S3+Oliver,+Nicholas

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), and **What** (MLR and Product)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Instruction), **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)

=Lesson 1= 2. Show students pictures dealing with the aftermath of the revolution. Some pictures will be of Lenin, the death of the royal family, and things dealing with communism. **(Hook) 3.** Talk about the Emancipation of the serfs (1861), establishment of the zemstvo (1864), Censorship reform (1865), Land and Freedom (1876-9), and the Russo-Turkish War (1877-8). **(Equip)** Use a Time-Order Chart. **(Explore)** Inquiry Model. **(Experience) 4.** Alone, write down notes on how you think these events led to the revolution. **(Rethink)** As a class, we will talk about our reasoning and decide which reason or reasons are the best. **(Revise and Refine) 5.** Checklist of events known, 10-question quiz on the events, and blog entry on why the student thinks the events lectured about led to the revolution. **(Evaluate)** 6. Linguistic: Presenting to the class. Logical-mathematical: Reasoning why the events lectured about led to the revolution. Spatial: Hooking the students with the pictures of Russian people and events. Bodily-kinesthetic: Typing on the computers to take the notes. Interpersonal: Talking about the reasoning behind the decisions made about how these events impacted the revolution. Intrapersonal: Typing the notes down by themselves. Naturalist: Some of the pictures shown will have outdoor scenes.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that previous events in Russian history lead to the Russian Revolution. (**Where**) The real life connection for this lesson is that what happened in the past shapes our future. (**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.

7. Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. **(Organize)** || =Lesson 2=

9. Students will be asked, "Which events in today's world are similar to those of the Russian Revolution?" **(Hook)** 10. Talk about the Narodnaya Volya, assassination of Alexander II (1881), pogroms (1881-2), counter-reforms, "Senseless Dreams" speech (1895), and founding of Socialist parties (1898-1902). **(Equip)** Create a Spider Chart. **(Explore)** Inquiry Model. **(Experience)** 11. Students will figure out which events caused more change. **(Rethink)** After self-assessment, the students will remake their list of events that caused the most change. **(Revise)** Study the events by working with a partner. **(Rehearsal)** 12. Checklist of events known and quiz on the events. After the quiz, have the class make a list of the events that caused the most change in order of the degree of change and compare it to other classes. **(Evaluate)** 13.  Linguistic: Presenting to the class. Logical-mathematical: Analyzing the effect of the counter-reforms and other key events talked about in the lesson. Spatial: Creating a poster and showing it to the class. Bodily-kinesthetic: Using their laptop to take notes and getting up to work with a partner. Interpersonal: Studying with a partner after the self-assessment. Intrapersonal: Making the list of events that caused the most change on their own and then self-assessing.  14. Students will be able to decide which events caused the most change. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. (**Where**) The real life connection for this lesson is that big changes in society can lead to or be part of a revolution. (**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: Poster showing the key events covered in the lesson.

16. Read a quote by Lenin **(Hook)** 17. Talk about the publishing of "What Is To Be Done?", split of RSDWP, Revolution of 1905, Bloody Sunday, and the October Manifesto. **(Equip)** Use a Flow Chart. **(Explore)** Inquiry Model. **(Experience)** 18. Talk with a partner and discuss why revolution is happening so fast yet also why the government has not yet been overthrown. **(Rethink and Revise)** 19. Rubric of the podcast showing what the students need to do for the lesson's product. **(Evaluate)** 20.  Linguistic: Presenting the class and doing the podcast. Spatial: The teacher will write down the information on the board. Bodily-kinesthetic: Using the computer to make the product. Musical: Using Garage Band to make background music. Interpersonal: Working with a partner on the podcast. Intrapersonal: Taking notes alone in class before working with a partner on the product.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. (**Where**) The real life connection for this lesson is that kids today can be pushed to the limit if their needs are not being met. (**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: Podcast of what has happened from 1902 to 1905 with a partner (Garage Band).

21. Students will be able to empathize with the revolters and see why they revolted. **(Organize)** || =Lesson 4=

23. Show a clip from "Russia: Land of the Tsars". **(Hook)** 24. The year of 1917: February Revolution, abdication of Nicholas II, Lenin's return to Russia, July Days, Russia's declaration of a republic. **(Equip)** Use a Flow Chart. **(Explore)** Inquiry Model. **(Experience)** 25. Reflect on the assumptions and reasonings made earlier in the unit **(Rethink)** Come up with new ideas on why the revolution happened. **(Revise)** 26. See the completion of the WebQuest by each student. **(Evaluate)** 27.  Linguistic: Presenting to the class. Logical-mathematical: Reflecting on the previous assumptions and reasonings made. Spatial: Clip from the movie. Musical: Music played during movie. Intrapersonal: Reflection on previous assumpions and reasonings made. Naturalist: Clip will show many Russian backgrounds and buildings. 28. Students will be able to be aware of the ingredients of revolution and see possible revolutions that may occur in the future. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. (**Where**) The real life connection for this lesson is that revolutions happen all the time and they are all around us every day. (**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: WebQuest.

29. Students will understand that the American Revolution and the Russian Revolution had similarities and differences. (** Where **) The real life connection for this lesson is that the revolution in America was similar to the one in Russia. (** 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: PowerPoint Presentation. 30. Show pictures of the American Revolution and the Russian Revolution that are similar. ** (Hook) ** 31. Similarities and Differences between the American and the Russian Revolutions. ** (Equip) ** Use a Venn Diagram. ** (Explore) ** Inquiry Model. ** (Experience) ** 32. Take new notes on the revolution and compare them to the American revolution. ** (Rethink) ** Self-assess, fix any errors, and do the PowerPoint. ** (Revise) ** 33. Rubric on a slideshow that compares and contrasts the two revolutions. ** (Evaluate) ** 34. Linguistic: Lecturing the class. Logical-mathematical: Analyzing the similarities and differences between the two revolutions. Spatial: Showing the pictures of the American and Russian Revolutions. Musical: Play background music while showing the pictures. Intrapersonal: Working on the PowerPoint will be a solo project. Naturalist: The pictures shown will have mainly outdoor themes.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

35. Students will be able to compare and contrast the American Revolution to the Russian Revolution. ** (Organize) ** || =Lesson 6=

37. Ask the students what other countries in the past hundred years have undergone a complete government change like Russia. **(Hook)** 38. Bolsheviks in power and the death of the royal family. **(Equip)** Do a Persuasion Map. **(Explore)** Inquiry Model. **(Experience)** 39. Use the graphic organizer to come up with the overall reason why the revolution happened. **(Rethink)** The students will self-assess using the checklist and revise their answer. **(Revise)** Practice their presentation. **(Rehearsal)** 40. Rubric and checklist for the performance task **(Evaluate)** 41.  Linguistic: Students will speak during the presentation to the students about their project. Bodily-kinesthetic: Students will move around in their presentation, not just sit down. Musical: Using music in the presentation. Music may be played while learning and working on the material as well. Interpersonal: Presentation is with partners. Intrapersonal: Students will come up with ideas on their own for the project. Naturalist: Students will go outside and do some outdoor scenes for the presentation. 42. Students will be able to make meaning of why the revolution happened. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. (**Where**) The real life connection for this lesson is understanding why anything in our lives happen. (**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.

2004 ASCD and Grant Wiggins and Jay McTighe