S3+Aceto,+Jason

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...)

=Lesson 1= The implications born out of this cultural clash resonate in modern day conflicts such as the War in Iraq and can allow us greater insight as to why these issues arise. **(WHY)** //**Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.**// **(WHAT)** Blog **(PRODUCT)** 2. **Hook:** 3. Students will know and understand the facts surrounding key conquests, battles, events and the rise of expansionism. **(EQUIP)** 4. Students will have to leave comments on each others' blogs which will help their peers see whether or not they have presented accurate information. **(RETHINK)** Students may edit their blogs at any point before they are due. **(REVISE)** Students will have time to meet with classmates that have a similar role and talk about their facts before writing their blogs. **(REHEARSE)** 5. Rubric, Peer Evaluation, Self-Evaluation Survey. **(EVALUATE)** 6. **Interpersonal:** Students will work in groups during the Three Step Interview. 7. Create a blog from the point of view of a fictional Aztec/Spanish civilian, giving insight to the events and interactions as they effected each culture. **(ORGANIZE)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the interactions between foreign civilizations has drastic implications on the cultures of both sides. **(WHERE)**
 * Graphic Organizer:** Persuasion Map
 * Cooperative Learning:** Three Step Interview
 * Intrapersonal:** Students must work alone to gather valuable information on the subject before working in groups and asking questions.
 * Kinesthetic:** Students will be moving around during the Three Step Interview.
 * Linguistic:** The teacher will read a brief excerpt giving background information on the topic as the hook before allowing students to delve deeper into the topic.
 * Visual:** The graphic organizers will enable these learners to organize their ideas.
 * Musical:** Traditional Aztec music will be played during research time to help focus these learners.

With cross-cultural clashes on the rise in Africa, South America and Asia, relate the roots of the Aztec/Spanish to modern issues. **(WHY)** Video taped news report. **(PRODUCT)** 9. **Hook:** 10. Students will understand the sequence of events from Spanish isolation to global expansion and conquests. **(EQUIP) Graphic Organizer:** Venn Diagram 11. Students will fill out self-assessment questionairres that will allow them to discuss how they can improve of their weekly videos. **(RETHINK)** Students have a week to prepare their videos, allowing for ample time to improve on their product. **(REVISE)** Students will work in groups and have selected times set aside to run through their scripts and get all their information sorted. **(REHEARSE)** 12. Rubric, Peer Evaluation, Self-Assessment Questionairres. **(EVALUATE)** 13. **Interpersonal:** Students will be working in groups for these videos. 14. You and your news team have been sent back in time to 1502 in order to cover the Aztec/Spanish conflict and report back to the future with stories that draw comparisons between this cultural clash and those today such as the Israeli/Palestinian struggle. **(ORGANIZE)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. The expansion of European civilizations led to the demise of influential indigenous cultures in the western hemisphere. **(WHERE)**
 * //Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.// (WHAT)**
 * Cooperative Learning:** Three Step Interview
 * Intrapersonal:** They will have time during the week to research their topic alone before meeting with their groups.
 * Linguistic:** Students will have to do a lot of public speaking and talking during their videos.
 * Musical:** Students may create introduction music for their news station.
 * Visual:** Students will be encouraged to use text and graphics to enhance their product.

The interactions between the Aztec Empire and the Spanish Kingdom have commonalities with events such as the War in Iraq and other cultural conflicts in the world today. **(WHY)** Song/Poem set to music using GarageBand **(PRODUCT)** 16. **Hook:** 17. Students will know and understand the facts surrounding key conquests, battles, events and the rise of expansionism. **(EQUIP)** 18. Students will fill out self-assessment questionairres that will allow them to reflect on how accurate their information is. **(RETHINK)** Students will have time to tinker with GarageBand and perfect their musical creation. **(REVISE)** They will also have time to practice their song/poem as a group and decide how they will deliver their message. **(REHEARSE)** 19. Rubric, Peer Evaluation, Self-Assessment Questionairres. **(EVALUATE)** 20. **Interpersonal:** Students will have to work in groups for the project. 21. You are an up and coming band/group of writers. When your manager informs you that the Aztec/Spanish conflict has become relevant and important again, you jump at the chance to create a song/poem about an event from this era. You relate this given event to modern issues like the War in Iraq and hope your popularity skyrockets after this! **(ORGANIZE)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. The results of this conflict lead to further expansion and conquests in later eras. **(WHERE)**
 * //Students understand major historical eras, major enduring themes, and historical influences in the history of the various regions of the world. (//WHAT)**
 * Graphic Organizer:** Sandwich Chart
 * Cooperative Learning:** Three Step Interview
 * Intrapersonal:** They will have to work alone to find information and tinker with GarageBand elements.
 * Musical:** Students will be creating a musical selection to accompany their song/poem.
 * Linguistic:** These students must use the spoken word to convey their topic.
 * Auditory:** Their products must be an audio file and played before the class

The Aztec Empire was thriving after the treaty of 1486 but suddenly fell apart after the Spanish invansion and ensuing occupation. **(WHY)** ComicLife Story Board **(PRODUCT)** 23. **Hook:** 24. Students will understand the sequence of events from Spanish isolation to global expansion and conquests. **(EQUIP)** 25. Students will have time to work in groups and review their work before it is due and discuss ideas for editing and re-shaping their story. **(RETHINK)** Each group will be required to take time and edit their projects before turning in their final story. **(REVISE)** These groups will also have to work together and practice their presentation so that it is up to specifications. **(REHEARSE)** 26. Rubric, Peer Evaluation, Self-Assessment Questionnaires. **(EVALUATE)** 27. **Interpersonal:** Students will have to work in groups for the project. 28. You are working to MARVEL Comics and the great Stan Lee has instructed you to create a comic book strip about the Spanish/Aztec conflicts. Your design team must use ComicLife to peice together an accurate visual timeline of this historic conquest and the resulting consequences. This comic book, like all others, must be relevant and relate to our modern era so that it appeals to a wide audience. **(ORGANIZE)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. The expansion of European civilizations led to the demise of influential indigenous cultures in the western hemisphere. (WHERE)
 * //Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.//** **(WHAT)**
 * Graphic Organizer:** Timeline Chart
 * Cooperative Learning:** Three Step Interview
 * Intrapersonal:** They will have to work alone to find information and tinker with ComicLifeelements.
 * Musical:** Students will be able to add music to their ComicLife stories if they so choose.
 * Linguistic:** These students must use the spoken word to convey their topic.
 * Visual:** Students will create a visual presentation that will cater to these kinds of learners.

We can learn many things about the mentality of Spanish conquistadors and their view of the Aztec civilization which could give us clues as to why cross-cultural biases exist today. **(WHY)** //**Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.**// **(WHAT)** Webquest/Museum PowerPoint **(PRODUCT)** 30. **Hook:** 31.Student will know important Spanish and Aztec rulers, crucial battles, bargains, conquests. **(EQUIP)** 32. Students will be able to do research alone then collaborate with their groups to compare and analyze their findings. **(RETHINK)** Since the webquest is interactive, the students will be able to edit answers accordingly. **(REVISE)** The students may also have to go over different steps of the webquest multiple times before being able to complete their task. **(REHEARSE)** 33.Rubric, Peer Evaluation, Self-Assessment Questionnaires. **(EVALUATE)** 34. **Intrapersonal:** Students will be working alone for the majority of this webquest. 35. You are a group of researchers who are experts in their specific areas. You will need an historian, anthropologist, archeologist, theologian, economist, and linguist. Your task is to create a museum exhibit that will display to the class the various facets of Aztec life and how the Spanish conquest led to demise of a great empire. **(ORGANIZE)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. **The result of these interactions gave way for further expansion and conquests in** later **eras. (WHERE)**
 * Graphic Organizer:** Vocabulary List
 * Cooperative Learning:** Ask Three, Then Me
 * Interpersonal:** Students will be able to ask questions and compare answers with peers.
 * Visual:** The webquest includes various pictures for learning.
 * Kinesthetic:** Students will move around when working with their classmates.
 * Logical:** Webquest will follow a certain path and operates in a step by step manner.

By examining the implications for both Aztec/Spanish cultures after the conflict ended, we can take a look into connections between these events and those of conflicts today. **(WHY)** //**Students understand major eras, major enduring themes, and historic influences in the history of the various regions of the world.**// **(WHAT)** Newspaper Blog **(PRODUCT)** 37.**Hook:** 38.Students will know and understand the facts surrounding key conques its, battles, events and the rise of expansionism. **(EQUIP)** 39. Students must do research alone before meeting with their groups and sharing their findings. **(RETHINK)** These groups must sift through their information and edit their blogs according to how they will best answer the task's questions. **(REVISE)** Before presenting their newspaper article to the class, these groups will hav time to go over their answers. **(REHEARSE)** 40.Rubric, Peer Evaluation, Self-Assessment Questionnaires. **(EVALUATE)** 41.**Intrapersonal:** Students will be working alone for the majority of their researching. 42. WSCH 6 News has been asked by their management to write a current events peice about the War in Iraq You have decided to relate the Spanish/Aztec conflict to the current war and discuss and compare the implications of these cross cultural clashes. **(ORGANIZE)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the interactions between foreign civilizations has drastic implications on the cultures of both sides. **(WHERE)**
 * Graphic Organizer:** Timeline Chart
 * Cooperative Learning:** Three Step Interview
 * Interpersonal:** Students will be able to ask questions and compare answers with peers.
 * Visual:** Their news articles must include various pictures for learning.
 * Kinesthetic:** Students will move around when working with their classmates.
 * Auditory:** These students must read their articles aloud for the class.

2004 ASCD and Grant Wiggins and Jay McTighe