S3+McDaniel,+Scott

=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]
 * 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]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lssons 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.

=Part 1= 2. For the first day students will come into the class and hear the sounds of mills and factories, with related images on the board.**(hook)** 3. Important inventions and innovations, sequence and time lines, important people and events.**(equip)** Graphic organizer, class wiki, explain how to use it.**(explore)** Groups, think-pair-share.**(experience)** 4. Think through information learned, ask questions about what you think you know while looking at the graphic organizer.**(rethink)** Feedback from peers.**(revise)** Final drafts.**(refine)** 5. Students will take a short (5-8 question) quiz about what we'll be talking about in class when they first come in, then at the end the same quiz will be given, then answers revealed.**(self-evaluation)** 6. **Verbal-**The first lesson will tell a story of the Industrial Revolution, me speaking. 7. Translate the events of the Industrial Revolution.**(interpret)** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Industrial development in the United States was caused by various factors.**(where)** There are lots of laws caused by events during the Industrial Revolution, infrastructure near your area could have been built during the Industrial Revolution.**(why)** Development of the Industrial United States 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Logical-** The story will have a logical sequence, it will be evident.
 * Visual-** Images will be shown in order to enhance the story.
 * Interpersonal-** Students will work in groups of 3-4 in order to try to "complete" parts of the story.
 * Intrapersonal-** During the story, students will have a list of key people, inventions, and events, afterword they have an opportunity to reflect individually and consider what effects these have had on their lives.
 * Musical-** A sampling of music clips from the era will be incorporated during the hook.

9. I will swallow my pride and dress up like on of the important inventors or innovators that we will learn about.**(hook)** 10. Reinforcement of the same innovator, sequences and time lines, important people and event.**(equip)** Graphic organizer, wiki, explain how to use it.**(explore)** Groups, think-pair-share.**(experience)** 11. After discussing with groups, tell me what you role was in your family unit.**(rethink)** Students will hear from their counterparts in the other groups what they think the role was.**(revise)** By the end of the class we will come to a consensus.**(refine)** 12. Student will take a short (5-8 question) questionnaire about what we will be talking about in class, at the end we will answer the questions together.**(self-evaluation)** 13. **Verbal-** The verbal discussion should work for these people. 14. Tell about some of the stimuli of the Industrial Revolution. **(explain)** || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Industrial development in the United States was caused by various factors.**(where)** Much of the way that our economy is set up was inspired by events of the Industrial Revolution.**(why)** Development of the Industrial United States 1856-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Logical-** Students will be asked to connect previous events that we learned about to the Industrial Revolution.
 * Visual-** Images on the board in the front of the class.
 * Interpersonal-** The discussions about roles in family unit.
 * Intrapersonal-** Students will need to consider their own role in their family today and figure out if there are similarities to those of people of the Industrial Revolution era.
 * Naturalist-** I can offer students to investigate the effects on pets during this era of rapid change.
 * Musical-** What was reflected about the general moods of the time through music?

16. After all students enter the room I will shut the lights off in order to create a relaxed atmosphere. I will proceed to tell a story about the day of a typical industrial worker around the beginning of the twentieth century. It will be in "imagine you are..." form.**(hook)** 17. This is where we will take a look at the home life of our citizens during the Industrial Revolution. Examine what they did in their time away from factories. Strong family ties? Role of churches? Recreation? All the questions will be answered.**(equip)** Through the use of lecture, videos, students will learn most of what they need.**(explore)** Do some of the things that the people they are studying did.**(experience)** 18. Answer the question: Does what you have learned today fit your preconceptions of people of this era?**(rethink)** Look at your quiz from the beginning of class.**(revise)** Develop a new statement about what you think life was like.**(refine)** 19. Student will take a quick (5-8 question) survey about what they think people in the Industrial Revolution era were like, then at the the end of class we will answer the questions together.**(self-evaluation)** 20. **Verbal-** The hook portion of class is completely verbal. 21. Build a sense of what life was like during the industrial development of the United States.**(perspective)** || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. There were many cultural effect of the Industrial Revolution.**(where)** Your daily life has been greatly inspired by changes that took place during the Industrial Revolution.**(why)** Development of the industrial United States, 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Logical-** Students will examine how people managed time and money.
 * Kenisthetic-** We can play some games that were popular in that era.
 * Intrapersonal-** Students will examine what home life is like for them now, and how it would have been during the Industrial Revolution era.
 * Naturalist-** Examine what impact the rural to urban immigration had on the environment.
 * Musical-** What does the music of the era say about the attitudes and feelings of the people living in this era?

23. I will produce an image of what some of our major cities would look like if the United States had never been industrialized and put in the front of the class, ask them where they think this is.**(hook)** 24. In this class students will be asked to examine what life would be like for them had the United States never been industrialized, we will study other countries that were once like the United States but never developed a manufacturing base.**(equip)** Students will contemplate with their lives would be like if they were living in the lesser developed country.**(explore)** Put themselves in the situation of the people of lesser developed countries.**(experience)** 25. Answer the question: Would you enjoy life better if you were in a country that had never seen industrial development?**(rethink)** Look at your quiz from the beginning of class.**(revise)** Come up with your own thoughts on what you wish the United States looked like.**(refine)** 26. Student will take a quick (5-8 question) survey about what they think people in the Industrial Revolution era and today would be like, then at the end of class we will answer the questions together.**(self-evaluation)** 27. **Logical-** This lesson is made for logical people, making the connection between cause and effect is crucial here. 28.Recognize how the Industrial Revolution effects them today.**(self-knowledge)** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. There were many cultural effect of the Industrial Revolution.**(where)** Your daily life has been greatly inspired by changes that took place during the Industrial Revolution.**(why)** Development of the industrial United States, 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Visual-** The image of the cities without industrial development should be powerful for these learners.
 * Musical-** Students can see if the find rhythms of life in this era.
 * Interpersonal-** Students can compare and collaborate during the assignment.
 * Intrapersonal-** Students will also need to reflect to themselves during the assignment.
 * Naturalist-** Like previous lessons, students can imagine what the landscape of the country would be like without industrial development.

30. Students will receive a card when they enter the class with a number that corresponds to a certain table, the other students that receive the same number will be partners for the day. 31. Today we will examine some of the hopes and dreams that people their age during the Industrial Revolution had.**(equip)** Students will tell us about what kind of hopes that they hold for themselves for their own futures.**(explore)** Students will then compare there own goals, to the Industrial Revolution era counterparts.**(experience)** 32. Answer the question: Why would students the same age as you have such different life and career goals?**(rethink)** Look at your quiz from the beginning of class.**(revise)** Do you now have a clear image of what students during the Industrial Revolution were like? Do you understand why? Continue to develop your awareness of people of the past.**(refine)** 33. Student will take a short (5-8 question) quiz at the beginning of class about what they think students their age during the Industrial Revolution were like, then at the end of the class we will answer the questions together.**(self-evaluation)** 34. **Verbal-** Everything we say in class is verbal. 35. Compare the cultures of the United States before and after the Industrial Revolution.**(apply)** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. The Industrial Revolution had impacts on the present and future of the United States.**(where)** This is important to understand today and to plan for the future.**(why)** Development of the industrial United States, 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Logical-** Making connections to people in the past and why they were the way they were.
 * Interpersonal-** Working in groups to discover what students during the Industrial Revolution were like.
 * Intrapersonal-** Think about yourself and how you relate to these people.
 * Naturalist-** Did these people have a strong connection to nature? Why or why not?
 * Kenisthetic-** What kind of physical demands did these people experience daily, try it out for yourself.

37. 38. In this class we will delve deep into the laborers' rights groups that are present today, we will discover that the origins of most of them lie in the Industrial Revolution era.**(equip)** Within groups students will decide whether these groups only served their purpose as supporters for laborers' rights or if they were detrimental to United States industry.**(explore)** Students will decide in groups whether they would like to defend the position of the laborers or of the factory workers.**(experience)** 39. Students will continue to try to put themselves in the position of the laborer that may be working for unfair wages or in unsatisfactory working conditions, or of the factory worker that is losing his ability to make money because of restrictive laws.**(rethink)** Do you now have a clear ides of what both sides wanted?**(revise)** Within groups continue to discuss and be ready to take your position.**(refine)** 40. Students will take a short quiz at the beginning of class about what they know about the major labor support groups in the country today, then at the end of class we will answer the questions together.**(self-evaluation)** 41. **Verbal-** The collaboration with peers is done verbally. 42. Relate to people who lived during the Industrial Revolution.**(empathize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. The Industrial Revolution had impacts on the present and future of the United States.**(where)** This is important to understand today and to plan for the future.**(why)** Development of the industrial United States, 1865-1914. Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.**(what)**
 * Logical-** Students will use logical skills when determining what roles the labor groups serve.
 * Intrapersonal-** Students will need to put themselves in the place of the laborers and the factory owners.
 * Interpersonal-** Group work
 * Kenisthetic-** Students will have the opportunity to experience what life was like physically for workers.
 * Naturalist-** We can examine how the large factories impacted the environment.

2004 ASCD and Grant Wiggins and Jay McTighe