L6+Kendall,+Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * __Teacher’s Name __ **** : **Grace Kendall ** __Date of Lesson__: **Self-Knowledge/Museum Box **

   Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "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."
 * __Grade Level __ **** : ** 9-12 ** __Topic__: **The Pacific Theater of WWII
 * __Objectives __ **
 * Student will understand that ** the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy -AND- the Pacific theater had far reaching impacts on society in both Japan and the United States.
 * Student will know** about the following: lead-up to the attack on Pearl Harbor as well as the actual attack; Soviet entrance into WWII; Soviet casualties in the European theater; end of fighting in Europe and shift of focus to the Pacific; Russian movement towards Japan; increased tensions between US and Russia; Marshall Plan; communism in Russia; US fear of communism.
 * Student will be able to** create a 4-cube Museum Box to investigate the following: 1.) The relationship between Japan and America before the attack on Pearl Harbor. 2.) The Soviet Union's entrance into WWII. 3.) The Soviet Union's anticipated entrance into the Pacific theater. 4.) America and communism after WWII. This activity serves as a "warm up" to their summative assessment, and will allow them the opportunity to brush up on necessary knowledge.
 * __Maine Learning Results Alignment __ **
 * Rationale: **

<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * Rationale **: **This lesson serves as a review lesson and will allow students to make connections between the preceding five lessons, reinforcing already learned information about the WWII era.** This assignment provides a useful overview of much of the material students will need to complete the primary summative assessment (their wikispace textbook addendum) for the unit. The research done for this assignment as well as the finished product itself will be useful resources to successfully complete the final class project.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Assessment __ **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Formative (Assessment for Learning): **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will utilize a Step-by-Step graphic organizer, using the first four "steps" to organize their four Museum Box cubes. Students will use cooperative learning in the form of a Jigsaw activity. Students will get together in groups of 4 (as described above) and each group member will take one of the four topics assigned for the Museum Box activity. After researching and learning about their topic, students will re-group together and teach one another about their topic, and will then go on to work together to create their Museum Box. Even though they will be working together, students will "pass in" a first draft of the Museum Box and each of the 4 cubes will be evaluated separately based on a rubric. The students will then be handed back the reviews as a group, and have time to discuss where their Museum Box needs improvement before beginning to work on their final draft.

<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Students will work together in groups of 4 (formed by reorganizing class season partners - instead of finding their season partners, students will instead find different seasons and form groups of 4 that include all 4 seasons) to create a Museum Box that includes four cubes (one for each of the following 4 topics: 1.) The relationship between Japan and America before the attack on Pearl Harbor. 2.) The Soviet Union's entrance into WWII. 3.) The Soviet Union's anticipated entrance into the Pacific theater. 4.) America and communism after WWII.). Students will use cooperative learning in the form of a Jigsaw activity. Students will get together in groups of 4 (as described above) and each group member will take one of the four topics assigned for the Museum Box activity. After researching and learning about their topic, students will re-group together and teach one another about their topic, and will then go on to work together to create their Museum Box. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Strategies **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> (** //Note// **: since the content of their Museum Box is student driven, this gives them a lot of freedom to exercise their strongest learning styles in choosing their content.) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> ** <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Summative (Assessment of Learning):** Students will create a four-cube Museum Box that explores: 1.) The relationship between Japan and America before the attack on Pearl Harbor. 2.) The Soviet Union's entrance into WWII. 3.) The Soviet Union's anticipated entrance into the Pacific theater. 4.) America and communism after WWII. By their nature, Museum Boxes tend to thrive on primary documents, but students may also create digital files to upload to their Museum Box if they want to. Students should treat each cube as if it is a timeline of the topic, and add their "sides" to tell the story of how the topic developed over time. What I'm looking for is understanding of how each of these pieces had an effect on the war as a whole.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Integration __ **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Technology **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will utilize type II technology in the form of a Museum Box during this lesson.
 * Art**: Students will be encouraged to include artwork as one of their Museum Box resources.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Groupings __ **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Differentiated Instruction __ **
 * Verbal/Linguistic**: Verbal/Linguistic learners will connect with the research portion of this assignment, since it is likely that a lot of their research about WWII will utilize the reading of primary sources.
 * Logical/Mathematic**: Logical/Mathematical learners will relate to the interactive timeline of WWII used in the Hook portion of the lesson.
 * Visual/Spatial**: Students will likely include photographs and/or video clips in their Museum Box of WWII, so Visual/Spatial learners are free to explore. Also, the Museum Box itself lends itself to visual learning, because the cubes are navigated three dimensionally and are visually interesting.
 * Interpersonal**: The Jigsaw cooperative learning activity is an excellent opportunity to engage Interpersonal learners, because they will have the chance to teach their teammates what they learned in their research about WWII as well as hear what their teammates learned about the subject.
 * Musical**: Students will be encouraged to include relevant music in their Museum Box investigation of WWII.
 * Naturalist**: A Naturalist learner could include in their Museum Box cube something to exhibit the toll that WWII often took on the landscapes where fighting took place.

Students can utilize teacher notes and the class agenda on the class wikispace to catch up, but must also communicate with the teacher via email or a personal meeting to be brought up to speed. Work that was due and completed on the day the student was absent may be passed in via email. Skype will be available for students who want to take advantage of it.
 * Absences**

Students will utilize type II technology in the form of a Museum Box during this lesson. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">copy of unit syllabus a projector laptop for each student whiteboard and markers world map printouts of the Step-by-Step graphic organizer (1 per student) students will need notebooks printouts of project rubric (1 per student) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> Step-by-Step graphic organizer: http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Tutorial video about Museum Box: http://www.youtube.com/watch?v=U6fDRktWIGg <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> WWII interactive timeline: http://www.nationalww2museum.org/history/final/interactive_timeline.html
 * Extensions**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Materials, Resources and Technology __ **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Source for Lesson Plan and Research __ **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Classroom tools sources **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * Online information sources**:

Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003), 299-326. Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010). <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * Non-web information sources**:
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Maine Standards for Initial Teacher Certification and Rationale __ **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">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. // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rationale: // **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">The variety of work and instruction strategies in this lesson will utilize all of the four learning styles discussed in EDU221: puppy, beach ball, clipboard, and microscope. Since students will be given the rubric at the outset of the assignment, "clipboards" will have an easy task of keeping track of what they need to do and what progress they are making on their assignment. "Microscopes" will naturally connect with the main theme of this lesson: to organize what they feel are the most important aspects of these four topics (1. The relationship between Japan and America before the attack on Pearl Harbor. 2. The Soviet Union's entrance into WWII. 3. The Soviet Union's anticipated entrance into the Pacific theater. 4. America and communism after WWII.). Students will be asked to analyze, question, and investigate, all of which are skills that microscope learners utilize well. The group work and class discussion sections of this lesson will engage puppies, since they tend to thrive on peer-to-peer interactions. Finally, beach ball learners will be engaged through the brainstorming and specifically through the Jigsaw activity.
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rationale: // **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Students will know about the following: lead-up to the attack on Pearl Harbor as well as the actual attack; Soviet entrance into WWII; Soviet casualties in the European theater; end of fighting in Europe and shift of focus to the Pacific; Russian movement towards Japan; increased tensions between US and Russia; Marshall Plan; communism in Russia; US fear of communism.These topics and their coverage will meet the Maine Learning Results standard E1 for History education:

Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "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." Rationale: This lesson investigates one of America's and the world's most influential eras: World War II. In addition to this major era, students will examine the idea of diplomatic relations and how WWII had a direct effect on the Cold War.

For this lesson's summative assessment, students will create a MuseumBox that gathers together resources and information pertaining to important aspects of the Pacific theater of WWII. Students will identify and evaluate resources to determine how valuable they are to an individual learning about this subject. The assignment will include developing a list of resources beforehand, and getting feedback from the teacher and from peers before they move on to creating the final product. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rationale: // **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Students will utilize type II technology in the form of a Museum Box during this lesson. Other examples of varied instructional strategies and technology usage include:

(**//Note//**: since the content of their Museum Box is student driven, this gives them a lot of freedom to exercise their strongest learning styles in choosing their content.) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">
 * Verbal/Linguistic**: Verbal/Linguistic learners will connect with the research portion of this assignment, since it is likely that a lot of their research about WWII will utilize the reading of primary sources.
 * Logical/Mathematic**: Logical/Mathematical learners will relate to the interactive timeline of WWII used in the Hook portion of the lesson.
 * Visual/Spatial**: Students will likely include photographs and/or video clips in their Museum Box of WWII, so Visual/Spatial learners are free to explore. Also, the Museum Box itself lends itself to visual learning, because the cubes are navigated three dimensionally and are visually interesting.
 * Interpersonal**: The Jigsaw cooperative learning activity is an excellent opportunity to engage Interpersonal learners, because they will have the chance to teach their teammates what they learned in their research about WWII as well as hear what their teammates learned about the subject.
 * Musical**: Students will be encouraged to include relevant music in their Museum Box investigation of WWII.
 * Naturalist**: A Naturalist learner could include in their Museum Box cube something to exhibit the toll that WWII often took on the landscapes where fighting took place.
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // **
 * // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rationale: // **<span style="color: black; font-family: "Arial","sans-serif"; font-size: 10.0pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Formative (Assessment for Learning): **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will utilize a Step-by-Step graphic organizer, using the first four "steps" to organize their four Museum Box cubes. Students will use cooperative learning in the form of a Jigsaw activity. Students will get together in groups of 4 (as described above) and each group member will take one of the four topics assigned for the Museum Box activity. After researching and learning about their topic, students will re-group together and teach one another about their topic, and will then go on to work together to create their Museum Box. Even though they will be working together, students will "pass in" a first draft of the Museum Box and each of the 4 cubes will be evaluated separately based on a rubric. The students will then be handed back the reviews as a group, and have time to discuss where their Museum Box needs improvement before beginning to work on their final draft.

<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day 1 (80 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Day 2 (80 minutes) <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Student will understand that the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy -AND- the Pacific theater had far reaching impacts on society in both Japan and the United States. Students should understand the human cost of war. The Maine Learning Result standard E1 (**//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)//** is adequately addressed by several aspects of this lesson. See above for lesson layout and process. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">In order to take a critical and analytical role in this lesson, students will need to have some background knowledge about the influence of the Pacific theater of WWII on the war as a whole and on events that followed it. The majority of “instruction” during this lesson will be conducted as a guided discussion, with students offering their knowledge from past lessons about the four topics of the Museum Box. Student participation will be guided by voluntary additions as well as the teacher posing questions or offering suggestions. The goal of this lesson will be for students to review and revisit their past lessons and the resources used in those lessons before they move on to their large summative assessment for the entire unit. Students will use a Step-by-Step graphic organizer during this lesson as a way to plan/outline what they would like to include in their Museum Box, which will serve as their summative assessment for this particular lesson. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Students will work in Jigsaw groups of approximately 4 students. Throughout the hook and the lesson, students will be asked to carefully review and consider their previous lessons in order to make connections among them and decide how to format their Museum Boxes. This in-depth consideration will be facilitated by background knowledge provided by the teacher in the previous five lessons which will have covered all of the four major topics for this lesson (1. The relationship between Japan and America before the attack on Pearl Harbor. 2. The Soviet Union's entrance into WWII. 3. The Soviet Union's anticipated entrance into the Pacific theater. 4. America and communism after WWII.). To ensure that every student takes part in high-order thinking, every student will be given a topic to research during the Jigsaw group learning activity. The Jigsaw groups will have been organized by having students find different seasons from our usual season partners setup and forming groups of four that include all four seasons. Revision will be possible during the work day of this lesson, when students are expected to meet with the teacher to go over their Museum Box using the rubric. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Students will self-assess before passing in their Museum Box final products by using the same rubric that the teacher will, and will pass this rubric in along with their final product. Timely feedback will be provided by the teacher using the same rubric, which will be passed back the following class period. This lesson builds upon information presented in all the previous lessons of the unit and lays a solid groundwork for students’ completion of the final, summative assessment of the unit. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">This lesson serves as a final review of material before the students’ final summative assessment; please see the previous five lessons for applicable content notes. <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Step-by-Step graphic organizer <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Museum Box rubric
 * Summative (Assessment of Learning):** Students will create a four-cube Museum Box that explores: 1.) The relationship between Japan and America before the attack on Pearl Harbor. 2.) The Soviet Union's entrance into WWII. 3.) The Soviet Union's anticipated entrance into the Pacific theater. 4.) America and communism after WWII. By their nature, Museum Boxes tend to thrive on primary documents, but students may also create digital files to upload to their Museum Box if they want to. Students should treat each cube as if it is a timeline of the topic, and add their "sides" to tell the story of how the topic developed over time. What I'm looking for is understanding of how each of these pieces had an effect on the war as a whole.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Teaching and Learning Sequence __ **** <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">:  **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Intro. The teacher will spend a few minutes introducing students to the final lesson in the unit, and how it relates to the upcoming summative assessment. (10 minutes/70 remaining)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Hook. Students will have 10 minutes to explore the interactive timeline that will help them plan their Museum Boxes. (10 minutes/60 remaining)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Review discussion. Students will take part in a teacher-led class discussion about what they have learned throughout the unit and how it applies to this lesson. The teacher will direct this discussion as necessary to touch on vital points, such as factual information and developed skills (research, using primary and secondary sources, etc.) (25 minutes/35 remaining).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Group work. Students will get together in groups of 4 (instead of finding their season partners, students will instead find different seasons and form groups of 4 that include all 4 seasons) and take part in a Jigsaw group learning activity. Each group member will take one of the 4 assigned Museum Box topics and research that topic for an assigned period of time. They will then reconvene and each student will share what they know with the rest of their Jigsaw group. (15 minutes/20 remaining).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Organize. Students, still in their Jigsaw group, will then utilize the Step-by-Step graphic organizer to plan out their Museum Box information. Once their graphic organizer has been filled out, students will have the remainder of the class to begin work on their Museum Boxes. (20 minutes/done).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Work day. Students will have the entire class period to complete work on their Museum Box. They will be due at the beginning of the next class period, so any students that do not have it completed by the end of today’s class period should complete it as homework. The students won’t be presenting these as a class. Instead, they will upload links to their Museum Boxes to the class wikispace as available resources for the entire class to use for their final summative assessment of the unit.
 * ** // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Note // **// <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">:  //<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> Opportunities for revision will come during this work day, when each student should show a draft of their Museum Box to the teacher for evaluation using a rubric prior to passing in a final draft.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Where, Why, What, Hook, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Visual (hook timeline), Logical (organizing the Museum Box into 4 sections, Step-by-Step graphic organizer), Interpersonal (discussions).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Equip, Explore Rethink, Revise Tailors **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">: Logical (organizing the Museum Box into 4 sections, Step-by-Step graphic organizer), Interpersonal (discussions, Jigsaw group work), Intrapersonal (creating the Museum Box will be an individual project), Verbal (primary documents will include several verbal-oriented resources), Musical (primary documents can include musical resources).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Logical (rubric conferences); Verbal (using text-based primary documents); Interpersonal (Jigsaw group work); Intrapersonal (working solo on the Museum Box); Naturalist (using primary document resources that show the destruction to the landscape following WWII).
 * Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback).
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Content Notes __ **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Handouts __ **