L5+Libby,+John

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-12 Topic: Inter-war period.**

 * =**Objectives**:= ||
 * Student will understand that WWII could have been avoided. ||
 * Student will know what it was like to make political decisions at this time. ||
 * Student will be able to critique the decisions made between 1918 and 1941. ||

E1 Historical Knowledge, concepts, themes and patterns Grade 9-Diploma**// "The World in the Contemporary Era" //**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.**// 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** //**- E. History


 * Rational:** This lesson will show how political decisions can quickly lead to dramatic action. ||

The rough draft of the students' blog entries and its revisions is a good formative assessment. Students will be asked to in the rubric do a self evaluation and and explanation on the information they are changing for the blog entries they are making. These comments will show what the students are changing and what the students have learned from doing this assignment. Rough drafts will be graded based on if the student has completed in their cluster web. In addition students will be able to write about these events within their blog of how WWII could have been prevented. || A good summative assessment for this lesson is the blog entries that each student will make.The blog entries will represent how the students are critiquing the political decisions made at this time and their effects on Europe. This information will be used in the future to show where more covering of materials is needed. These responses will be formally graded using a points based system from the rubic. (See flow chart rubric) If a student fully competes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a student does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Technology is being integrated into this lesson because the students are using the blogs. ||
 * =**Integration**= ||
 * English is being integrated into this lesson because the students are writing interpretations of political decisions in blogs.


 * =**Groupings**= ||
 * Groups will be chosen within class as primary "country groups." The teacher will assign groups based on socializing the students do within class and who they feel would make a good group. The groups will consist of four students and each student will be asked to contribute in presentations and responses. Each group will be assigned a country (ether England, France, Russia, Germany and the United States) that their team represents and will do most of their research on that country. (Please note that the United States group is an Extension for advanced students) Groups will be asked to discuss and research what is a likely response for people from the country they represent to the political decision. Roles will be assigned to every group member. These roles will be of the kind of person they are representing in these political decisions. The roles will be politician, citizen, soldier and exiled or unwanted person. Each student will write represent these roles when they write their responses. ||

Linguistic: Students will use their linguistic intelligence on the cluster web and within their blog entries. Logical: Students will use their logical intelligence to critique other groups responses. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they write personal responses to other groups. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. || The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**

Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class. || For an extension of the time line students will be granted the opportunity to represent the United States. The United States group will be tasked during the activity to interpret the events that happened in the United States which helped cause WWII in a blog This is different from other groups because the US had less obvious events that would help cause WWII. ||
 * Absent students:**
 * **Extensions**

Blog wars rubric Labtops (With wireless internet) Digital Projector Pencils/pens ||
 * =Materials, Resources and Technology= ||
 * Cluster Web Worksheet


 * =Source for Lesson Plan and Research= ||
 * Resources for the blog www.blogger.com ||


 * =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:** This lesson addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing political decisions after WWI while eluding to its eventually outcome; having students use their understanding of English to make responses on a blo; and having the use of technology (blogger.com) which students are comfortable using. Cluster webs and their self assessment notes will be used as a formative assessment of the students. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their changes on their cluster web handouts will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using a blog to allow students to use a type two technology to present their understanding about the events after WWI; using an online search engine to look up information about political decisions after WWI to gain multiple viewpoints; having the students use self evaluation; teaching using MI theory; having the students work alone and within small groups. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the cluster web handouts to find out what the students know and if they are participating; formally grading the blog entries to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future. ||

Introduction/Hook Prompt Blog wars activity
 * =Teaching and Learning Sequence:= ||
 * Agenda:

In todays lesson we will discuss how WWII could have been avoided by critiquing political decisions made at this time. This lesson will show why its important to properly critique political decisions because they sometimes can lead to war. As a hook the teacher will briefly hold a discussion with the class about a modern controversial political event like the Iraq war. The teacher will ask how their students feel about this decision and have them voice their opinions in this matter. After members of the class have said their opinions the teacher will point out that responses to political decisions like these are how WWII began. (15 minutes)
 * What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, and Logical.**

Students need to be given some background information so they can understand this lesson. The teacher will briefly explain several political decisions made at this time period that had drastic effects and would lead to WWII (Teach using course notes as a reference). For example one event that had massive political backlash was the decision by the United States to have Germany pay back the dept they owed in small increments lasting until the 1980's. This event allowed Hitler's extremist views to be heard by the entire country of Germany and eventually allowed him to take power of the country. The students will take notes on the information the teacher is covering. (15 Minutes)
 * Equip, Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal**.

Students will then begin their blog wars activity. Students will join their "country groups" and be assigned a role by the teacher. Roles will be assigned by counting off one through four and assigning roles to a certain number so students are not fighting over a certain role. Groups will then discuss/reseach how people in their countries would have responded to those political decisions. Students will each post a blog entry regarding one of four political decisions made in this time period. Each group will be assigned one political decision to respond on and every student will represent their individual roles when posting their response. For example, the France group will be given one political decision made at this time to write about and each member of the group will write a response on the blog from a different perspective. After students finish posting blogs they will each post one response each to every other countries blog entries. Group members will be asked not to respond to other entries that other group members have already responded too. After students receive posts on their blogs they will self evaluate their blog and rehearse for a small presentation of what they wrote and what some responses were. Students will present what they said in their blogs and what their responses were to the class. The teacher will point out that it was decisions and responses just like what the students were making that caused WWII to happen. (50 Minutes)
 * Explore, Experience, Rethink, Revise,** **Rehears**e**,** **Evaluate,** **Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.** ||

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