S3+Libby,+John

=Stage 3 Plan Learning Experiences and Instruction=

=Lesson 1= Product: Webquest. 2. A political cartoon. **(Hook)** 3. Important facts and people related to the Treaty of Versailles. **(Equip)** A 5 W's sheet will be used to organize important facts about the Treaty of Versailles. **(Explore)** "Seasonal" groups of 2 for cooperative learning. **(Experience)** 4. Students will use the 5 W's sheet gather info on important facts from the webquest. **(Rethink)** Students will self-assess their information and organize it as a response to their webquest. **(Revise)** Students will finish their response to the webquest and go over their results with their partner. **(Rehearse)** Using the class wiki the teacher will provide feedback for their response which the students can use to improve their product. **(Refine)** 5. Students will self-assess their results on the rubric. **(Evaluate)** 6. Linguistic: Students will use their linguistic intelligence on the 5 Ws sheet and within their response to the webquest. Logical: Students will use their logical intelligence to organizing names and places on their webquest. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. **(Tailor)** 7. Realize how devastated Germany and its allies were by the Treaty of Versailles. **(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. Many factors after World War I caused World War II to occur. **(Where)** This lesson will show how peace treaties and occupations can often harm a country more then help it. **(Why)** //**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.**// **(What)**

Product: Money Flow Chart (Inspiration) 9. Great Depression Video. **(Hook)** 10. Important facts and people related to the great depression and it's effect on Europe. **(Equip)** A flow char will be used to organize the flow of money around the world at this time period. **(Explore)** "Country" groups of 4 for cooperative learning. **(Experience)** 11. Students will use the flow chart gather info on the flow of money before the great depression. **(Rethink)** Students will self-assess their information and organize it into a flowchart using Inspiration software. **(Revise)** Students will finish their flowchart and go over their results with their group. **(Rehearse)** Using the class wiki the teacher will provide feedback for the time line which the students can use to improve their product. 12. Students will self-assess their results on the rubric. **(Evaluate)** 13. Linguistic: Students will use their linguistic intelligence on the flow chart. Spatial: Students will use their spatial intelligence when making the flow chart. Logical: Students will use their logical intelligence to organizing information about money flow. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. **(Tailor)** 14. Consider how the Great Depression effected Germany. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. The Great Depression had a large effect on the entire world. **(Where)** This lesson will show how economic decline can have devastating effects. **(Why)** //**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.**// **(What)**

Product: Digital Story. 16. A radio broadcast of leaders from that time period. **(Hook)** 17. Important events that lead to the leadership of Adolf Hitler, Benito Mussolini, Joseph Stalin and Empire Hirohito. **(Equip)** A sequence chart will be used to organize important facts about the leadership of these rulers. **(Explore)** "Country" groups of 4 for cooperative learning. **(Experience)** 18. Students will use the sequence chart to gather info on important facts about the leaders they are assigned. **(Rethink)** Students will self-assess their information and organize it as digital story about the leader they have been assigned. **(Revise)** Students will finish their digital story and rehearse their introduction for their digital story within their group. **(Rehearse)** Using the class wiki the teacher will provide feedback for their digital story which the students can use to improve their product. **(Refine)** 19. Groups will self-assess their results on the rubric. **(Evaluate)** 20. Linguistic: Students will use their linguistic intelligence on the sequence chart. Logical: Students will use their logical intelligence to organizing names and places on their digital story. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they look for people and events on their own. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups, on computer use, and when they make their digital story. Naturalist: Digital stories can be filmed outside. Musical: Digital stories can have music added. **(Tailor)** 21. Produce evidence why extremist leaders were so common in this time period. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Many factors after World War I caused World War II to occur. **(Where)** This lesson will show how extremist leaders tend to be elected in times of anxiety within an area. Ties within this lesson can obviously be made to our current president of the united states. (**(Why)** //**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.**// **(What)**

Product: Time Line (Inspiration) 23. Quote about writing history.**(Hook)** 24. Important events and people that were between WWI and WWII. **(Equip)** A sequence chart will be used to organize important events. **(Explore)** Groups of four representing countries for cooperative learning. **(Experience)** 25. Students will use the sequence chart to brainstorm important events. **(Rethink)** Students will self-assess their events and organize them for their time line. **(Revise)** Students will finish time line and rehearse for their presentation to the class. **(Rehearse)** Using the class wiki or suggestions after the presentation the teacher will provide feedback for the time line which the students can use to improve their product. **(Refine)** 26. As other groups present students will be adding events to their sequence chart. **(Evaluate)** 27. Linguistic: Students will use their linguistic intelligence on the sequence chart and within their presentation. Logical: Students will use their logical intelligence to organizing names and places on their time line. Spatial: Students will use their Spatial intelligence to make their time line visually appealing. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. **(Tailor)** 28. Describe the events that occurred after WWI. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Many factors after World War I caused World War II to occur. **(Where)** This lesson will show how economic depression or debenture and political strain can lead to massive historical events, which can be connected easily to our modern day society. **(Why)** //**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.**// **(What)**

Product: Blog Wars. 30. Discussion about hostilities during this time period. **(Hook)** 31. Important events and people that were between WWI and WWII. **(Equip)** A cluster web will be used to organize important events and determine which group member critiques which other group. **(Explore)** Groups of four representing countries for cooperative learning. **(Experience)** 32. Students will use the cluster web to organize their interpretation of a political decision made within their country. **(Rethink)** Students will self-assess their interpretation and write it within a blog. After they post their blog each student will critique another countries blog entry. **(Revise)** Students will finish the blog and rehearse for their presentation about their blog to the class. **(Rehearse)** Using the class wiki or suggestions after the presentation the teacher will provide feedback for the blog entry which the students can use to improve their product. **(Refine)** 33. Students will self-evaluate their entries within their blog after every group has presented **(Evaluate)** 34. 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. **(Tailor)** 35. Critique the decisions made between 1918 and 1941. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. World War II could have been avoided. **(Where)** This lesson will show why its important to properly critique political decisions because they sometimes can lead to war. **(Why)** //**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.**// **(What)**

Product: Blog. 37. Watch the Youtube video How WWII really happened. **(Hook)** 38. Important events and people that were between WWI and WWII. **(Equip)** A step chart will be used to organize important events. **(Explore)** "Seasonal" groups of 2 for cooperative learning. **(Experience)** 39. Students will use the step chart to organize events and how they would cause WWII. **(Rethink)** Students will self-assess their interpretation of how a historical event would cause WWII and write it within a blog. **(Revise)** Students will finish the blog and rehearse for their presentation about their blog to the class. **(Rehearse)** Using the blog the teacher will provide feedback for the blog entry which the students can use to improve their product. **(Refine)** 40. Students will self-assess their results on the rubric. **(Evaluate)** 41. Linguistic: Students will use their linguistic intelligence on the step chart and within their blog entries. Logical: Students will use their logical intelligence to determine why a historical event would cause WWII. 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 their blog entries Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. **(Tailor)** 42. Analyze how many factors after WWI would cause WWII to occur. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. World War II could have been avoided. **(Where)** This lesson will show how historical events can have major repercussions **(Why)** //**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.**// **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe