S3+Gilbert,+Kasey

=Stage 3 Plan Learning Experiences and Instruction=

=Lesson 1= 2.Students will watch a 3 minute video about the Holocaust **(Hook)** 3. Students will know important events and People: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler **(Equip)** Students will be using a timeline graphic organizer. They will be given an online resource to explore events. Students will be working in groups of four and each student will have a role (Recorder, Materials Getter, Organizer and Fact Checker). **(Exlpore)** Each group will summarize and share one event to the rest of the class **(Experience)** 4.Students will have time to check thier work when the teacher shows the class a correct and completed timeline **(Revise)** Students will be given an opportunity to correct thier mistakes while the teacher is sharing. **(Refine)** Each student will pick an event from their section, to work and reflect on for the duration of the unit. **(Rethink)** Each student will make an interpretation of their event as part of a class made documentary. **(Rehearse)** 5. Each group will pass in their section of the timeline for grading. **(Evaluate)** 6.Students will watch a short documentary. (Visual) The documentary will be set to music. (Musical/Auditory) The documentary will have text throughout the clips. (Linguistic) Students will break up into groups. (Interpersonal) (Bodily/Kinesthetic) Each group will be given a list of events. (Logical/Mathematical) Each group will be given a timeline graphic organizer. (Spatial) Students will be given able to chose which event to work on. (Intrapersonal) **(Tailor)** 7.Design a timeline of major events that took place during the Holocaust. **(Organize)** || =Lesson 2=
 * 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 ...)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that the Holocaust occured as a result of many events and people**.(Where)** Students will learn why stereotyping and mocking different types of people can escalate and have severe concequences. **(Why) //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.// (What)** Product: Timeline (Inspiration)

Students will learn that genocide, exclusion, expropriation, war crimes and anti-semetism still exist. (Dafur, Israel, Palestine, Iraq) 9. Students will be given a subject to find by navigating through an interactive glossary site. **(Hook)** 10. Students will learn important terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-semetism, Nazi, war crimes and etc.**(Equip)** Students will be seperated into groups of four. Each group will be given four terms and each student will pick one term to look up online and write down in one space of Lader Graphic Organizer. Each student from the group will then present their findings to the group. **(Exlpore)** Each group will take a term defining their terms for the rest of the class. **(Experience)** 11. Students will have an opportunity to change and fine tune their definitions while the teacher gives their definition. **(Revise, Refine)** Students will have a chance to rethink thier terms when they post their defintion on the class Wiki for homework. **(Rethink)** 12. Students will be given points for correct definitions and their Wiki post. **(Evaluate)** 13. Students will be navigating through a website. (Logical/Mathematical) Students will be finding definitions for terms. (Linguistic) Students will be working in groups. (Interpersonal) (Bodily/Kinesthetic) Students will be given one term to define on their own. (Intrapersonal) Students will be given subjects during the Hook that pertain to their interests. (Logical/Mathematical) (Linguistic) (Musical) (Bodily/Kinesthetic) (Visual) (Interpersonal) (Intrapersonal) (Naturalistic) **(Tailor)** 14. Students will create a digital glossary of terms on the class Wiki to use as a guide for understanding terms associated with the Holocaust. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will know that the Holocaust effected many groups of people then as well as afterwards.**(Where)**
 * (Why) //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.// (What)** Product: glossary (Wiki)

Students will learn that the actions of other can effect those around them.**(Why) //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.// (What)** Product: Blog entry (Blogger.com) 16,Students will watch a 3 minute video introducing them to Elie Wiesel. **(Hook)** 17. Students will learn key Factual Information: causes for anti-semetism and its rationale, descriptions of ghetto and camp life. **(Equip)** Students will be seperated into four groups. Each group will be given an excerpt from a personal narrative from the Holocaust. Each group will do a Round Robin reading of the passage given to them. They will then be given a Story Map Graphic Organizer to record facts about their passage. **(Exlore)** Each student will post a blog entry as the character that they recieved, as homework which must include pictures. **(Experience)** 18. Students will have a chance to come up with multiple ways of presenting thier passage and character. **(Revise, Refine)** Students will present their passage and character to their peers, as all students will be reading each blog. **(Rehearse)** 19.Students will fill comment on each blog entry. **(Evaluate)** 20. Students will be watching a video. (Visual) (Musical/Auditory) (Linguistic) Students will be working in groups. (Interpersonal) (Bodily/Kinesthetic) Students will write a blog entry. (Intrapersonal) **(Tailor)** 21. Make sense of primary sources (journals, newspaper articles, radio broadcasts, propoganda, art) from the 1930s and 1940s and secondary sources (books) and relate them to major running themes and events that took place. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that the Holocaust was a chaotic and disturbing time in world history.**(Where)**

Students will understand that ignoring or not recognizing calls for help can cause further suffering, that every citizen should take action against tyrany. **(Why) //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.// (What)** Product: Podcast (Audacity) 23. Play "Survivor From Warsaw" by Arnold Schoenberg **(Hook)** 24.Students will learn Key Factual Information: resistance,types of intervention, global impact **(Equip)** Students will be given a flow chart graphic organizer and will pair up with seasonal partners. As a pair they will create a script for a podcast, in the role of two Jews with access to a secret radio. The podcast will either be a message to the outside world about what is going on in the ghettos and camps, or a call to arms for other Jews who also have radios. **(Explore)** Each pair record a podcast during class to post onto the class wiki. **(Experience)** 25.Students will have a chance to comment on each podcast. **(Rethink)** Students will have a chance to practice recording thier script before a final products if posted. **(Rehearse)** Students will give their script to the teacher for a quick check before recording. **(Revise)** Students will record a final, complete podcast. **(Refine)** 26. Each script will be read by the teacher to check historical accuracy, grammar and originality. **(Evaluate)** 27. Students will listen to a song. (Musical/Auditory) The Hook song will combine music and lyrics. (Linguistic) Students will work in groups. (Interpersonal) (Bodily/Kinesthetic) Students will use a Flow Chart to organize thoughts. (Spatial) (Logical) Students will listen to 3-5 podcasts and comment on them. (Intrapersonal) Students may work outside on laptops (weather permitting). (Naturalistic) (Bodily/Kinesthetic) **(Tailor)** 28. Consider the impact Nazi policies had on the daily life of Europeans. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the Holocaust effected many groups of people then as well as afterwards. **(Where)**

30. Students will play a review game. **(Hook)** 31. Students will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day. **(Equip)** Using a sequence chart, each student will write down specific events and people to use in their article or presentation to argue for justice for Holocaust victims and survivors. **(Exlpore)** Students will break into groups using the Team Pair Solo model to discuss their arguments, then write up an outline for their individual articles or presentations. **(Experience)** 32. Students will be able be able to check their work with notes and/or laptops during class. **(Revise)** Students will be able to work on their product for homwork. **(Rethink, Refine)** Students will be able to rewrite their article or change the sequence of their presentation before producing a final product to be posted on the class wiki. **(Rehearse)** 33. Each product will be graded by the teacher. **(Evaluate)** 34. Students will play a game. (Linguistic) Students will be working in groups. (Interpersonal) (Bodily/Kinesthetic) Students have the choice to create a visual presentation. (Intrapersonal) (Bodily/Kinesthetic) (Naturalistic- if filmed outside) Students will have use a sequence chart to organize thoughts. (Spatial) Students have the choice of using iMovie or PowerPoint. (Logical) **(Tailor)** 35. Reflect on the dark nature of the Holocaust in order to realize its lasting effects. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the Holocaust was a chaotic and disturbing time in world history. **(Where)** Students will learn that lending one's voice to a cause can impact others and the world. **(Why)** **//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.// (What)** Product: Article (Blogger.com) or Presentation (iMovie or PowerPoint)

37. Students will present finished documentary. **(Hook)** 38. Students will know important events and people: Adolf Hitler, FDR, Kristallnacht, Nuremberg Laws, Himmler, Operation Barbarossa, Judenrat, Babi Yar, Wansee Conference, Dr. Mengele, D-Day, Key factual Information: causes for anti-semetism and its rationale, descriptions of ghetto and camp life, types of intervention, global impact, Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-semetism, Nazi, war crimes. **(Equip)** Students will be given a test with diagrams, pictures, maps, and prompts. **(Explore)** Students will work quietly and alone while answering questions. **(Experience)** 39. Students will have ample time to work on their test and may change answers before passing in test. **(Revise, Refine, Rehearse)** Students will double record their answers for a review (with a partner if they so chose) directly after the test is done. **(Rethink)** 40. Students will pass in test for teacher evaluation. **(Evaluate)** 41. Students will be presenting a film. (Bodily/Kinesthetic) (Linguistic) The test will have pictures. (Visual) The test will have diagrams. (Logical) (Spatial) The test will be taken alone. (Intrapersonal) Students will have the choice to work with a partner during review. (Interpersonal) Review will be held outside (weather permitting). (Naturalistic) Students may listen to a pre-approved playlist on their MP3 player if they so chose. (Musical/Auditory) **(Tailor)** 42. Students will be able to Design a timeline of Holocaust events. Make sense of primary documents from the Holocaust. Use skills to create a journal or visual aid representing somebody living during the Holocaust. b. Analyze and critique major enduring 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. Consider the impact of Nazi policies on European lives. Reflect on the Holocaust to understand its lasting effects. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the Holocaust effected many groups of people then as well as afterwards. **(Where)** Students will learn that all events, people and ideas, no matter how insignficant they may seem, can effect history. **(Why) //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.// (What)** Product: Test

2004 ASCD and Grant Wiggins and Jay McTighe