L3+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**__ **:**  3 Interpretation __**Grade Level**__ **:**  11   __**Topic**__ **:**  The Rise of Japan

<span style="font-family: Times New Roman,serif;">__**Objectives**__ <span style="font-family: Times New Roman,serif;">**Student will understand that** <span style="font-family: Times New Roman,serif;"> the Japanese Empire was spurred into a major military force because the British used them to fight a proxy war against the Germans in World War I. <span style="font-family: Times New Roman,serif;">**Student will know** <span style="font-family: Times New Roman,serif;"> how the Japanese were brought into the First World War and how this led to them having one of the most powerful navies in the Pacific. <span style="font-family: Times New Roman,serif;">**Student will be able to** <span style="font-family: Times New Roman,serif;"> critique British Foreign policy in the First World War and be able to compare it the CIA arming Afghan militants to fight the Soviets.

<span style="font-family: Times New Roman,serif;">__**Maine Learning Results Alignment**__ //<span style="font-family: Times New Roman,serif;">- 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 //<span style="font-family: Times New Roman,serif;">.

<span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;">**Rationale:** <span style="font-family: Times New Roman,serif;"> Like Germany, the Japanese seemed to Rise out of nowhere. This was fueled due to the fact that the British brought them into the First World War to fight the German Navy. A few years later they were on the other side of another war. This is similar to many events in history, notably the arming of Afghan militants to fight the then enemy Soviets. We are now fighting them 20 years later.

<span style="font-family: Times New Roman,serif;">__**Assessment**__

<span style="font-family: Times New Roman,serif;">**Formative (Assessment for Learning)** <span style="font-family: Times New Roman,serif;">I will be moving between groups and making sure they are on task and have the right idea about how both events are linked before they start working on the Imovie that will compare them both. I will also ask that the students write a self reflection for the hook which is analyzing the old adage “The Enemy of my Enemy is my Friend”.

<span style="font-family: Times New Roman,serif;">**Summative (Assessment of Learning)** <span style="font-family: Times New Roman,serif;">200/1000- An IMovie presentation comparing the use of the Japanese in WWI to the arming of Afghan militants to fight the Soviets and the consequences. Students will be graded on a checklist to make sure that they hit cover the right points. <span style="font-family: Times New Roman,serif;">__**Integration**__ <span style="font-family: Times New Roman,serif;">**Technology:** <span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> Students will be creating a movie on IMovie and researching using the Internet and their laptops.

<span style="font-family: Times New Roman,serif;">**Other Content Areas:** <span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> English- Students will need to provide a script or storyboard, at least a rough one showing the planning of the movie.

Visual Design- The students will need to create an artistic comparison of the use of the Japanese in World War I to the arming of Afghan militants to fight the Soviets in the 1980's

<span style="font-family: Times New Roman,serif;">__**Groupings**__ <span style="font-family: Times New Roman,serif;">Students will be working in groups of 4 or 5 depending on class size. As long as the groups are proven to not be disruptive and will actually get work done I will let students pick their own. Students will need to take the role of researcher, script writer, and movie maker. While all students will be able to help with each of these roles, one or two will be responsible for each.

<span style="font-family: Times New Roman,serif;">__**Differentiated Instruction**__ <span style="font-family: Times New Roman,serif;">**Verbal learners** <span style="font-family: Times New Roman,serif;"> will get to speak on the movie project. <span style="font-family: Times New Roman,serif;">**Logical learners** <span style="font-family: Times New Roman,serif;"> can help plan out scripts and story boards. <span style="font-family: Times New Roman,serif;">**Visual learners** <span style="font-family: Times New Roman,serif;"> will learn better from the movies. <span style="font-family: Times New Roman,serif;">**Bodily Kinestic** <span style="font-family: Times New Roman,serif;"> learners will get the chance to act if they so wish. <span style="font-family: Times New Roman,serif;">**Interpersonal learners** <span style="font-family: Times New Roman,serif;"> will get the chance to work in groups. <span style="font-family: Times New Roman,serif;">**Intrapersonal learners** <span style="font-family: Times New Roman,serif;"> get the chance to self reflect. <span style="font-family: Times New Roman,serif;">**Naturalistic learners** <span style="font-family: Times New Roman,serif;"> can choose to focus on the terrain and geography of the area's in question.

<span style="font-family: Times New Roman,serif;">**Modifications/Accommodations** <span style="font-family: Times New Roman,serif;"> I will review student's IEP, 504, or ELL/DEP and make appropriate modifications and accommodations. <span style="font-family: Times New Roman,serif;">

**<span style="font-family: Times New Roman,serif;">Absent Students **<span style="font-family: Times New Roman,serif;"> <span style="font-family: Times New Roman,serif;"> 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 how to make up time lost and get one caught up with their movie (absent students will be placed in groups).

<span style="font-family: Times New Roman,serif;">**Extensions** <span style="font-family: Times New Roman,serif;"> Students will be creating an IMovie presentation to compare the entry and use of the Japanese in World War I to the arming of Afghan militants to fight back against the Soviets. <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">__**Materials, Resources and Technology**__ <span style="font-family: Times New Roman,serif;">Materials: Computers, laptops or otherwise Internet Access A Working Word Processor Handouts for class
 * Work in Progress

<span style="font-family: Times New Roman,serif;">__**Source for Lesson Plan and Research**__ [|__IMovie Tutorial__][| __<-Tutorial for IMovie__] [|__Japan in World War I__][| __<-In depth article on Japan's entry in World War 2__]<span style="font-family: Times New Roman,serif;"> __[|"Charlie Wilson's War" <- In depth Article for the arming of Afghans to fight the Soviets]__ <span style="font-family: Times New Roman,serif;">
 * Work in Progress

<span style="font-family: Times New Roman,serif;">__**Maine Standards for Initial Teacher Certification and Rationale**__

<span style="font-family: Times New Roman,serif;">//**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.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> "Beach ball" learners will be given the chance to go where ever they want with this project as long as it satisfies the requirement which is to show the similarities between the use of the Japanese in World War 1 is pretty darn similar to the arming of the Afghans. "Clipboard" learners will be able to write the script/storyboard and plan out what the group is going to end up doing so they have some sense of structure. "Microscopes" will get the chance to dig deep and try and bring that out in the movie. "Puppy dog" learners will get the support they need either from me or from a good group, as this lesson gets field tests I can tune it more and more and have a stronger idea of what to do and that will only help puppies.

<span style="font-family: Times New Roman,serif;">//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> Students will be introduced to the rise of the Japanese and how to Interpret it and how it corresponds to other events in history. The Pacific Theater of the war is often skipped over when students are learning about the Second World War or simply tacked onto the end. Sadly it was the part of the war the United States ended up fighting first and we sent a lot of boys over to fight it. Some students might have relatives that fought in this often forgotten part of the war which might help drive learning. It's also critical because the Japanese were used to fight one war and ended up being on the opposing side on the other. This is similar to the War on Terror because we armed Islamic Militants to fight the Soviets and then they took over the country and created a terror network for their gains and started attacking the Western World. History does indeed repeat itself.

<span style="font-family: Times New Roman,serif;">//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;"> **Verbal learners** <span style="font-family: Times New Roman,serif;"> will get to speak on the movie project. <span style="font-family: Times New Roman,serif;"> **Logical learners** <span style="font-family: Times New Roman,serif;"> can help plan out scripts and story boards. <span style="font-family: Times New Roman,serif;"> **Visual learners** <span style="font-family: Times New Roman,serif;"> will learn better from the movies. <span style="font-family: Times New Roman,serif;"> **Bodily Kinestic learners** <span style="font-family: Times New Roman,serif;"> will get the chance to act if they so wish. <span style="font-family: Times New Roman,serif;"> **Interpersonal learners** <span style="font-family: Times New Roman,serif;"> will get the chance to work in groups. <span style="font-family: Times New Roman,serif;"> **Intrapersonal learners** <span style="font-family: Times New Roman,serif;"> get the chance to self reflect. <span style="font-family: Times New Roman,serif;"> **Naturalistic learners** <span style="font-family: Times New Roman,serif;"> can choose to focus on the terrain and geography of the area's in question.

Technology- Students will be creating a movie on IMovie and researching using the Internet and their laptops. <span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**// <span style="font-family: Times New Roman,serif;">//**Rationale:**// <span style="font-family: Times New Roman,serif;">Informal: I will be moving between groups to make sure that they are on task and to help them where needed, I will also sit down and talk with each to see what they are presenting and whether or not it's correct or if they came up with something I was unaware of. I will also be collecting the self reflection from the hook and respond to them. I will not grade it, but they will get credit for doing it.

Formal: The student's videos will be presented in class and graded for historical accuracy and whether or not they could show the connection.

<span style="font-family: Times New Roman,serif;">__**Teaching and Learning Sequence**__ <span style="font-family: Times New Roman,serif;">**:** **
 * <span style="font-family: Times New Roman,serif;"> The class will start with desks in groups of four for the begining of the lesson and the introduction of the hook which is a self reflection on the adage of "An enemy of my enemy is my friend." Students will then be introduced to the project and they will break up into groups. After I have signed off on each grouping they can go to work on research and planning. Students will have at least 3 in class periods to work on this project.
 * <span style="font-family: Times New Roman,serif;"> Day 1 **
 * <span style="font-family: Times New Roman,serif;"> 10-15: Minutes Hook **
 * <span style="font-family: Times New Roman,serif;"> 10 Minutes: Project Intro (includes the tutorial) **
 * <span style="font-family: Times New Roman,serif;"> 5 Minutes: Form groups **
 * <span style="font-family: Times New Roman,serif;"> Remainder of Class: Begin researching the project **


 * <span style="font-family: Times New Roman,serif;"> Day 2 **
 * <span style="font-family: Times New Roman,serif;"> Work on Projects **


 * <span style="font-family: Times New Roman,serif;"> Day 3 **
 * <span style="font-family: Times New Roman,serif;"> Work on Projects **

Students will critique British foreign policy in WWI with the Japanese and the consequences that it entitled. Students should be wary of the government arming third parties to fight wars and aware of the problems this can cause in the future. **<span style="font-family: Times New Roman,serif;"> //<span style="font-family: Times New Roman,serif;">Analyze and Critique events and consequences in the history of the United States and the world and the implications for the present and future //**<span style="font-family: Times New Roman,serif;">. ****<span style="font-family: Times New Roman,serif;"> Students will do a self reflection on the adage of the "Enemy of my Enemy is my Friend" and whether or not it is true. ****<span style="font-family: Times New Roman,serif;"> (Where, Why, What, Hook, Tailors: Intrapersonal, Linguistic, Logical, Interpersonal) ****<span style="font-family: Times New Roman,serif;">
 * <span style="font-family: Times New Roman,serif;"> Day 4 **
 * <span style="font-family: Times New Roman,serif;"> Presenatations **
 * <span style="font-family: Times New Roman,serif;">

The first 10-15 minutes will be dedicated to the hook which will be turned in and commented on but only for credit for doing it. The next 10 minutes will be given to the introduction of the project and the forming of groups. This will include the introduction of the IMovie tutorial. Students will be allowed to move to an area that best suits working on the project. I am going to tentatively give three days of class time to work on the project, more if necessary. ****<span style="font-family: Times New Roman,serif;"> Equip, Explore, Rethink, Tailoring: (Interpersonal, Visual, Logical, Bodily/Kinesthetic) ****<span style="font-family: Times New Roman,serif;"> Day 2 Students will learn about how the Japanese entered the First World War and what they did. They will also have to learn about the CIA operations to arm Afghan Mudjahadeen fighters. I will grade the project, most likely on a rubric along with comment card from the rest of the viewing audience. I will also being floating between groups to make sure that they have got the right idea about the correlation between the events and making sure they are making progress.

Day 3 Work Day

Day 4 Presentations (work day if needed) ****<span style="font-family: Times New Roman,serif;"> Explore, Experience, Rethink, Revise, Refine, Tailoring: (Verbal, Interpersonal) ****<span style="font-family: Times New Roman,serif;">

The videos will presented for the class. I will make my own grade on the project, with the check list. I will also hand out note cards so the rest of the class can make a comment sandwich of the video they just watched. IE the two good comments sandwiching the one thing they need to work on. ****<span style="font-family: Times New Roman,serif;"> Evaluate, Tailors: (Logical, Intrapersonal, Interpersonal) **<span style="font-family: Times New Roman,serif;">

<span style="font-family: Times New Roman,serif;">__**Content Notes**__ __[]__ <span style="font-family: Times New Roman,serif;">The British negotiated with the Japanese and had them joined the Allied powers to battle the Kreigsmarine or German Navy for control of the Eastern Trade routes. Afterwards the Japanese had an experience and large navy, one that would only become bigger and soon come to bare against the US Pacific Fleet. <span style="font-family: Times New Roman,serif;"> __[]__ <span style="font-family: Times New Roman,serif;"> The United States specifically the CIA sent weapons and instructors to help Afghan Mudhajeen fighters repel the Soviet Invasion of the 1980's. With notable backing of Senator Charlie Wilson the CIA soon sent in more advanced weapons notably Stinger missiles to repel Soviet Helicopters. The Soviets left and the fighters were sporting American provided weapons, one of these, the Taliban, soon seized power of the shattered country and made it a haven for terrorists groups, notably Al-Qadea.

<span style="font-family: Times New Roman,serif;">__**Handouts**__ <span style="font-family: Times New Roman,serif;">Storyboard Template <span style="font-family: Times New Roman,serif;">Project checklist