S3+Bizier,+Daniel

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there were several causes of the Civil War (**where**). The American Civil War is the only instance of the United States being at war with itself, and it is also the single bloodiest war in the history of the United States (**why**). Students will 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**).
 * (H)** 1.2 Teacher will walk into class dressed as Abraham Lincoln, or another Civil War leader. The teacher will deliver a speech as that leader. If I were playing Abraham Lincoln I would do the Emancipation Proclamation (**hook**).
 * (E)** 1.3 Students will know Abraham Lincoln, Stephen Douglass, Harriett Tubman, Frederick Douglass, caning of Charles Sumner, 3/5ths clause, the South becomes a cotton leader (dependent on slaves), the North industrializes,Missouri Compromise, Compromise of 1850, Bleeding Kansas, Lincoln-Douglas debates, the presidential election of 1860 (Lincoln elected), South Carolina secedes, all of the states that left the Union (**equip**). Students will get into think-pair-share groups and they will do sequence charts, students will outline the major events that caused the Civil War, they will break up into groups based on what they thought the main cause of the Civil War were, they will move around the room and be with several partners (**explore**). Students will choose a series of events and will research how those events influenced the war. They will make a poster that depicts how decisions made leading up to the war helped to cause the Civil War (**experience**).
 * (R)** 1.4 Students will respond to questions in class, and check for understanding using the "thumbs up/ thumbs down" technique, students will also be able to provide their own input and ask questions (**rethink**). Once the student receives feedback from their peers they will change misconceptions, on their product checklist, that they had and begin their product (**revise**). The feedback given by peers will be followed by teacher feedback which will allow the student to revise their work and make a better product on their own (**refine**).
 * (E)** 1.5 In class questioning will be used to help ensure that the students know the main causes of the Civil War . The student will have a checklist of all of their events that they felt caused the Civil War.
 * (T)** 1.6 **Tailors**
 * Verbal:** The speech that the teacher gave, the Emancipation Proclamation, in the hook will draw verbal learners in.
 * Logical:** Thinking about the sequence of events that caused the Civil War is a logical thinking process.
 * Visual:** The poster that the students will create is a visual aid that describes the causes of the Civil War.
 * Bodily-Kinesthetic:** Moving around the room will allow bodily-kinesthetic to be up and moving which will help them learn.
 * Interpersonal:** Students will receive feedback from their peers, helping the interpersonal learners.
 * Intrapersonal:** The students will revise the work by themselves following receiving feedback.
 * (O)** 1.7 Students will be able to make a poster using Glogster that depicts how decisions leading up to the war caused the Civil War. (**Application**) **Product**: Glogster, **Days**: 3 **Organize** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there were several causes of the Civil War (**where**). As a result of one of the causes of the war, the Missouri Compromise, Maine became a state (**Why**). Students will 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**).
 * (H)** 2.2 As students walk in there will be Civil War era music playing (**Hook**).
 * (E)** 2.3 Students will know Abraham Lincoln, Stephen Douglass, Harriett Tubman, Frederick Douglass, caning of Charles Sumner, 3/5ths clause, the South becomes a cotton leader (dependent on slaves), the North industrializes,Missouri Compromise, Compromise of 1850, Bleeding Kansas, Lincoln-Douglas debates, the presidential election of 1860 (Lincoln elected), South Carolina secedes, all of the states that left the Union (**equip**). Students will make flow charts that show how the events leading up to the war led to other events, and what the main causes of the Civil War were (**explore**). Students will think on their own about how the music from the hook made them feel, and will write a reflection about their feelings (**experience**).
 * (R)** 2.4 The teacher will give examples of some decisions made by Civil War leader caused the Civil War and the class will have a discussion (**rethink**). After the discussion the students will think, on their own, about what they think the main causes of the war were (**revise**). The discussion will give the students a better idea of how decisions made by the leaders in power helped to cause the Civil War, which will help them in working on their performance tasks (**refine**).
 * (E)** 2.5 In-class discussions will be used, the teacher will give examples/nonexamples of how decisions made by Civil War leaders caused the Civil War; this will help students understand the causes of the Civil War better.
 * (T)** 2.6 **Tailors**
 * Musical:** The hook will target musical learners.
 * Logical:** The flow chart will help logical learners see how the events escalated and caused the Civil War.
 * Verbal:** The performance task is a Podcast which will help verbal learners learn the material better.
 * Bodily-Kinesthetic:** The music from the hook may inspire some students to dance, which will help them learn and be engaged.
 * Interpersonal:** The in-class discussion will help interpersonal learners learn the material better.
 * Intrapersonal:** The student will be asked to write a reflection about how the music from the hook made them feel, which will help intrapersonal learners.

=Lesson 3=
 * (O)** 2.7 Students will be able to use Garage band and create a podcast of a radio interview where Civil War leaders are interviewed. (**Explanation**) **Product:** Garage Band, **Days:** 3
 * Organize** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the North had and economic/military advantage that helped the Union win the Civil War (**Where**). Students will find that having distinct advantages will not always lead to immediate victory, much like the US in Iraq right now (**Why**). Students will 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**).
 * (H)** 3.2 I will take the class to a field outside and ask them to imagine a Civil War battle taking place, because in most cases battles took place in small fields; there will be a drummer there/or a soundtrack of a drummer like there would have been during a Civil War battle (**hook**).
 * (E)** 3.3 Students will know that the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage (**equip**).Student will do fact/opinion charts to determine how advantages that each side possessed influenced the Civil War (**explore**). On their own students analyze how the advantages that each side possessed influenced the outcome of the Civil War (**experience**)
 * (R)** 3.4 The students will break up into Jigsaw group and will learn about one advantge, the student will then report their findings to the others in the group until all advantages are discussed (**rethink**). The student will know about all of the advantages that each side possessed and how they influenced the Civil War (**revise**). The student will have a better understanding of how advantages possessed by each side influenced the outcome of the war, which will help them complete their projects.
 * (E)** 3.5 Students will not be allowed to start their projects until they have completed the jigsaw workshop, kind of like an exit slip.
 * (T)** 3.6 **Tailors**
 * Musical:** The hook will target musical learners.
 * Logical:** The fact/opinion chart will help logical learners see how advantages that each side possessed helped influence the war.
 * Visual:** The performance task is an interactive power point, which will help visual learners learn the material.
 * Verbal:** The jigsaw exercise will help verbal learners because they get to explain their findings and they get to hear others.
 * Interpersonal:** The jigsaw excercise will help interpersonal learners learn because they are with a group.
 * Naturalist:** Going outside for the hook will engage Naturalist learners.

=Lesson 4=
 * (O)** 3.7 Students will be able to create an interactive power point that highlights advatages that each side possessed and how they influenced the outcome of the Civil War. (**Interpretation**) **Product:** Prezi **Days**: 4
 * Organize** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the North had and economic/military advantage that helped the Union win the Civil War (**where**). The Civil War is the only instance in American history that pitted brother against brother, or father against son (**why**). Students will 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**).
 * (H)** 4.2 Students will use Google Earth to look at major battle fields, and will hear casualty numbers from some of the major battles(**hook**).
 * (E)** 4.3 Students will know that the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage, major battles during the Civil War (**equip**). Students will come up with advantages that each side possessed (**explore**). Students will break up into think-pair-share groups and discuss why the war progressed the way that it did (**experience**).
 * (R)** 4.4 The think-pair-share groups will report out to the rest of the class, and will receive feedback from the class, they will also be able to add things that they initially had not thought about (**rethink)** Students will add things to their lists which will help them determine how certain advantages influenced the outcome of the Civil War (**revise**) Following all the feedback they have received I will set up the wikispace, and the students will debate how the outcome of the Civil War was influenced by advantages that each side possessed (**refine**).
 * (E)** 4.5 After the wikispace project has concluded the students will write a reflective piece saying what they like and dislike about the project.
 * (T)** 4.6 **Tailors**
 * Verbal:** The online debate will help verbal learners, because it is word based.
 * Logical:** Hearing the numbers of casualties for major battles will help to put it in to perspective for logical learners.
 * Visual:** Using Google Earth and seeing major battlefields will help visual learners put battles into perspective.
 * Intrapersonal:** The student will complete the online debate responses on their own, which will help intrapersonal learners.
 * Interpersonal:** The think-pair-share exercise will engage interpersonal learners.
 * Naturalist:** Seeing the actual battlefields on Google Earth will engage naturalist learners.

=Lesson 5=
 * (O)** 4.7 Students will be able to debate how advantages possessed by each side influenced the outcome of the Civil War. (**Perspective**). **Product** Wikispaces **Days:** 5 days
 * Organize** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the period following the Civil War (Reconstruction) was a tumultuous time for the United States (**where**). The leaders during a time of crisis or change will determine how smoothly things will go (**why**). Students will 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**).
 * (H)** 5.2 Students will have the oppurtunity to play games that Civil War soldiers played (**hook**).
 * (E)** 5.3 Students will know Andrew Johnson, Ulysses S Grant, other post-war leaders Reconstruction, the Constitutional amendments enacted following the war, the economy of the United States following the Civil War, the enactment of the Jim Crow laws (**equip**). Students will complete a timeline, on their own, that outline the major events of Reconstruction (**explore**). Students will compare their timelines with others in the class (**experience**).
 * (R)** 5.4 Students will share their time lines with the class, and they will receive feedback (**rethink**). The student will have the oppurtunity to see other students timelines, which will help them add to their own timelines (**revise**). After everybody has gone the student will be able to begin their iMovie project (**refine**).
 * (E)** 5.5 Students will blog about what they have learned in class.
 * (T)** 5.6 **Tailors**
 * Verbal:** The students will talk to each other about their time lines.
 * Logical:** The time line will help logical learners see the sequence of events throughout Reconstruction.
 * Visual:** The time line is a visual tool.
 * Intrapersonal:** The student will complete the reflective blogs on their own.
 * Interpersonal:** Students will work with others on their time lines.
 * Bodily-Kinesthetic:** The games played in the hook will engage bodily-kinesthetic learners.

=Lesson 6=
 * (O)** 5.7 Students will be able to create an iMovie presentation, where they role play leaders during the Reconstruction. **Product:** iMovie **Days:** 4
 * Organize** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the the period following the Civil War (Reconstruction) was a tumultuous time for the United States (**where**). The way that slaves were treated helped to lead to the Civil Rights Period (**why**). Students will 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**).
 * (H)** 6.2 I will pass pictures around of the South during Reconstruction, pictures will include where Africans lived, what they did for work, and how they were treated (segregrated, or even murdered). I may play a song from the era to accompany the photos.
 * (E)** 6.3 Students will know Andrew Johnson, Ulysses S Grant, other post-war leaders Reconstruction, the Constitutional amendments enacted following the war, the economy of the United States following the Civil War, the enactment of the Jim Crow laws (**equip**). Students will look up former slaves accounts of how they were treated following the Civil War, they will also study the Constitutional Amendments put into place following the Civil War, and the Jim Crow laws that were enacted (**experience**). Students will break up into groups and discuss how they accounts of former slaves made them feel, whether or not they believe the Constitutional Amendments were carried out, and their opinions on the Jim Crow laws (**experience**).
 * (R)** 6.4 Students will compare their thoughts as a class about the accounts of former slaves, Constitutional Amendments enacted, and the Jim Crow laws (**rethink**). Student will recieve feedback from their teacher, and the class, and their opinions will either change or become stronger from their initial opinion (**revise**). Students will take what they learned and write a blog from the point of view of former slaves (**refine**).
 * (E)** 6.5 Students will do a quiz at the beginning of class, then given the same quiz at the end of class, then given the answers to see what they learned.
 * (T)** 6.6**ailors**
 * Verbal:** The blog will help to engage verbal learners.
 * Musical:** The music from the hook will engage musical learners.
 * Visual:** The pictures from the hook will engage visual learn
 * Intrapersonal:** The student will complete the reflective blogs on their own.
 * Interpersonal:** Students will compare thoughts.
 * Logical:** Thinking about whether or not the laws were carried out will engage logical learners.


 * (O)** 6.7 Students will be able to write a blog from the point a view of a former slave following the Civil War (**Empathy**). **Product:** Blog **Days:**4
 * Organize** ||

2004 ASCD and Grant Wiggins and Jay McTighe