L2+Wilburn,+Tyler

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:Mr. Wilburn** **__Lesson #:__ 2 __Facet:__ Empathize**
 * __Grade Level__****:9-Diploma** **__Numbers of Days__: 3 days**
 * __Topic:__ Post WWI**


 * __PART I:__**

...European repression of Germany led to German nationalism. ...what a depression is, who Hitler is and how he came to power, what the Nazi Party is, and other influential Germans between WWI and WWII.
 * __Objectives__**
 * Student will understand that**
 * Student will know**

...empathize with the life of a German citizen between WWI and WWII.
 * Student will be able to**

Documentary
 * Product:**

//Students will understand 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.// Knowing this information is useful because America is enduring toug economic times, much like Germany after World War I. This lesson serves to show students what life could be like if the current economic state was worse than today. This content meets the standards stated above.
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**
 * Rationale:**

T-Chart: This graphic organizer is meant to assess what the student knows and what the student's opinion on that topic is.
 * __Assessments__**
 * __Pre-Assessment:__**

3-step interview: Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team. Fist-to-five: Using their hands, the students will symbolize how little(fist) and how much(five) they understand. Afterwards, the class will provide peer feedback to each other and I will provide feedback to the students as well.
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**
 * Section II – timely feedback for products (self, peer, teacher)**
 * __Summative (Assessment of Learning):__**

iMovie/Windows Movie Maker - Students will use a video editting software, either on PC or Mac, to create a documentary of German poverty and the depression. This is for students to move around, interact with the peers, and create a fun and relevant video using technology.
 * __Integration__**
 * Technology:**

Math: Students will have to calculate the debt of Germany while adjusting for inflation. Health: Explain how the diets of the people changed due to the depression.
 * Content Areas:**

The T-chart and the three-step interview is meant to get the students to talk to each other about what they know about depressions and how it pertains to today. After each student has completed the T-chart graphic organizer, they will split up and find partners to interview. They will take turns asking clarifing questions so they gain a decent amount of knowledge in order to move onto the next activity.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**
 * Section II – Groups and Roles for Product**


 * __Differentiated Instruction__**


 * __MI Strategies__**
 * Logical:** Students will try to talk about their side of the debate in a different accent.
 * Verbal:** Students will calculate the amount of money Germany has to pay and how long it will take to finish payment.
 * Visual:**Students will draw a political cartoon about the desperate times in Germany.
 * Musical:**Students will create a sound track to the time period using music from that period (end Treaty of Versailles - 1938).
 * Intrapersonal:**Students will have a group discussion on the terms of the Treaty of Versailles.
 * Interpersonal:**Students will find a personal connection between the student's life and the life of the German people at the time.
 * Kinesthetic:** Students can recreate and eat food that poor Germans had to eat.
 * Naturalist:**Students will compare crop yields from before and after WWI.

I will have all of the work posted on-line, so the student will have the opportunity to complete work while sick. However, this is a best case scenario. Realisticaly, I will create quick, condenced versions of the information that we went over while the student was ill.
 * __Modifications/Accommodations__**
 * //From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Plan for accommodating absent students:**
 * __Extensions__**

The syllabus will be posted on the class wiki, as well as all school work that is done in class and outside of class. In order to prevent students from copying off of each other, students will e-mail me all of their completed work that comes off of the Wiki. After I grade it, then the student will be allowed to post it on the wiki.
 * Type II technology:**

Gifted students can calculate exactly how much the German dollar was worth after World War I.
 * Gifted Students:**

Laptops and chargers Graphic organizer White board/marker Projector paper Video Cameras and tripods Class Documentary assignment and rubric //List all URL and describe.//
 * __Materials, Resources and Technology__**
 * __Source for Lesson Plan and Research__**


 * __PART II:__**

I use the T-chart give the students a relevant comparison to current events and historical events. The fist-to-five technique is meant to create a discussion within the group about their comparisons.
 * __Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)//

//__Section 1:__// __Class 1:__ -Happy B-Day to...Hitler?(15min) -Fist-to-five on post-WWI knowledge(5min) -T-Chart(10min) -Three-step interview(15min) -10 min break(10min) -Lecture/PowerPoint on post-WWI Europe(25min)

__Class 2:__ -Quick Review(10min) -Introduce class project and allow them to plan it out(15min) -Rest of class to finish project(60min)

__Class 3:__ -Last minute edits and time for class to get their presentation together(20min) -Class presentation(15min) -Clarifying questions(15min) -Class discussion on the project:What they learned, what they liked, what could have been different(30min) -Wrap-up(5min) I will keep my students in a U-shape because it makes it easier for them to choose partners, arrange the desks, and have conversations with me and the rest of the class. Students will understand that European repression of Germany led to German nationalism. Students will learn just how much Europe hated and blamed Germany for the Great War. Also, students will learn what happened to Germany's allies, how they were treated, and how the Triple Entante faired after the war. Knowing this information is useful because America is enduring tough economic times, much like Germany after World War I. Being able to compare the past with the present allows people to come up with unique and interesting ideas to fix certain problems. History repeats itself, and knowing about the past helps to prevent the problems of the future. //Students will understand major enduring themes and historic influences in th United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World.// My hook will be lining up Adolf Hitler's birthday with this unit. Most people know about the terrible things he has done, but I will present facts that some people may not have known about.
 * Tailors**: Mathematical(Depression), Linguistic(lecture), Intrapersonal(interview), Interpersonal(T-chart)

__//Section 2://__

Students will know what a depression is, who Hitler is and how he came to power, what the Nazi Party is, and other influential Germans between WWI and WWII. Also, the students will learn how the people react during a depression, measures that governments take to attempt to fx their economy, and how this effects other countries. I will use the 3-step interview to get th students into the mindset of living in Germany during this time period. One student will be a poverty striken citizen and the other will be a government official. They will ask each other questions about the depression. Once they get the idea of what life was like back then for those people, I will then have them make a T-chart to compare the similarities between America's current recession and Germany's depression. This will get them ready for a class dicussion and class-wide project. While this is going on, I am observing which students seem to have a handle on the information and providing feedback to those who need help.
 * Tailors:** Linguistic(lecture), Intrapersonal(interview/class discussion), Interpersonal(T-chart)

//__Section 3:__//

After the students use the T-Chart to compare and contrast the vast differences between what poor in the 1930s was and what poor today is, I will engage the class into a discussion about the differences of the two economic times. The can use examples from their own life or find more information on-line, as long as they are able to compare and contrast the two topics. This is meant to get them into the mindset necessary to create a documentary about economic depression in Germany. I want them to empathize with the the German people. Once they have finished their charts, I will announce a class-wide project. The class will create a short documentary on the German repression after WWI. I will find old looking clothes, video cameras, and tripods so the class can create a movie. Every student will have to appear in the movie at least once and have at least one line that contributes to the film. They can act it all out, nararate some pictures, or both, as long as the information is correct. I will give them all of class and the chance to finish it outside of class so they can revise and refine their product.
 * Tailors:** Linguistic(acting), Intrapersonal(class video), Kinethsetic(acting), musical(background music), Nature(recording outside), Spatial(movie)

__//Section 4://__ Since the students will be working together as a class, they will constantly have the opportunity to assess each other. They will use each other to make sure everyone does an equal amount of work, that their information is correct, and to share their opinions on how the movie should be done. The students will grade themselves and how they thought the rest of the class did. I will be there to offer additional information and advice that the class may or may not need. I will grade the movie with a rubric and base my grade off of that and the self-grades that the students filled out. Since this movie is about Germany and economic depression, it will tie into Germany's rise to power during WWII and other economic troubles across the globe through out history. **Tailors:** Spatial(movie), Interpersonal(self-reflection)

-owed 100,000 tonnes of pure gold -about $64billion($785billion with inflation) -yearly amount owed was reduced in 1924 and in 1929, total owed was cut 50% -payments stopped when Hilter took over in 1933, only 1/8 payed off -German High Command did not technically lose due to its military and blamed the socialists, communists, and Jews -lots of resentment towards the reparations due to misrepresentation -While iron output increased 38%, steel by 30%, labor efficiency by 30%, and coal output by 20 million tonnes, Germany still managed to defult on its payments. This is because most of these resources were being sent to the Allied nations as payment for the war. -hyper-inflation in 1923 destroyed the German economy. Part of the "passive resistance" of French occupation of Ruhr -after the Dawes Plan and the Young Plan, both of which lowered the reparations, Germany still could not pay the reps and asked for total cancelation in 1930 due to the Great Depression -America was also offering re-building aid, and this kept Germany afloat. When the depression hit, unemployment reached 30% and war reps were temporarily suspended and eventually canceled. -however, in the time that Germany faced hard economic times, it gave Hilter the chance to rise to power
 * __Content Notes__**

en.wikipedia.org/wiki/World_War_I_reparations

Little known facts about Hilter -escaped death several times and was awarded two Iron Crosses for bravery -he was a spy and was ordered to keep an eye on the German Workers Party after WWI and eventually decided that this was a good way to reach his political goals http://www2.dsu.nodak.edu/users/dmeier/Holocaust/hitler.html

-was a very patriotic person -his hate for slavs grew after WWI started -he joined and later lead the German Workers Party -he used his gift of speech to rally people to share his views -anti-semitism was a large focus of Hitler -French occupation and hyperinflation led to an influx of membership into the National Socialist Germans Worker Party -attempted to over-throw the government, failed, and was tried for treason. -after only 8 months in jail, he got out and decided to seize power constitutionaly -1934, Hitler becomes the elected leader of Germany and quickly claims credit for the improved economy and becomes a dictator -

T-Chart White lined paper
 * __Handouts__**


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //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.//**


 * //__Learning Styles__//**


 * //Clipboard://**


 * //Microscope://**


 * //Puppy://**


 * //Beach Ball://**


 * //Rationale://**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * //Content Knowledge://**


 * //MLR or CCSS://**


 * //Facet://**


 * //Rationale://**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * //MI Strategies://**


 * //Type II Technology://**


 * //Rationale://**


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**


 * //Formative://**


 * //Summative://**

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