S3+Burns,+Grady

=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]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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= By learning about negative aspects of other cultures, we are able to hold a mirror to the negative aspects of our own society. (**Why**) "Students will understand major era, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world." (**What**) Using a sequence chart graphic organizer, students will establish the order of historical events.**(Explore)** Students will form small groups and select a specific event in South African history, for which they will create a comic on Comic Life. Students will cooperate in small groups, and then come together in a large jigsaw, where groups teach event to the class with their product.**(Experience)** Once students receive feedback from peers and teacher, they will revise the comic. **(Revise)** Teacher comments on comic will facilitate refining. **(Refining)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the events and underlying themes of apartheid can be related to conflicts within American society and culture. (**Where**)
 * (H)** 1.2 Open class with the audio of a Nelson Mandela speech. **(Hook)**
 * (E)** 1.3 Students will know the sequence of historical events in South Africa, including: colonialism, the Boer Wars, the onset of legal apartheid, the formation of the ANC, the arrest of Nelson Mandela, the anti-apartheid movement, the Sharpeville massacre, the end of legal apartheid, and the election of Mandela**.(Equip)**
 * (R)** 1.4 Students will respond to topical questions through written journals, ungraded quizzes and informal questioning. **(Rethink)**
 * (E)** 1.5 Students will have access to a rubric to ensure understanding on assignment. **(Evaluate)**
 * (T)** 1.6 **(Tailors)**
 * Verbal:** Teacher presentation on South African history from colonial era to present.
 * Logical:** Socratic questioning session, where students discuss the reasons that apartheid developed.
 * Visual:** While giving presentation, use a flow chart to aid in explanation of the sequence of important events, including precolonial era, to colonization, to the Boer Wars, to the onset of legal apartheid, to the rise of the anti-apartheid movement, to free elections.
 * Interpersonal:** Following Socratic questioning, students will break into small-group discussion teams, to discuss the causes of apartheid.
 * Intrapersonal:** Following group discussion, students will privately reflect and journal about what they believe were the causes of apartheid.
 * Naturalist:** During the presentation, the movements of native and non-native peoples through the country over time, along with descriptions of the ecology of these places, will be emphasized.
 * (O)** 1.7 Students will be able to **describe** the events and themes of apartheid (**Explain**).Product: Comic Life, Days: 5 (**Organize**) ||

By learning about negative aspects of other cultures, we are able to hold a mirror to the negative aspects of our own society. (Why) "Students will understand major era, major enduring themes, and historic influences in US 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)** ||
 * ** (W) ** 2 .1 Students will understand that the underlying themes of apartheid can be related to conflicts within American society and culture. (Where)

Using a Venn-diagram, students will compare the events of segregation and apartheid. **(Explore)** Students will compare and contrast segregation and apartheid through a WebQuest. Using round robin brainstorming, students will come up with ways in which these two eras are alike and different. **(Experience)** After individually completing the WebQuest, there will be a teacher and peer discussion, after which students may revise their answers. **(Revise)** Teacher comments on WebQuest will facilitate refining. **(Refine)** =Lesson 3=
 * (H) ** 2.2 Show clip of documentary //Eyes on the Prize//. **(Hook)**
 * (E) ** 2.3 Students will know the critical details off the American Civil Rights Act, American calls for boycotts against South Africa in the 1980’s, Cold War diplomacy, and segregation. **(Equip)**
 * (R)** 2.4 Students will respond to topical questions through written journals and informal questioning. **(Rethink)**
 * (E)** 2.5 Student will have access to a rubric to ensure understanding on assignment. **(Evaluate)**
 * (T)** 2.6 **(Tailors)**
 * Verbal:** Teacher presentation on American segregation and history of the American Civil Rights Movement.
 * Visual:** Video clip of documentary //Eyes on the Prize//, which depicts the Movement.
 * Musical:** Compare popular protest music from both America and South Africa during the 1950’s and 1960’s.
 * Interpersonal:** Class debate arguing which system, apartheid or segregation, was more extreme and divisive.
 * Naturalist:** Compare the living conditions of both disenfranchised groups.
 * Kinesthetic:** Role play exchange between a South African Police officer and an African citizen.
 * (O)** 2.7 Student will be able to **analyze** similarities and differences between South Africa and the United States **(Perspective)**. Product: WebQuest, Days: 3 **(Organize****)** ||

By interpreting both meaning and bias from source material, we can form our own informing opinions about historical events. **(Why)** "Students will understand major era, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **(** ** What) ** Using a fact/opinion graphic organizer, students will break sources down into fact and opinion. **(Explore)** Students will break selected sources down into facts and opinions, and by integrating this with provided background material on the authors of the sources, demonstrate where bias can be found using blogs, where students will comment on peers’ blogs, debating what constitutes bias. Blogs will be done collaboratively with partner groups. **(Experience)** Students will receive feedback from peers and teacher, and then be able to amend their statements in subsequent posts. **(Revise)** Teacher comments on blog will facilitate refining. **(Refine)** =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that both personal and secondary-expert accounts are important in getting a full understanding of apartheid. **(Where)**
 * (H) ** 3.2 Open class with a video montage of biased television analysts. **(Hook)**
 * (E) ** 3.3 Students will know the key facts of primary/secondary sources and bias. **(Equip)**
 * (R) ** 3.4 Students will respond to topical questions using journals and informal questioning. **(Rethink)**
 * (E) ** 3.5 Students will have access to a rubric to ensure understanding on assignment. **(Evaluate)**
 * (T) ** 3.6 **(Tailors)**
 * Verbal: ** Teacher presentation on concept of fact verses opinion.
 * Logical: ** Use Socratic questioning to facilitate discussion on biased documents.
 * Visual: ** Use Venn-diagram during presentation to illustrate fact verses opinion.
 * Musical: ** Find and present a song that discusses bias.
 * Interpersonal: ** Set up a debate on selected documents’ bias.
 * Intrapersonal: ** Have students journal reflectively about how bias manifests in sources.
 * (O) ** 3.7 Students will be able to critique biases inherent in source material **(Explain)**. Product: Blog, Days: 3 **(Organize)** ||

By interpreting both meaning and bias from source material, we can form our own informing opinions about historical events. **(Why)** "Students will understand major era, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **(** ** What) ** Using a step-by-step chart graphic organizer, students will map out how their news report will unfold. **(Explore)** Students will choose from a pre-selected list of important apartheid events and by using selected sources, report on the story from multiple sides in a mock-news casting format. Students will do a think-pair-share to aid in creating a narrative out of a number of conflicting sources. **(Experience)** Once students present their report, they will receive teacher feedback and be allowed to revise their iMovie. **(Revise)** Teacher comments will facilitate refining. **(Refine)** ** Product: iMovie, Days: 4. (Organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 4.1 Students will understand that both personal and secondary-expert accounts are important in getting a full understanding of apartheid. **(Where)**
 * (H) ** 4.2 Show footage of reactions of two different sets of sports fans after a championship game to illustrate different perceptions of the same event. **(Hook)**
 * (E) ** 4.3 Students will know the key facts of primary/secondary sources and bias. **(Equip)**
 * (R) ** 4.4 Students will respond to topical questions through written journals and informal questioning. **(Rethink)**
 * (E) ** 4.5 Students will have access to a rubric to ensure understanding on assignment. **(Evaluate)**
 * (T) ** 4.6 **(Tailors)**
 * Verbal: ** Teacher presentation on how sources can work together to tell a story.
 * Logical: ** Have students work through each source by asking what logical biases that they would hold.
 * Visual: ** Students will use a step-by-step chart to map out their projects.
 * Interpersonal: ** Students will have a group discussion about how their sources form a historical narrative.
 * Intrapersonal: ** Have students journal reflectively about why people can perceive historical events in a very different way.
 * Kinesthetic: ** Have students “get into the shoes” of each source and role play as that source.
 * (O) ** 4.7 Students will be able to **decide** how source material relates to an overarching historical narrative **(Apply)**

By examining South Africa in the present-day, we can explore how the legacies of apartheid have shaped the country, region, and world for the last 15 years. **(Why)** "Students will understand major era, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **(** ** What) ** Using a persuasion map graphic organizer, students will formulate arguments for or against whether apartheid still exists in South Africa. **(Explore)** Students will hold a debate via message-boards, where they will discuss whether or not apartheid still exists in South Africa. Students will do a think-pair-share after the debate to form final conclusions. **(Experience)** Once students receive feedback on the message board from peers and the teacher, they will be allowed to form a final opinion. **(Revise)** Teacher comments will facilitate refining. **(Refine)** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that apartheid had lasting influences both inside and outside of South Africa. **(Where)**
 * (H)** 5.2 Show images of African houses before and after 1994. **(Hook)**
 * (E)** 5.3 Students will know the critical details of the modern South African state, informal apartheid, and the sequence of events after the end of formal apartheid. **(Equip)**
 * (R)** 5.4 Students will respond to topical questions through written journals and informal questioning. **(Rethink)**
 * (E)** 5.5 Students will have access to a checklist to ensure understanding on assignment **(Evaluate)**
 * (T)** 5.6 **(Tailors)**
 * Verbal:** Teacher presentation on current debates about the legacy of apartheid.
 * Logical:** Open up discussion discussing for what logical reasons that racism would still persist in South Africa.
 * Visual:** Use a persuasion map to formulate arguments about the apartheid legacy.
 * Interpersonal:** Use message-boards for a debate on the legacies of apartheid.
 * Intrapersonal:** Have students journal reflectively on their thoughts about the legacies of apartheid.
 * Kinesthetic:** Have students move to one side of the room or another to signify whether they believe that apartheid still exists in South Africa.
 * (O)** 5.7 Students will be able to **recognize** that issues at the heart of apartheid still exist today **(Self-Knowledge)**** Product: Message-Board, Days: 2 (Organize)**. ||

By examining South Africa in the present-day, we can explore how the legacies of apartheid have shaped the country, region, and world for the last 15 years. **(Why)** "Students will understand major era, major enduring themes, and historic influences in US and world history, including the roots of democratic philosophy, ideals, and institutions in the world." **(** ** What) ** Using a tree chart graphic organizer, students will formulate ideas as to how racism and apartheid legacies still exist in South Africa. **(Explore)** Students will use Garage Band to create a radio show, where they will discuss how aspects of apartheid still exist in South Africa. Students will cooperate using think-pair-share, where they will discuss possible legacies of the apartheid state. **(Experience)** Once students have shared their projects and received peer and teacher feedback, they will revise their broadcast. ** (Revise) ** Teacher comments on broadcast will facilitate refining. ** (Refine) **
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that apartheid had lasting influences both inside and outside of South Africa. **(Where)**
 * (H)** 6.2 Show a clip of the movie //Invictus//. **(Hook)**
 * (E)** 6.3 Students will know the critical details of the modern South African state, informal apartheid, and the sequence of events after the end of formal apartheid. **(Equip)**
 * (R)** 6.4 Students will respond to topical questions through written journals and informal questioning. ** (Rethink) **
 * (E)** 6.5 Students will have access to a rubric to ensure understanding on assignment. ** (Evaluate) **
 * (T)** 6.6 **(Tailors)**
 * Verbal:** Teacher presentation on history of South Africa after 1994.
 * Logical:** Integrate Socratic questioning into class discussion about the legacies of apartheid.
 * Visual:** Use a tree chart to express ideas about how racism still manifests in South Africa.
 * Musical:** Compare South African pop music from before and after 1994.
 * Interpersonal:** Have students discuss the legacies of apartheid as a class.
 * Intrapersonal:** Have students journal reflectively on how they believe South Africa will look in 5 or 10 years from now, given its current issues.
 * (O)** 6.7 Students will be able to **consider** what effects apartheid had on modern South Africa **(Empathy)**. Product: Garage Band. Days: 4. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe