L4+Fenderson,+Brenna

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: Debating WWII issues**

 * =**Objectives**:= ||
 * Student will understand that WWII had major consequences. ||
 * Student will know important events and people such as Pearl Harbor, D-Day, Battle of the Bulge, Hitler, MacArthur, Roosevelt, Churchill, Mussolini. ||
 * Student will be able to (b.) Analyze major historical eras (WWII), 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. ||

// E1 Historical knowledge, concepts, themes, and patterns // // Grade 9-Diploma // // b. 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 // ||
 * =**Maine Learning Results Alignment**= ||
 * // Maine //// Learning Results: Social Studies; History //
 * // Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. //**

For their lesson the students will have to debate either Japanese internment (U.S. vs. Japan) or the Holocaust (Britain vs. Germany) Students will be assessed for their performance during the debate. Students will be evaluated on their participation with the group. Did the group present a good argument? Were they persuasive? Students will also be assessed individually on the content of their input and how persuasive was their individual argument. Students will receive a points value sheet so that students know what is expected of them and what they will be graded on. || Students will be assessed based on there responses to the posting on teachertube.com They will have to watch the debate that they did not due and then comment on something interesting that they found or something new that they learned from this activity. I will look at the postings on the web and base their assessments on how they answered the question. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = __ Technology: __ Students will use the internet to gather resources that will help them with their debate. They will also use the computers to comment on the debate videos on teachertube. ||
 * =**Integration**= ||
 * __ Reading ____ : __ Students will have to read internet sources. This will help them gather information that they will be able to use in their debate.


 * =**Groupings**= ||
 * Students will be in groups of four with different responsibilities like facilitator, time-keeper, collector, and recorder. There are two facilitators that keep the group on track and makes sure that everyone is doing their work. The time-keeper will keep time for the group and let them know when their time is almost up. The collector will grab any resources that the group needs like computers and step-by step worksheets. Each student is the recorder, they will have to gather at least one piece of information. They will then debate with another group over their issue. ||

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations to the lesson plan to accommodate all students in the classroom. For students that miss class because of an absence they will have to watch both debate groups’ presentations and will write a short 1 page response for each debate. || Students will explore either the holocaust or Japanese internment. Students that need extensions will be placed in either the United States group or the German group, since it is a lot harder to debate that a person supports the holocaust and Japanese internment. (Type I) Students will have to go onto teacher tube the start of the following class and comment on the debate that they did not take apart in (Type II). ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * (Intrapersonal)** Students will have reading to do before class on the Holocaust and Japanese internment.
 * (Logical)** Students will come up with reasons justifying (or not justifying) the holocaust/ Japanese internments camps.
 * (Interpersonal)** Students will work in groups and then debate against another group.
 * (Linguistic)** Students will be sharing their thoughts on their debate topic with the class and the other group they are debating.
 * (Kinesthetic)** Students will type comments about the debate online.
 * (Spatial)** Students will have to watch the other debate online and comment on it. ||
 * **Modifications/Accommodations**
 * **Extensions**

Step by Step worksheet Pens/pencils Laptops (for every student) Playing cards (20 cards- 1-5 in each suit) ||
 * =Materials, Resources and Technology= ||
 * Video camera/ Tape

[|www.teachertube.com] __ [|http://www.eduplace.com/graphicorganizer __ __ ||
 * =Source for Lesson Plan and Research= ||
 * Lesson created by Brenna Fenderson

This lesson addresses the Maine Standard for Initial Teacher Certification by providing different learning styles for all students so that each student in the classroom will have the opportunity to learn from this lesson. Students will work in groups to use technology to provide information for their debates about concentration camps || This lesson addresses the Maine Standard for Initial Teacher Certification by allowing students to explore major issues like Japanese internment and the Holocaust. This lesson covers //Maine Learning Results// for history by allowing students to “analyze and critique major historical eras” such as the Holocaust and Japanese internment. || This lesson addresses the Maine Standard for Initial Teacher Certification by allowing students to explore information on the internet. It also provides extensions to students that need it by allowing them to debate the more difficult countries such as the United States and Germany. || This lesson addresses the Maine Standard for Initial Teacher Certification by providing both informal and formal assessments. The debates will be posted to teachertube.com and students will have to comment on the debate that they did not participate in which will serve as an informal assessment. Students will also be evaluated on their work on the debate which will serve as their formal assessment. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * 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.
 * Rationale:**__
 * Standard 4 __- Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**__
 * Standard 5 __- Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**__
 * Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

After the end of 30 minutes I will tell the groups that the U.S and Japan group will be going first. I will also tell students that everyone else will have to go back to their desks. I will tell the students that their debates are going to be recorded and put on what they call teacher tube so that other teachers and students can watch their debate. I will direct the first group to set up chairs so that they are facing the front but kind of curved so that the groups can see each other and the students at the desks can see them. While they are setting up I will be grabbing the video camera and setting it up on a tripod in the back of the room. When the groups are seated and ready to go I will tell the students the rules. There will be only one person speaking at a time. I will tell them that each student will speak at least one. I will tell them that they will have 12 minutes to have everyone in their group go. If there is still time left then the groups can continue their arguments. The U.S and Japan will start debating. I will monitor things to ensure that they do not get out of hand. Once they are finished they will return to their desks and Germany and Britain will take their seats. I will remind them of the rules and then they will start to debate. They will also have 12 minutes to present. Once the groups are done I will ask everyone to return to their desks. I will ask if anyone has any comments to make about what they just watched. (30 minutes). I will then tell them that these are two very serious topics and I would like each student to write a one page response about how they feel about one of these issues. It will be due the following class. I will also tell them that if they have any comments about the debates then write them down because they will be posting comments on the debate videos the following start of class. (5 minutes)
 * =Teaching and Learning Sequence:= ||
 * The students will come in and take their seats. I will take attendance. When attendance is taken I will show the class a short picture slide show that starts off showing pictures of Darfur and Rwanda and then shifts to pictures of the holocaust. I will then tell students that they will be doing a debate today. I will let them know that the topics that they will be debating are very sensitive subjects for some people. I will tell them that if students do not feel comfortable then I will provide alternative work and they may work in the hall. Once I have distinguished who is comfortable and who is not I will then tell the class that their will be four groups (U.S. vs. Japan and Britain vs. Germany). I will tell students that depending on what group they got assigned they may or may not agree with it. However students will have to argue for that assigned side. (10 minutes)
 * Where, Why, Hook, Tailor: Intrapersonal, Linguistic, Spatial, ** ||
 * I will then split the groups up by handing each student a playing card. I will then tell them that they will have to find their groups according to suits. Once everyone has found their group I will direct their attention back up front. I will hand each group a blank slip of paper. I will tell them that they will each have a role in the groups their will be two facilitators, a time keeper, and two collectors. They will have to assign roles and fill out the blank sheet with who is doing what in their groups. Each group will then pass the papers back into me. I will then assign what country each groups is. Hearts will be Britain. Spades will be Germany. Clubs the United States and Diamonds will be Japan. I will tell them that they are to research information that will be helpful for that country to win. I will say that the German/ United States group will have to find arguments for the Holocaust (why they thought it was good and why they did it). I will tell them that Britian and Japan will find things that support why it was bad. I will tell them that they have 30 minutes to gather their information that they feel is needed to win their debate. I will tell the students that their collectors when the time starts will have to get computers and worksheets. I will then tell the time keepers to start keeping time. Once every group has gotten their material I will start circulating the room to see if the groups are working well together and if everyone is doing the work. (35 minutes)
 * Equip, Explore, Revise, Tailor: Interpersonal, Linguistic, Kinesthetic, Logical ** ||
 * Explore, Experience, Rehearse, Refine, Tailor: Interpersonal, Logical, Linguistic. ** ||
 * Evaluate, Rethink, Tailor: Intrapersonal, Logical, Linguistic. ** ||

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