S3+Cox,+Daniel

=GStage 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= 2. Provocative question on the board regarding slavery, " Was slavery a self-limiting prospect?" **(Hook)** 3. Military and governmental leaders, Mexican-American War, Dred Scott Decision, Underground Railroad, Abrahm Lincoln, Stephen Douglas, Election of 1860, Frederick Douglas, Abolitionists, Bleeding Kansas, John Brown, Popular Sovereignty **(eqiup)** Graphic organizer choice: KWL**(Explore)** Group work sorted by birthdays**(Experience)** 4. Reconsider assumption regarding issues leading to the Civil War, devil's advocate, debate **(Rethink)**, Peer cirtiques in groups **(Revise)**, think aloud, reflective journal **(Reflect)** 5. Journal about learning growth during the lesson. **(Self-Assessment)** 6. **Kinesthetic** (getting into groups typing), **Logical** (sorting into groups), **Musical** (playing selections from time period during sorting and group work), **Spatial** (moving around room, changing arrangement of room), **Interpersonal** (group work, class discussion), **Linguistic** (getting into groups, working in groups, classroom discussion), **Intrapersonal** (reflective blog).**(Tailored)** 7. If there had been a better balance of industrialization would the South have been able to achieve victory in the Civil War. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in history of the United States and world and the implications for the present and the future. **(where)** Studnets will be able to better identify the situations that led to the Civil War and how events around the world are similar. **(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)** Matching assessment **(product)**

9. When the period begins have the Battle Hymn of the Republic playing with a Confederate Battle Flag displayed. **(Hook)** 10. Students will know critical details of infrastructure of roadways and railways, manufactured versus purchased goods. **(Equip)** Graphic organizer choice Sequence Chart **(Explore)** Group work based on favorite season. **(Experience)** 11. Conduct research, question and answer **(Rethink)**, Peer adn Group critiques, self-assessment after peer critiques **(Revise)**, Quick response log lf learning **(Reflect)** 12. Evaluate what changes they might have made to their lifestyle in support of the war in response to the change in the supply of goods. 13. **Kinesthetic** (typing paper, moving into groups), **Logical** (finding members of the same group), **Naturalist** (outdoor activity), **Interpersonal** (group discussions), **Musical** (music playing during the hook), **Linguistic** (conversation during group work, typing and brainstorming) **Spatial** (moving around the classroom, changing the arrangement of the room) **Intrapersonal** (blog and reflective thinking) 14. Students will be able to explain the major differences in the industrialization between the North and the South and the impact on the Civil War.**(Organize)** ||  || = =
 * **Consider the W.H.E.R.E.T.O. elements** ||  ||
 * 8. Students will understand that industrialization of the North allowed them the advantage of infrastructures that lead them to victory. **(Where)** How the United States' Civil War mirrors the events that are happening in Iraq and Afghanistan. **(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)** Blog **(product)**

=Lesson 3= 16. The song 'Money' will be playing when the students enter. **(Hook)** 17.Chief trade goods, monetary amounts of treasuries at the start of the Civil War, manufactured versus purchased goods, ability to manufacture goods and ability to transport goods to the forward lines. **(Equip)** Choose a Graphic Organizer KWL. **(Explore)** Group work by counting off by five. **(Experience)** 18. Conduct research, consider new information **(Rethink)**, Group work, response in groups **(Revise)**, Journal works, think alouds in groups **(Reflect)** 19. Reflective journal what new information was gathered, what impact did it have on how they see the world today. **(Evaluate)** 20. **Linguistic** (group discussions, typing, reading), **Logical** (drafting charts for trading values), **Spatial** (charts on the wall, rearranging the classroom) **Kinesthetic** (getting into groups, rearranging the classroom, performing internet research), **Musical** (play music when they enter the room), **Interpersonal** (group work), **Intrapersonal** (introspecdtive blog and homework assignment), **Naturalist** (being able to play with/feel raw cotton as a stimulus during the lesson). 21. Decide if the South had better trade relations with France and England what impact that would have made during the Civil War. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. The Confederacy's inability to trade during the Civil War led to their ultimate failure. **(Where)** Studnets will look at the trade relations during the Civil War and compare and contrast the current trade deficits. **(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)** Blog entry of learnign and real world comparison **(Product)**

23. Questions students if they could walk for almost a mile and see there friends and classmates getting shot around them. **(Hook)** 24. Students will know military leaders, major confrontations, impact of the battles, outcome of confrontations **(Equip)** Story Map organizer **(Explorer)** Students will be separated into groups alphabetically by last names. **(Experience)** 25. Reexamine the argument, research, debate **(Rethink)**; Peer and Group critiques, Group response **(Revise)**; Journal work **(Reflect)** 26. Evaluate the feelings of the studnets as they completed Pickett's Charge and attempt to describe what it might have felt like to be those same Confederate soldiers. **(Evaluate)** 27. **Linguistic**: giving marching orders; **Logical:** finding members of the same group, determining fighting strength; **Spatial:** maintaining marching order; **Kinesthetic:** typing papers, moving into groups, marching; **Naturalist**: beign outdoors marching; **Musical:** drums for marching; **Interpersonal:** group discussions, marching, getting into groups; **Intrapersonal**: reflective blog of hook question 28. Students will be able to consider the fighting strength after Pickett's Charge and the mental impact of the death toll following the Battle of Gettysburg. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand the military leadership advantage did not give the South the ability to achieve victory during the Civil War. **(Where)** The students will be able to connect with other wars in the modern era as they relate to where the battles were fought. **(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)** Reflective blog regarding the hook.

30. Chart of American deaths in current conflicts in Afghanistan and Iraq when compared with other conflicts from American History. **(Hook)** 31. Fort Sumter, Bull Run, Gettysburg, Andersonville, military and governmental leaders **(Equip)**; Fact versus Opinion graphic organizer **(Explore)**; Sort into groups by sports teams **(Experience)** 32. Conduct research, look at photographs from Civil War, Iraq and Afghanistan **(Rethink)**; Peer sharing of journals, peer feedback in groups **(Revise)**; reflective journal, think aloud sessions **(Reflect)** 33. Reflective journal on how it would feel to see the bodies on the fields from the photographs. **(Evaluate)** 34. **Linguistic**: establishing groups, group discussions; **Logical**: sorting into groups; **Spatial**: sorting into groups, rearranging the classroom; **Kinesthetic**: getting into groups; **Interpersonal**: group work, group discussion; **Intrapersonal**: reflective statement regarding dead soldiers. 35. Why the military advantage, which rested with the Confederacy, not lead them to victory in the Civil War. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Recognize the impact on the popular support in the Confederate states following the defeat at Gettysburg and hwow that impacted the overall perception of the war. **(Where)** Equate how the feelings of the deaths of the Civil War compare to those of the current military deployments. **(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)** Essay response **(Product)**

37. Write an example of Jim Crow Laws on the board, slavery pictures on the projector and playing plantation/slavery songs. **(Hook)** 38. Jim Crow Laws, Black Codes, Martial law, Segregation, Sharecropping, Impeacement, KKK, Carpetbaggers **(Equip)**; 5W's graphic organizer **(Explore)**; Groups of four by favorite pizza toppings **(Experience)** 39. Conduct research, look at photographs from plantations and former slaves, devil's advocate **(Rethink)**; Peer sharing of journal, peed feedback in groups **(Revise)**; Reflective journal, think aloud sessions **(Reflect)** 40. Blog entry regarding examples of modern segregation or examples of countries that have similar issues as black codes **(Evaluate)** 41. **Linguistic**: establishing groups, group discussions; **Logical**: sorting into groups, examining the costs of sharecropping and what impact that had on blacks; **Spatial**: pictures of the screen, pictures of the pizza toppings; **Kinesthetic**: moving into groups, typing paper, internet research; **Musical**: slave field songs playing; **Interpersonal**: group work, group discussion; **Intrapersonal**: reflective blog entry, short essay response on summative assessment 42. If there had been a better balance of industrialization would the South have been able to achieve victory in the Civil War? **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Decide if the Reconstruction effort had lasted longer with the military occupation, would the freed slaves have achieved full and equal rights before the 1960's. **(Where)** With the continued effors around the world for full equal rights and looking back at our own sturggle, what could the United States have done differently and what lessons can be learned. **(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)**

2004 ASCD and Grant Wiggins and Jay McTighe