S3+Quinn-Kelly,+Kevin

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // (How are you using technology as a teacher? How are your students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Intelligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= Explain 2. To hook the students in I plan to first play them part of a music video for "Civil War" by Guns N' Roses which should get them thinking about the topic and also seeing some images. They should also be excited that we are listening to music instead of doing work. The follow up of the initial hook is the discussion in which we will relate the pre-Civil War climate in America to today. Allowing students to focus a little more on their own lives rather than always having to learn about events that seem totally distant to them should make them more motivated and more involved in the discussion (Hook) 3. Students know the Missouri Compromise, the Compromise of 1850, Fugitive slave law, Kansas-Nebraska Act, Dred Scott decision, Uncle Tom's Cabin, assault of Charles Sumner, John Brown and the raid of Harper's Ferry, presidential election of 1860 (Equip). Students will use a word web as a graphic organizer (Explore). Students will be asked to examine pre-assessment question in a think-pair-share (Experience). 4. When students have finished their research each group will meet with me individually. I will check to make sure they are on the right path and provide help with any questions they may have on their topic or about Comic Life. As groups are working on their rough drafts I will come around to make sure they are staying on track. (Revise) 5. A pre-assesment quiz will given to the class in which they are asked what they already know about the Civil War (Evaluate). 6.__Verbal/Linguistic__- Students will be engaging in discussions with peers and full class discussions __Logical/Mathematical__: Piecing together the causes of the Civil War is like putting together a puzzle. __Visual/Spatial__: The graphic organizer will provide a more visual way to organize information. Students will also be using Comic Life which is a very visual program allowing these students to get very creative. __Interpersonal__: Students will be interacting with other students first in a think-pair-share and then within the context of their group project. __Intrapersonal__: The pre-assessment will require students to answer questions with only their own knowledge. Also students will reflect on the process after their projects are done. __Musical__: The beginning of class with include some music which should help these students become more interested in the topic.(Tailor). 7. Students will able to teach their classmates about one event that helped lead to the Civil War. (Explain). Summative Assessment: Comiclife. 3 days (Organize) || =Lesson 2= Empathy 9. Class will begin by discussing [|this] picture of a slave (Hook). 10. Students will know important events and people: Lincoln, Fredrick Douglass, Henry Clay etc... (Equip). Students will use a three part venn diagram to differentiate the experiences of Northerners, Southerners, and African Americans during the war. (Explore). Round Robin Brainstorming (Experience). 11. To allow students to revise I will consistently look over their blog entries and provide them with feedback. Their blog entries should improve over the course and they should be able to get more and more into their character (revise, refine). 12. Once they are done with the blogs they will have a final blog entry in which they reflect on the whole experience and articulate if it has helped them to understand more what the war was like for people who were really there (Evaluate). 13. __Verbal/Linguistic__: The form of assessment will be a very verbal one, students will have to use the blog as a means by which to communicate their persons experience during the war. __Interpersonal__: An important aspect I want the students to get from this experience is to understand what life was like for people during the Civil War and actually put themselves in someone else shoes. __Logical/Mathematica__l: Students will have to understand how being from the north, south, male, female, or African American affected one's experience. __Visual/Spatia__l: Students will be provided with a venn diagram which allows them to separate the differences in a visually appealing way. __Intrapersonal__: Students will have to reflect on the experience and be able to articulate what they learned from it (Tailor). 14. Students will be able to assume the role of someone during the Civil War (Empathy). Summative Assessment: Blog. 1 day (Organize) || =Lesson 3= Reflect 16. I will ask students to stand different corners of the room depending on what they think was the most important cause of the Civil War (slavery, social, political, or economic issues). They will then be asked why they stood in that particular corner (Hook). 17. Students will know key factual information, and important events and timelines including social, political, economic, and geographic differences between the north and south (Equip). Students will use a word web to organize the social, economic, political, and geographic differences between the north and south (Explore). Students will do a jigsaw and each group will explore either economic, social, political, or geographic differences (Experience). 18. After the students have done their jigsaw, we will discuss the information as a class and allow students to ask questions for clarification (Revise). They will also be asked how slavery relates to these issues (Rethink). 19. As students are working on their projects in class I will be doing informal observation making sure to go around to each student to make sure he or she is on the right track (Evaluate). 20. __Visual/Spatial__: Glogster is a visual program and may help non-artistic students develop their spatial intelligence. __Logical/Mathematical__: Students will have figure how these different areas contributed to tension between the north and south. __Verbal/Linguistic__: Students will need to use linguistic skills to explain the importance of these different factors. __Interpersonal__: Students will be teaching each other through a jigsaw. __Naturalist__: Part of what we will discuss will be how the geography of the regions contributed to their differences. __Bodily/Kinesthetic__: The hook will getting students up and moving around the room (Tailor). 21. Students will be able to recognize that slavery was not the only cause of the war (Reflect). Summative Assessment: Glogster. 2 days (Organize) || =Lesson 4= Perspective 23. I will present the students with essays with differing opinions on what the Civil War was about. One article will be "What was the Civil War abut? A dissenting point of view" by Marc Engal. Students will read the articles and then we will have a class discussion about why people could have such differing opinions even this far after the Civil War was fought (Hook). 24. Students will know key factual information: Compromises, terms of surrender, emancipation, slave life, North and South differences in terms of economy, society, politics, geography (Equip). Students will use a T-Chart to list all the arguments the north would have against the south and vice versa. As a class we will discuss these points and students will add the information to their chart (Explore). The class will be split into two groups. One group will be the North and the other group will be the South. Each group will have to come up with reasons why the other group (either the north or south) is responsible for starting the war (Experience). 25. After the group activity students will be able to ask any clarifying questions as we have a discussion about the activity that just took place (Refine).Students will be asked to reflect upon the exercise we did in class in a blog for homework (Reflect). 26. The students will be asked to make an imovie of them having a debate with another student. The movie will be made in stages. Students will be given some time to work on the movies and then in class we will watch everyone's works in progress. As a class we will critique the movie giving feedback on both what we liked and what we feel needs improvement, this time will also give students an opportunity to address any technical difficulties they may be experiencing (Evaluate). 27. __Verbal/Linguistic__: Engaging in debates is a very verbal activity, students will hopefully learn some debating skills, improving their verbal intelligence. __Logical/Mathematica__l: Students will need to use logic in examining the two documents that will be presented to them. __Visual/Spatial__: The graphic organizer will provide students with an opportunity to organize the material in a more visual way. I__nterpersonal__: Critiquing other students will allow students to exercise interpersonal intelligence, it will also provide a good learning experience for those who are lacking in this area. __Intrapersonal:__ Students will be given an opportunity to reflect and the exercise (Tailor). 28. Students will be able to compare different points of view on the war (Perspective). Summative Assessment: imovie. 2 days (Organize). || =Lesson 5= Interpret 30. I will present my students with an Abraham Lincoln quote in which he says"My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it." This quote should make students challenge their previously held beliefs about the war and about Abraham Lincoln. (Hook). 31. Students will need to know the Lincoln-Douglas debates, election of 1860, Abraham Lincoln's views on slavery, Emancipation Proclamation (Equip). The students will fill out a K-W-L chart on Abraham Lincoln. The lesson will challenge assumptions that students have about President Lincoln. It is likely that some of the information that students learn will be contradictory to what they thought they knew in the first column. It is my hope that this will happen because I want students to be able to very clearly see that. The K-W-L chart will be a good reference for the students to go back to when they are doing their reflections. They can look back to see what they thought before the lesson and hopefully how this has now changed (Explore). Two groups will be formed to find Lincoln and Douglas' positions on issues that would have been important to voters at that time. Later In a round-robin brainstorming exercise each group will be given copy of the emancipation proclamation to decipher what it actually means (Experience). 32. Students will rethink Lincoln's view on slavery and who freed the slaves (Rethink).The students will first prepare a script which I will check and approve before they begin recording. Students will be able to look at other speeches Lincoln to help them get an idea of how to write it and to give them ideas. (Revise). 33. Students will be graded using a checklist (Evaluate). 34. __Logical/Mathematical__: Students will be asked to examine an historical document and decipher the true meaning of the words. __Interpersona__l: Students will need to work together in groups during the Lincoln-Douglas debates and activity and in the round robin brainstorming trying to decipher the meaning of the emancipation proclamation. __Verbal/Linguistic__: The class will very often be discussing material because the lesson is about challenging assumptions and the students ideas and opinions are very important. __Intrapersonal:__ Students will also be given time to think on their own about the ideas presented to them. They will also do a reflection at the end in which they examine what they've learned from the lesson, how it affects them, and how they think differently now. __Visual/Spatial__: The video will be a good for these students to absorb information. Also the graphic organizers will help these students organize and remember information.(Tailor).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that there were many causes of the Civil War (Where). There were a multitude of causes to the Civil War, understanding how conflicts start will help students learn how to resolve them in a peaceful manner (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).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that there are different historical perspectives of the Civil War (Where). In order for the students to feel that the material is more valuable I want them to be able to connect to the past and understand how it affects us now.(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).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that there were many causes of the Civil War (Where). Many people think that the Civil War was fought to end slavery. I want my students to understand that this was not the case and that there were many other important factors that led 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).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there are different historical perspectives of the Civil War (Where). Depending on where a person lives geographically they will have a different interpretation of the Civil War. The goal is to make the students aware of these biases and hopefully help them to see bias in a larger context (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).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Student will understand that the Civil War changed America (Where). Abraham Lincoln is an important major historical figure. His importance in the further development of American democracy will be examined (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).

35. Students will be able to evaluate tevaluate who the real Abraham Lincoln wasy(Interpret). Summative Assessment: Garage Band. 2 days (Organize). || =Lesson 6= Reflect 37. To begin class I will show students the Google Earth tour I have already made. This will serve not only to hopefully engage them but show them what they will be creating (Hook). 38. Students will know important events and people including Lincoln, Jefferson Davis, Important military figures, Important Civil War battles and campaigns, war strategies for either side, the overall flow of the war, the different "theaters" where fighting took place (Equip). Students will be given a specific military campaign to do research on. They will organize their information and sequence of events in a flow chart (Explore). Groups will be made for students to a jigsaw in which different groups will be asked to master different aspects of Google Earth. Each group will then teach their part to the other groups. In the end their will be a Google Earth scavenger hunt in which they are asked to utilize what they have learned (Experience). 39. As students reach different stages in their research they will have conferences with me to make sure they understand where they are heading and to be able to answer any questions they may have (Revise). Before the tours are submitted for grading we will watch each pairs tour and critique it as a class, allowing the students to make any final adjustments if the need to (Refine). 40. In the end students will be asked to a reflection on the unit as whole, including what they liked, what they didn't like, how things can be improved and what they learned (Evaluate). 41. __Visual/Spatial__: Google Earth is visually exciting software that will allow students to explore the globe like never before. __Interpersonal__: In the Jigsaw students will need to work together and be able to effectively teach the other students. Students will also be working in pairs for the project. __Logical/Mathematical__: Students will be doing research to obtain information which they will put into their tour. __Verbal-Linguistic__: Students will need to prepare a script and do a voice overdub onto the tour. __Intrapersonal__: Students will be required to do research individually so that they all find their own information and can contribute to the final product. __Naturalist__: We will explore how battles affected the American landscape, especially in the south where most of the fighting was done (Tailor). 42. Students will be able to exhibit an understanding of major Civil War battles and the war strategies of both sides (Apply). Summative Assessment: Google Earth tour. 3 days (Organize). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the Civil War changed America (Where). In this lesson students will come to understand that fighting took place all across the United States. They will also get to explore geography in an exciting and interactive way (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