S3+Boynton+III,+George

=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 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.

=Part 1= 1.Student will Understand that the Treaty of Versailles led to WWII(Where) To learn to be cautious of over punitive measures and un-resolved issues, related to Iraq. (Why) //Maine Learning Results: Social Studies -E. History - 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//. (what) 2.Tell a "real life" story that sets the stage and shows the predicament that Germany was in. (Hook) 3. Students will do a WebQuest to learn about the Treaty. (Explore) Students will know the flaws in the Treaty of Versailles (Equip). Students will meet in groups to discuss what they learned from the Webquest. (Experience) 4. Students will get the work they do for the Webquest back and look it over before class discussion of what was learned. (Rethink, Rehearse, Revise, Refine) 5.Students will be able to look over their work from the Webquest and compare their conclusions in the class discussion at the end (Evaluate). 6.Intra personal learners will be given a chance to self reflect and the Interpersonal learners will get a chance to reflect in groups. Visual learners will get a chance to work on the computers. Linguistic learners will get a chance to voice their opinions and the logical learners will get the chance to organize a response. Logical learners will get to plan out an news article. Bodily/kinesthetic learners will get the chance to move to another part of the building to do the work. 7. Students will be able to show how the Treaty of Versailles led to WWII. (Explanation) Product: WebQuest || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 1

8. Students will consider how the Great Depression and post war weariness affected Foreign Policies (Where) 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. (Why) //Maine Learning Results: Social Studies -E. History - 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.// (What) 9. Ponder, written or discussed about the Edmund Burke quote, "All that is needed for the triumph of evil is for good men to do nothing." (Hook) 10. Students will explore the affects of the Depression and the attitudes of people and politicians in the inter-war period. (Explore) Students will make a Garageband podcast to demonstrate what they learned about the attitudes of politicians in the inter-war period (Experience). I will help with handouts and information on the League of Nations which will be imperative in their product. (Equip) 11. I hope to be able to contribute to groups working on their projects with regular check ins and I will require each group to provide a script of their project to show the thought processes involved. (Rethink, Rehearse, Revise, Refine) 12. I will grade the student's products on a rubric and conclude the class with a discussion. (Evaluation) 13. 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. (Tailoring) 14.Students will be able to recognize how the Great Depression and post war weariness affect Foreign Policies. (Explanation) Product: Garageband/Podcast ||  || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 2
 * Lesson 2

15. Solve why no country would stop the illegal rebuilding of Germany's war machine. (Where) Students need to be aware of the dangers of counties getting strong military power when they are likely to use it. Relate it to Iran.(Why) //Maine Learning Results: Social Studies -E. History - 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.// (What) 16. Watch "Little Hitler" clip and discuss in class. (Hook) 17. Students will explore the violations Hitler made and how countries did not respond strongly. (Explore) Students already have a good base on the thoughts and opinions people had at the time. (Experience) I will give information and teach about the violations of the Treaty of Versailles up to the outbreak of the second world war. (Equip) 18. I will have a large discussion and have students collaborate on a wiki of sources that help explore the topic. Thanks to the history option I can see who did what and use that in my evalutation. (Rethink, Rehearse, Revise, Refine) 19. I will have students post sources under their accounts to a class wiki to help add to the collective knowledge. I will also ask the students to blog to explain why they added what they did. (Evaluate) 20. Logical Learners will get a chance to think of and defend their choices for the class wikis. Visual Spatial Learners, musical, and naturalistic learners will get a chance to find sources that appeal to them. Interpersonal learners will get the chance to collaborate with peers to create and work on the wiki. Intrapersonal learners will work on their own if they wish to help find sources for the wiki. (Tailoring) 21.Students will be able to solve why no country would stop the illegal rebuilding of Germany's war machine. (Explanation) Product: Comic Life ||  || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 3
 * Lesson 3

22. Students will critique British Foreign Policy in the East in WWI and the implications.(Where) Students need t be aware of the risk and the past instances of using a third force to fight a war and how it has backfired. Relate it to use of defense contractors in Iraq. (Why) //Maine Learning Results: Social Studies -E. History - 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.// (What) 23. Discussion/Prompt about whether or not the enemy of my enemy is truly my friend. (Hook) 24.Students will learn about how the British brought the Japanese into the First World War. (Explore) I will help give the students context by relating it to the arming of Afghan rebels to combat the Soviets and how that gave rise Islamic Militants and how that is a current issue right now. (Experience) I will help with handouts and other information to advance the learning. (Equip) 25. I will grade the student's IMovies using rubrics like those used in Lesson 2. I will also be looking for a script and have mulitple meetings with groups before the movie is due. (Rethink, Rehearse, Revise, Refine) 26. I will be grading the student's products using rubrics. I will also ask that students do a self evaluation.(Evaluate) 27. Verbal learners will get to speak on th movie project. Logical learners can help plan out scripts and story boards. Visual learners will learn better from the movies. Bodily Kinestic learners will get the chance to act if they so wish. Interpersonal learners will get the chance to work in groups. Intrapersonal learners get the chance to self reflect. Naturalistic learners can choose to focus on the terrain and geography of the area's in question. (Tailoring) 28.Students will be able to critique British Foreign Policy in the East in WWI and the implications. (Explanation) Product: IMovie ||  || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 4
 * Lesson 4

29. Students will analyze why Japan went to war with America. (Where) Students will learn how foreign policy decisions can affect the choices of other countries. Liken it to the Defcon system set up for nuclear war, which is still very much in use. (Why) //Maine Learning Results: Social Studies -E. History - 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.// (What) 30. A prompt/discussion about how desperate times call for desperate measures. (Hook) 31. Students will see the main reasons the Japanese decided on war from the Sandwich graphic organizer. (Explore) Students will try to put themselves in the mindset of the Japanese leaders who decided war was the best option. (Experience_ I will provide handouts and presentations to help with the learning experience. (Equip) 32.I will have students fill out a KWL organizer and use it as a referral as we learn. (Rethink, Rehearse, Revise, Refine) 33. I will use a KWL organizer at the beginning of class to help figure out what students know and help use that to guide learning and then do it again after to see what students learned. (Evaluate) 34. Verbal linguistic learners will be allowed to participate in discussions. Logical learners will get a chance to see what they have and want to learn with the KWL sheet. Visual spacial learners will get to use the sandwich organizer to help remember the reasons for going to war. Bodily/Kinesthetic students will get to move around for group work. Interpersonal learners will get a chance to work on group reflections. Intrapersonal learners will get to keep track of their learning using the KWL sheet. (Tailoring) 35. Students will be able to analyze why Japan went to war with America. (Explanation) Product: Comic Life ||  || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 5
 * Lesson 5

36. Students will recognize how Hitler courted a weakened Germany. (Where) Students need to be aware of leaders who prey on fear and promise everything. (Why) Maine Learning Results: Social Studies -E. History - 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. (What) 37. How did the "most evil man in history" gain power? (Hook) 38. Students will get to see the life of Adolph Hitler and how he came to power. (Explore) Students will reflect on the material they are watching (Experience) Students will get a brief on the movie which is actually quite harsh on Adolph. (Equip) 39. Students will receive feedback and commentary on their blog posts and get to participate on the class discussion after. (Rethink, Rehearse, Revise, Refine) 40. I will post comments on all the blog posts and the students will be required to reply to at least two other blogs. (Evaluate) 41. Visual Learners will get to watch an entertaining movie. Musical learners will be kept intrigued by the musical score. Logical learners will get to plan out blog responses. Linguistic learners will get to use words to bring out what they learned in the blogs. Intrapersonal learners will get to self reflect in the blogs. Interpersonal learners will get to comment on other blogs and read comments on their own. (Tailoring) 42.Students will be able to recognize how Hitler courted a weakened Germany.(Explanation) Product: Blogging ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Lesson 6

2004 ASCD and Grant Wiggins and Jay McTighe