- Students will make the final product for this lesson on Garageband and turn it into a podcast and post it on-line. Students will learn about international relations and appeasement and then display their new knowledge in a made up debate before the League of Nations.

English- Students will be required to write out a script or at the very least an outline to make sure they cover all the historical points needed.

__Groupings__
Students will break up into groups of 3 or 4 to work on the WebQuest/Podcast. Since this project will require some work outside of class I will allow students to make their own groups, but only if approved by myself. It is my job to make sure everyone is in a group and that these groups are going to be viable.

__**Differentiated Instruction**__
Verbal/Linguistic students will get to make a debate in class. Logical/Mathematic students will get to plan out their project. Visual learner's projects can use clip art t help enhance projects with Garageband. Kinesthetic learners will be able to move to different parts of the building (computer lap, library, etc.) to work on the project. Interpersonal students will be working together on projects. Intrapersonal students will be able to reflect on their ownabout the conditions of the time.
 * Strategies**

I will review student's IEP, 504, or ELL/DEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent Students: If students are going to miss class they or their guardian should make an attempt to email/call me in advance. If it is a simple one day illness, work will be due the next class you attend. In the event of family emergencies please meet (email tag is good enough) to try and work out a plan. Since this project is supposed to be worked on for the most part in class attendance is important.
 * Absent Students**

Students will do a Webquest and make a period specific debate and record it into a Podcast.
 * Extensions**

__**Materials, Resources and Technology**__
Materials: Computers, laptops or otherwise Internet Access A Working Word Processor Handouts for class
 * Work in Progress

__Source for Lesson Plan and Research__
WebQuest- under construction in Dr. Theresa's class

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** "Beach Ball" learners will be given a chance to move from a reflection to a research project and then back to working with groups so that the students are given a variety of ways to learn. "Clipboard" learners will be given clear objectives to satisfy for the WebQuest product. "Microscope" learners will be given the chance to examine the issues of the time and how they related to Foreign Policies. "Puppy Dog" learners will be given plenty of time to work on the product in class and I will be around to help answer questions and to help clear up any misunderstandings that might arise during the project.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Students will be introduced to factors that influenced foreign policy of the time, mainly war weariness and the Great Depression. The hook that students will be introduced to will be to ponder the Edmund Burke quote "All that is needed for the triumph of evil is for good men to do nothing." Students will then write a quick self reflection and hand those into me.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal/Linguistic students will get to make a debate in class. Logical/Mathematic students will get to plan out their project. Visual learner's projects can use clip art t help enhance projects with Garageband. Kinesthetic learners will be able to move to different parts of the building (computer lap, library, etc.) to work on the project. Interpersonal students will be working together on projects. Intrapersonal students will be able to reflect on their ownabout the conditions of the time.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology- Students will make the final product for this lesson on Garageband and turn it into a podcast and post it on-line. Students will learn about international relations and appeasement and then display their new knowledge in a made up debate before the League of Nations

Rationale:** Informal: Students will write a quick self reflection after the hook is introduced. I will comment on these and give them credit for doing them.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Formal: Student's final Podcasts will be viewed by the class. I will then assess these with Rubrics I have created for the WebQuest. I will most likely ask for a copy of to have it on the Internet in case I need to take a closer look.

__Teaching and Learning Sequence__
The classroom will be set up in rows to begin class for the beginning class discussion with the hook topic. After groups/partners have been picked for the WebQuest students will be allowed to move and if necessary move desks to meet with their group. Students will remain in groups until they finish the WebQuest. This could take up to three days.

Students will consider how the Great Depression and post war weariness affected Foreign Policies. Students will learn how Economic downturns can stop people from doing good. This can be related to how green energy and related subsidies have been held back because of the current downturn. **//Analyze and Critique events and consequences in the history of the United States and the world and the implications for the present and future//.** I will present students with the Edmund Burke quote, "All that is needed for the triumph of evil is for good men to do nothing." Students will then take 5-10 minutes to write a self reflection on the quote.
 * (Where, Why, What, Hook, Tailors: Intrapersonal, Linguistic)**

The first ten minutes of class will be dedicated to discussing the Hook. The next 5 will be to introduce a WebQuest/Project to the students. Students will break up into groups of three or four depending on the size of the class. Groups will be allowed to move around the room and possibly to the computer lab or library. After completion of said Webquest students will know the flaws in the Treaty of Versailles.
 * Equip, Explore, Rethink, Tailoring: (Interpersonal, Visual, Logical, Bodily/Kinesthetic)**

Day 2 Students will explore the affects of the Depression and the attitudes of people and politicians in the inter-war period. Students will continue group work on their projects. I will make visits to all the groups in the class and see where they are at and where they need help. I will also get a good sense of if students will need more classtime.
 * Explore, Experience, Rethink, Revise, Refine, Tailoring: (Verbal, Interpersonal, Visual, Logical, Kinesthetic)**

Day 3 Projects presented and graded. If there is time left over after presentations are done I will organize a class discussion to reflect on what they all learned.
 * Evaluate, Tailors: (Logical, Intrapersonal, Verbal)**

Students will get a base knowledge in [|how to use Garageband].
 * Content Notes**

Students will learn about the definition of Appeasement.

Students will learn about the League of Nations and who was in it (and more importantly, who wasn't). Students will need to do it to pick out nations to do their WebQuest products.

Students will use previous knowledge about the Treaty of Versailles and look at the problems created. Namely violations that Hitler committed and got away with and the provoked responses. Students will also learn about military actions that were run by Hiter's Germany that weren't necessarily violations of the Treaty, but were violations of International Law and Sovereignty.


 * Handouts**

None, yet