S3+Kendall,+Grace

=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=  (**H**) 1.2 Students will examine and interpret a few pieces of anti-American propaganda and discuss biases present in it, the feelings it brings up, etc. Students will then be shown examples of anti-Japanese propaganda to illustrate how it was used both by the United States and against the United States (**Hook**). (**E**) 1.3 Students will know about the following: American feelings towards the Japanese and vice versa; what effect misconceptions or falsehoods had; surrender conditions set by the US; “island hopping” strategy and what it was like for soldiers; US allies (Australia, in particular, because there is a lot of propaganda related to it) (**Equip**). Students will use a Describing Wheel graphic organizer to brainstorm possible answers to the question: “Why do soldiers fight?” There will be a short (1-2 minute) period for students to brainstorm silently, but the bulk of this brainstorming will be done as a class with the teacher posing questions to encourage discussion (**Explore**). Working in teams of three with roles assigned, students will pause for a Three Minute Review to ask clarifying questions and talk within their teams about what they think of propaganda as a topic, how they think it would feel to be the target of such propaganda, etc. Still in groups, students will then complete a WebQuest about war propaganda used in World War Two (**Experience**). (**R**) 1.4 This lesson will pause for a Three-Minute Review and offer students the opportunity to ask clarifying questions and to discuss what they think of propaganda as a topic, how they think it would feel the be the target of such propaganda, etc. Students will then work in teams to complete the assigned WebQuest (with the “task” of the WebQuest being some review of propaganda and answering of two short sets of questions – The last part of the WebQuest is to write an essay, but students should NOT move on to this section right away. Instead, they should create an outline or concept map to plan their essay) (**Rethink**). Students will pass the short answer questions and essay outline in to the teacher. The teacher will review the outline using a checklist and give students feedback and a "green light" to move on to the last part of the WebQuest (**Revise**). Students’ opportunity to refine their work will come in the final portion of the WebQuest: a critical reading of Anthony Navarro’s article “A Critical Comparison Between Japanese and American Propaganda During WWII” followed by an essay outlined in the WebQuest. Alternatives to this assignment can be offered if they effectively answer the same question posed in the WebQuest (**Refine**). (**E**) 1.5 Students' completion of the WebQuest will be evaluated using the rubric included on the WebQuest (**Evaluate**). (**T**) 1.6 (**Tailor**) **Verbal/Linguistic**: Verbal/Linquistic intelligence is addressed in the portion of this assignment where students write short answers and an essay analyzing propaganda use in WWII. **Logical/Mathematic**: Logical/Mathematical intelligence is present when students are asked to critically analyze WWII propaganda and its effectiveness. **Visual/Spatial**: This lesson is naturally geared towards Visual/Spatial learners through its use of WWII propaganda artwork. **Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about the use and effectiveness of propaganda in WWII and share their own viewpoints. **Intrapersonal**: When students are asked to reflect on how they would feel if they were the target of propaganda like that which was used in WWII, this will tie in Intrapersonal intelligence into the lesson. **Musical**: Students will also listen to/watch this clip from Letters From Iwo Jima, which includes a propaganda-esque song being sung by schoolchildren and broadcast in dedication to the Japanese soldiers fighting on Iwo Jima. ([]) **Naturalist**: Students will also analyze the layout of the WWII propaganda posters and how ideas such as “home” or the harsh environment of the Pacific were used to great effect. **Bodily/Kinesthetic**: (**O**) 1.7 Critically evaluate the use of propaganda during WWII by both the American and Japanese governments (**Interpret**). **Product**: Students will complete a WebQuest about war propaganda used in World War Two. **Days**: 1.5 – 2 (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**W**) (1.1) Students will understand that <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought -AND- <span style="font-family: Arial,sans-serif; line-height: 14px;">the Pacific theater had far reaching impacts on society in both Japan and the United States <span style="font-family: Arial,Helvetica,sans-serif;"> (**Where**). Students should be familiar with the concept of propaganda in order to be a discerning citizen. Students should also be aware of propaganda's roots in advertising and how similar principles are still evident today (**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**).

** (H) ** 2.2 The teacher will read aloud an excerpt from //America’s Women//, by Gail Collins, that explains the hardships faced by interned Japanese-Americans. Printed copies of the excerpt will be available for students to follow along (**Hook**). ** (E) ** 2.3 Students will know about the following: background of Pearl Harbor and information about the attack itself; that sabotage was a real concern to the American military; FDR; timeline of events leading up to order #9066 (**Equip**). Students will use a Time-Order graphic organizer to help organize the events that led to Order #9066 (**Explore**). Students will create an Xtra Normal video to show WWII-era American arguments both in support of and against Presidential Order #9066, authorizing removal and internment of Japanese-Americans (**Experience**). ** (R) ** 2.4 As a cooperative learning exercise, students will pair off with their season partners and take part in a Think-Pair-Share activity to examine the question: “Why do you think FDR issued Order #9066?” If partners come up with different reasons, they will synthesize them and include both in a class discussion that follows (**Rethink**). During the class discussion following the Think-Pair-Share activity, the teacher will take notes on the board keeping track of the various ideas generated by the class. The class will discuss them, and reach a general consensus about three that we believe are the most credible reasons. We will then discuss ways to research these, and students will be given research ideas and/or resources to examine and form their own opinion about what FDR’s most viable reason was for issuing Order #9066. Research and/or reading of primary documents will be done in class, so that students may work together and that the teacher is available for help, if needed. Before the end of class, students will create an idea web using the Cluster/Word Web 1 graphic organizer or Inspiration software in order to outline the arguments they want to pursue in their Xtra Normal video. The last 15-20 minutes of class will be devoted to quick student-teacher conferences, where the teacher “signs off” on the students’ idea webs and offers feedback (after the teacher has signed off, students may spend the remainder of class developing their Xtra Normal script, which should be completed for homework) (**Revise**). The students’ opportunity to refine their project will come when they pass their completed Xtra Normal script in to the teacher at the next class. These will be reviewed and final feedback will be given via a rubric before students create their final product (**Refine**). ** (E) ** 2.5 Both the student’s script and final product will be evaluated using the same rubric (only the final product will be graded) (**Evaluate**). ** (T) ** 2.6 (**Tailor**): ** Verbal/Linguistic ** : Verbal learners will be engaged through the read-aloud activity in the hook, where they will hear an excerpt from //America’s Women//. They will also connect with the script writing portion of creating an Xtra Normal movie. ** Logical/Mathematic ** : Logical/Mathematical learners will relate to the class list building about likely motivations behind Order #9066, as well as the research activity in class to work with primary documents related to Order #9066 and Japanese internment as a whole. ** Visual/Spatial ** : Visual learners will get a lot out of both the final product of this lesson (the Xtra Normal movie) and the fact that I plan to show photos illustrating Japanese internment during our classes. ** Interpersonal ** : Interpersonal intelligence will be utilized during the Think-Pair-Share activity as well as during the class discussion and list building afterwards. ** Intrapersonal ** : To involve intrapersonal intelligence, students will have the option of working alone or with partners during the research portion of the class period, and reading the //America’s Women// excerpt in the hook, I’ll ask students to reflect on what it would be like to be in that situation themselves. ** Musical ** : ** Naturalist ** : When describing the relocation of Japanese-Americans, I will try to emphasize the homes they were leaving and contrast that against the barracks most of them found themselves housed in (the hook activity specifically mentions families being housed in horse stables [Santa Anita Racetrack in CA was used for this purpose]) to allow students to connect with the environment that many Japanese-Americans found themselves in. ** Bodily/Kinesthetic ** : <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: normal;">** (O) ** 2.7 Critically analyze the Presidential order authorizing Japanese internment camps in the United States, as well as American arguments against it and in support of it (**Explain**). **Product**: Xtra Normal video. **Days**: 3 (2 for instruction & work; 1 to present movies). (**Organize****<span style="font-family: Arial,sans-serif; font-weight: normal;">) ** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 2.1 Students will understand that cultural differences (and misconceptions about those differences) between the US and Japan greatly affected the way the war was fought (**Where**). Cultural differences influence virtually every war, including our current war(s) in Iraq and Afghanistan (**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**).

<span style="font-family: Arial,Helvetica,sans-serif;"> (**H**) 3.2 The teacher will read aloud an excerpt from a firsthand account of Iwo Jima, as well as use photographs to illustrate the island and the battle that took place there (**Hook**). <span style="font-family: Arial,Helvetica,sans-serif;">(**E**) 3.3 Students will know about the following: casualty rates in the European theater as opposed to the Pacific; surrender conditions set by the US; American and Japanese interpretations of one another; lead-up to attack on Pearl Harbor; Russian movement towards Japan; “island hopping” strategy in the Pacific; conditions on Okinawa and/or Iwo Jima. (**Equip**). Students will use a Sense Chart graphic organizer to help them evaluate what it would have been like to be on Iwo Jima. (**Explore**). Students will write four letters (two as an American, two as a Japanese) as a soldier serving on Iwo Jima writing to someone back home, whether that is a friend, family member, or even the President or Emperor. (**Experience**). <span style="font-family: Arial,Helvetica,sans-serif;">(**R**) 3.4 As a cooperative learning exercise, students will get together in Jigsaw groups to learn about the conditions on Iwo Jima (Students’ research topic may be assigned to them according to the five senses listed on the Sense Chart). During the class discussion and sharing of what they learned, students will continually add to their Sense Chart to create for themselves a complete picture of what soldiers on Iwo Jima would have experienced. Presentations by the teacher and additional information students came across in their research will be shared to add to the content knowledge, timeline, etc. and students will work with all of these things in order to write their letters (**Rethink**). Students will complete all four letters as a homework assignment and pass them in as first drafts. They will be evaluated using the lesson rubric, with feedback included on the rubric and/or letters, and final drafts will be due the following class period (**Revise/Refine**). <span style="font-family: Arial,Helvetica,sans-serif;">(**E**) 3.5 Students’ final product will be graded according to a lesson rubric (**Evaluate**). <span style="font-family: Arial,Helvetica,sans-serif;">(**T**) 3.6 (**Tailor**): <span style="font-family: Arial,Helvetica,sans-serif;">**Verbal/Linguistic**: Since this lesson essentially revolves around the idea of writing letters as both Japanese and American soldiers stationed in the Pacific during WWII, students who have well-developed Verbal/Linguistic intelligence will connect to it very well. <span style="font-family: Arial,Helvetica,sans-serif;">**Logical/Mathematic**: <span style="font-family: Arial,Helvetica,sans-serif;">**Visual/Spatial**: Visual learners will be engaged through the hook, when photographs from Iwo Jima will be included in the teacher presentation. <span style="font-family: Arial,Helvetica,sans-serif;">**Interpersonal**: Interpersonal intelligence will be utilized during the Jigsaw activity, particularly at the activity’s close where students teach their classmates about what they learned. <span style="font-family: Arial,Helvetica,sans-serif;">**Intrapersonal**: Intrapersonal learners will be engaged through the main premise of the assignment; that they are being asked to assume the role of another person and really evaluate what life would have been like for that person. <span style="font-family: Arial,Helvetica,sans-serif;">**Musical**: <span style="font-family: Arial,Helvetica,sans-serif;">**Naturalist**: Since a very important part of this assignment will be the nature of fighting on Iwo Jima, a lot of attention to the setting and environment will be paid during the presentation(s). In particular, about the black beach sand, the name “Iwo Jima” translating to “Sulfur Island” and the smell of sulfur permeating the island, the fact that Iwo Jima is a volcanic island and how this effects its environment, etc. <span style="font-family: Arial,Helvetica,sans-serif;">**Bodily/Kinesthetic**: Physically assuming the roles of their letter characters and doing a read-aloud/acting out of their letter would be encouraged, but not required. Bonus points would be offered if a student wanted to do something like this. <span style="font-family: Arial,Helvetica,sans-serif;">(**O**) 3.7 Students will be able to assume the roles of both a Japanese soldier and an American soldier serving on Iwo Jima in WWII, and write four letters (two as each soldier) to someone “back home,” discussing their experiences and feelings during their time on Iwo Jima (**Perspective**). **Product**: Four letters (two as each soldier). **Days**: 2 (both for instruction and work – letters will be completed as homework assignments each night) (**Organize** <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (<span style="font-family: Arial,Helvetica,sans-serif;">**W**) 3.1 <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">the Pacific theater had far reaching impacts on society in both Japan and the United States (**Where**). Students should understand how seemingly outside influences can have unexpected effects and should also be aware of the far reaching effects that war can have on societies (**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**).

<span style="font-family: Arial,Helvetica,sans-serif;"> (**H**) 4.2 Before we begin, we’ll take a class poll to answer the question: “Was the atomic bomb the best way to end the war?” Students will answer by leaving their seats and going to one side of the room for “No” and one side for “Yes” (teacher won’t offer an option for “I don’t know” but if it comes up, the middle of the room can represent that). We will show a clip of the BBC program, Hiroshima: Dropping the Bomb from: [] followed by a discussion of the comments of the Enola Gay airmen about “no resistance” and showing the photo gallery collected by The Independent, here: []. A discussion will follow based on the question: How could this happen? (**Hook**) <span style="font-family: Arial,Helvetica,sans-serif;"> (**E**) 4.3 Students will know about the following: US relationship with the Soviet Union; American and Japanese interpretations of one another; communism in the Soviet Union; Yalta & Potsdam conferences; fighting during the “island hopping” campaign; Japanese atrocities; FDR; Truman; Stalin; conditions for Japanese surrender; end of European front and Russian movement towards the Pacific; American disagreement about whether the bomb(s) should be used (**Equip**). Students will use two graphic organizers for this lesson. The “Timeline” graphic organizer will be used by students to keep track of key events leading up to the bombings. The “Fact and Opinion” graphic organizer will be used for students to keep track of what parts of the arguments for or against the use of the A-bomb are hard facts, and what are opinions (**Explore**). Students will create a 3-5 minute “documentary” to communicate the destruction caused by the atomic bombings of Hiroshima and Nagasaki. Now, a very technical definition of "documentary" would mean that only the facts were presented, without the director's own opinion, but we all know that is rarely the case with documentaries. Therefore, students are allowed to acknowledge their own opinion(s) about the bombings in their documentaries, but should be sure to fairly explain both points of view. Points can be lost if coverage is one-sided. (**Experience**). <span style="font-family: Arial,Helvetica,sans-serif;"> (**R**) 4.4 Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following questions on it: “Why was the atomic bomb dropped on Japan? Was it the right decision to drop the A-bomb on Hiroshima? If you feel that it was, then was it the right decision to drop the second bomb three days later on Nagasaki?” One student will record the answers and reasoning behind them. If there is one consensus among the group, students will prepare their opinion to be shared with the class (if there is not a single consensus, this will still happen, but between agreeing partners/triads) (**Rethink**). Since there is no “right” answer to those questions, feedback from the teacher will consist of a checklist of “important connections” that the student should have in mind when considering the questions (the information from the Equip section). Factors that the students touched on in their responses will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given (**Revise**). Since the original task was an ungraded assessment, the students’ opportunity to refine their argument will come as a homework assignment. Utilizing in-class arguments and feedback from the checklist, students should write prepare a storyboard for their documentary about the bombings of Hiroshima and Nagasaki. This storyboard will be graded as part of the final iMovie product (**Refine**). <span style="font-family: Arial,Helvetica,sans-serif;"> (**E**) 4.5 Students’ iMovie documentaries about the bombings of Hiroshima and Nagasaki will be evaluated according to a rubric (with one section of the rubric pertaining to the storyboard as noted above) (**Evaluate**). <span style="font-family: Arial,Helvetica,sans-serif;"> (**T**) 4.6 (**Tailor**) <span style="font-family: Arial,Helvetica,sans-serif;"> **Verbal/Linguistic**: I plan to have students read primary documents related to the lesson. In particular, students would read the Bard Memorandum of June, 1945. <span style="font-family: Arial,Helvetica,sans-serif;"> **Logical/Mathematical**: The timeline graphic organizer will help students make logical connections between events. <span style="font-family: Arial,Helvetica,sans-serif;"> **Visual/Spatial**: The “hook” includes both a video and a photo slideshow with powerful images related to the atomic bombing of Hiroshima. <span style="font-family: Arial,Helvetica,sans-serif;"> **Interpersonal**: The Round Robin Brainstorming that students will take part in during the “rethink” portion of the lesson allows them to share ideas and thoughts with one another as a small group and then also as a class. <span style="font-family: Arial,Helvetica,sans-serif;"> **Intrapersonal**: The homework assignment following the Round Robin Brainstorming allows students to reflect on their own about how they feel about the bombings and present their own opinions without adapting them to a group consensus. <span style="font-family: Arial,Helvetica,sans-serif;"> **Musical**: <span style="font-family: Arial,Helvetica,sans-serif;"> **Naturalist**: Pictures and discussion about the way the landscape of the two cities were drastically altered will communicate to naturalistic learners the scope of the damage. <span style="font-family: Arial,Helvetica,sans-serif;"> **Bodily/Kinesthetic**: During the hook, students will be responding to a class poll and will answer the question " Was the atomic bomb the best way to end the war?” Students will answer by leaving their seats and going to one side of the room for “No” and one side for “Yes," allowing students to view a physical representation of the various opinions in our class. <span style="font-family: Arial,Helvetica,sans-serif;"> (**O**) 4.7 Students will be able to create a 3-5 minute documentary that communicates the destruction caused by the atomic bombings of Hiroshima and Nagasaki (**Empathy**). **Product**: Students will create a documentary that communicates the destruction caused by the atomic bombings of Hiroshima and Nagasaki. **Days**: 4 (3 days of instruction and work, 1 day to present) (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (<span style="font-family: Arial,Helvetica,sans-serif;">**W**) 4.1 Students will understand that <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">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- <span style="font-family: Arial,sans-serif; line-height: 14px;">the Pacific theater had far reaching impacts on society in both Japan and the United States <span style="font-family: Arial,Helvetica,sans-serif;"> (**Where**). Cultural differences influence virtually every war, including our current war(s) in Iraq and Afghanistan (**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**).

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> **Logical/Mathematic**: Logical/Mathematical learners will relate to both the Planning Chart used in the Explore part of the lesson, as well as the checklist that will be used when evaluating first drafts of their podcast scripts about American fear of the Soviet Union at the close of WWII. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Visual/Spatial**: The Cold War propaganda video played in the Hook will engage Visual/Spatial learners. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about why relations between America and the Soviet Union were so tense at the of WWII and after. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Intrapersonal**: If a student would like to create a podcast that they work on without a partner, that will be encouraged, and the teacher will offer suggestions about ways to make it effective (make it a political speech, a historian's lecture, etc.). <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Musical**: Students will have the option of creating a song for their podcast, as long as the song thoroughly explains why Americans so feared the Soviet Union at the close of WWII. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Naturalist**: <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Bodily/Kinesthetic**:
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%;">the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy (**Where**). To be future citizens, students should understand the many different influences and effects that war can have, far beyond the obvious (**Why**). <span style="font-family: Arial,Helvetica,sans-serif;">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**).
 * (H)** 5.2 Students will watch a clip of Cold War propaganda produced shortly after the close of WWII ([]) and discuss the goals of such a clip, common themes, connections that can be made to things we've already learned, etc. (**Hook**).
 * (E)** 5.3 Students will know about the following: US relationship with Soviet Union; communism in the Soviet Union vs. capitalism in US; Marshall Plan; Russian movement towards Japan; Russian fighting of European theater; increased tensions between US and Soviet Union; Russian spies; Russian development of atomic weaponry (**Equip**). Students will use a Planning Chart graphic organizer to help them form a plan for what to cover in their final product and how to do it (**Explore**). Students will work with a season partner to create a podcast discussing whether or not American fear of the Soviet Union was justified at the close of the war. This does not have to be in debate form; it could take the form of a radio interview, a telephone conversation between friends, an on-air debate, etc. Students do not necessarily both have to agree or disagree - they should let their research guide them to that decision (**Experience**).
 * (R)** 5.4 <span style="font-family: Arial,Helvetica,sans-serif;">Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following question on it: “How was the Soviet Union a threatening entity to the United States during and at the close of WWII?" One student will record the answers and reasoning behind them. Students should come up with as many ideas as possible, and we'll spend class time discussing them, finding common themes, and with the teacher giving input about which student-generated ideas were the most influential at the close of WWII and during the Cold War (**Rethink**). Round Robin groups will then break up and students with get with their season partners to decide on a set-up for their podcast (phone call, interview, radio show, etc.) and write a first draft of their script. During this work time, the teacher will move around the classroom to answer questions and help students find resources. Since there are so many facets to the original question, feedback from the teacher will consist of a checklist of “important connections” that the student should include in their script. Factors that the students touched on in their first drafts will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given (**Revise**). Students will finish a final draft of their script as homework, and will complete their podcasts outside of class. When the podcast is presented, students should also pass in a final draft of their script along with properly cited sources (**Refine**).
 * (E)** 5.5 Students will be graded using a rubric that includes sections for the podcast, the final draft of the script, as well as properly cited sources.
 * (T)** 5.6 (Tailor)
 * Verbal/Linguistic**: Verbal/Linguistic learners will connect with the portion of this assignment where they are asked to write a script for their podcast that examines the fears many Americans felt towards the Soviet Union at the close of WWII and beyond.

=Lesson 6=
 * (O)** 5.7 Students will be able to create a podcast discussing whether or not American fear of the Soviet Union was justified at the close of the war (**Application**). **Product**: Podcast **Days**: 3 (2 of instruction and script development, 1 to present). (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students 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 (**Where**). This assignment provides a useful overview of much of the material students will need to complete primary summative assessment (their wikispace textbook addendum). The research done for this assignment as well as the finished product itself will be useful resources to successfully complete the final class project (**Why**). S <span style="font-family: Arial,Helvetica,sans-serif;">tudents 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 Students will explore an interactive timeline of WWII ([]) (**Hook**).
 * (E)** 6.3 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 (**Equip**). Students will utilize a Step-by-Step graphic organizer, using the first four "steps" to organize their four Museum Box cubes (**Explore**). 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.). (**Experience**).
 * (R)** 6.4 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 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 (**Rethink**). 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 (**Revise**). Students, after getting back rubrics in the previous section, will go about organizing with one another what needs to be improved and how, and will have class time to accomplish this (and may continue it as homework if necessary). The final draft of their Museum Box is due the following class period, and the box will be assessed one team grade at this point, using the same rubric from the Revise section (**Refine**).
 * (E)** 6.5 As noted above, students will be graded using one consistent rubric (**Evaluate**).
 * (T)** 6.6 (**Talor**): (//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.)

**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. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Logical/Mathematic**: Logical/Mathematical learners will relate to the interactive timeline of WWII used in the Hook portion of the lesson. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**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. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**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. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Intrapersonal**: **<span style="font-family: Arial,Helvetica,sans-serif;">Musical **<span style="font-family: Arial,Helvetica,sans-serif;">: Students will be encouraged to include relevant music in their Museum Box investigation of WWII. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**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: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;">**Bodily/Kinesthetic**:


 * (O)** 6.7 Students 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 (**Self-Knowledge**). **Product**: Museum Box **Days**: 3 (2 of instruction/work time, 1 to present) (**Organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe