L1+Libby,+John

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Analyzing decisions and events.**

 * =**Objectives**:= ||
 * Student will understand that many factors after World War I caused World War II to occur. ||
 * Student will know important facts and people related to the Treaty of Versailles. ||
 * Student will be able to realize how devastated Germany and its allies were by the Treaty of Versailles. ||

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 to analyze and critique the Treaty of Versailles and look at the consequences of it being passed. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning): The first draft of the students' response to the webquest and its revisions is a good formative assessment. Students will be asked to do a peer evaluation and can ask a teacher for a brief evaluation if there is confusion over the content in their response. Peer evaluations will be followed by the student writing what they intend to change within their webquest response in order to make it better. These comments will show what the students need to change after peer evaluations and what the students have learned from doing this assignment. Rough drafts will be graded based on if the student has completed in their "5 W's" worksheet. Information from this assignment will help the students in analyzing and critiquing historical events like the treaty of Versailles. In addition students will be able to write about this event within their blog of how WWII could have been prevented. ||
 * **Summative** (Assessment of Learning): The final drafts of the students' response to the webquest (which will be due the following class) is a good summative assessment. Final drafts will represent how the student is analyzing and critiquing the Treaty of Versailles and its effects on Europe. Information from the final drafts will be used to show where students understand about analyzing and critiquing the Treaty of Versailles. This information will be used in the future to show where more covering of materials is needed. These drafts will be formally graded using a points based system from the rubic. (See Webquest 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. ||

= = Technology is being integrated into this lesson because the students are using an online webquest. ||
 * =**Integration**= ||
 * English is being integrated. into this lesson because the students are writing a informal and formal response to a webquest.


 * =**Groupings**= ||
 * After students have been equipped with the general knowledge they will need for this assignment the students will form into groups. Groups will be "seasonal groups" which are preselected pairs of students on a seasonal chart. The teacher will assign a month and the students join that partner to complete this assignment. Groups will be asked to participate in the webquest and students will be asked to write an individual response to the webquest on the "5 W's" worksheet. In each response to prove that the student participated they will be asked to describe a different section of the Treaty of Versailles then their partners specifically. If students do not do this they will not get participation credit for this assignment. After each parter has finished their response they will evaluate their partners response and make suggestions about how they can improve it for the final draft. ||

Linguistic: Students will use their linguistic intelligence on the "5 W's" worksheet and within their response to the webquest. Logical: Students will use their logical intelligence to organizing names and places on their webquest response. Interpersonal: Students will use their interpersonal intelligence in their peer evaluations within their group. Intrapersonal: Student will use their intrapersonal intelligence when they write their final draft of the webquest response. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. Spatial: Students will use their spatial intelligence when they view the hook, use the webquest and write the rough/final draft. || 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 webquest students will have the opportunity to answer additional questions about their particular country that they are assigned to. If this information is included within their webquest response students will be able to gain extra credit toward their student sample. ||
 * Absent students:**
 * **Extensions**

Political Cartoon http://www.senate.gov/artandhistory/history/resources/graphic/large/Versailles.jpg "5 W's" Worksheets Webquest Rubric Labtops (With wireless internet) Digital Projector Pencils/pens How WWII could have been prevented blog Rubic. ||
 * =Materials, Resources and Technology= ||
 * Syllabus

Resources for the Webquest: http://webquests.esu16.org:8080/wq16/ Resources for the Blog www.blogger.com ||
 * =Source for Lesson Plan and Research= ||
 * Political Cartoon: http://www.senate.gov/artandhistory/history/resources/graphic/large/Versailles.jpg


 * =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 critiquing the events of the Treaty of Versailles while eluding to its eventually outcome; using a hook that shows a popular belief at that time period; having students use their understanding of English to respond to a webquest; and having the use of technology (the webquest) which students are comfortable using. First drafts 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 notes (5 W's worksheet) to gauge the students intelligence in this area. Their remarks on their webquest responses 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 an online webquest to allow students to use a type two technology to present their understanding of the Treaty of Versailles; using an online search engine to look up a variety of political cartoons about the Treaty of Versailles to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small group. ||
 * __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 rough draft to find out what the students know; formally grading the final draft 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/Political Cartoon Prompt Webquest Activity Explain Blogs. ||
 * =Teaching and Learning Sequence:= ||
 * Students will come in and sit down with their desks arranged into groups of four. This seating arrangement is good for the partner activity they are about to do. It consists of groups of desks set up into tables of four people. ||
 * Agenda:
 * In today's lesson students will analyze and critique historical events and the repercussions of other events that follow. The class will be specifically focused on the treaty of Versailles and its aftermath. For an introduction first students will be introduced the syllabus for this unit and have all the necessary rubrics and papers handed out. The syllabus spells out how much assignments are worth, how they will be graded and when they are due. For this lesson the class will be doing an activity using an online webquest to help determine how the Treaty of Versailles effected Germany and its allies after WWI. The Treaty of Versailles is said to be one of many factors after World War I that would caused World War II to occur. This lesson will show how peace treaties and occupations can often harm a country more then help it. As a hook the teacher will show a political cartoon ( [|http://www.senate.gov/artandhistory/history/resources/graphic/large/Versailles.jpg)] that describes the basic mindset of groups during this time period. (10 Minutes)
 * What, Where, Why, Hook, Tailor: Verbal, Spatial, Intrapersonal, and Logical.**

Students need to be given some basic background information about the treaty of Versailles in order for them to understand the activity. This information which will be given through lecture to the class. The teacher will describe how the Treaty of Versailles was signed in 1919 by a council of the victorious allied countries controlled mostly by England France and the United States. The teacher will go into detail about how the Treaty blamed Germany and its allies for the war and put harsh fees and restrictions on Germany. The teacher will also explain how do to propaganda Germany's loss of WWI came as a complete surprise to the German people.The teacher will finally explain how the treaty passed largely due to anger and want of revenge from England and France, while also mentioning the United States was relatively neutral on the position of punishing Germany. Students will use the "5 W's" sheet to take down this information. (15 Minutes)
 * Equip, Tailor: Verbal, Spatial, Logical, Natural, Interpersonal and Intrapersonal**.

Students will then begin their webquest activity by splitting into their seasonal groups and getting labtops. These groups then follow the directions on the webquest and fill out the 5 W's worksheet using information from the prompt and the webquest links. Their answers on the 5 W's worksheet will be used as a guide to help them write a rough draft in response to the webquest. Students will be asked to describe a different event in their response then their partner for participation points. Once students have finished their rough drafts they will evaluate their partners and make suggestions on how it could be better for the final. The student will then write suggestions for how they will change their rough draft for the final draft. (50 Minutes)


 * Explore, Experience, Rethink, Revise, Rehearse,** **Evaluate,** **Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.**

The teacher will then present the how World War II could have been prevented blog. These blogs will consist of descriptions of three event. (one posted per week) For each event students will describe the background of the event, how it relates to their assigned country, how it helped cause WWII and how changes to this event could have prevented WWII. After the students post their event the teacher will evaluate their responses using the blog and let the student revise. (5 minutes)


 * Revise,** **Evaluate,** **Tailor: Verbal, Interpersonal, Intrapersonal, Logical, and Spatial.** ||

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