L1+Wilburn,+Tyler

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

**LESSON PLAN FORMAT**


 * __Teacher’s Name__****:** Mr. Wilburn **__Lesson #:__** 1 **__Facet:__** Interpretation
 * __Grade Level__****:** 9-Diploma **__Numbers of Days:__** 2-3
 * __Topic:__** World War II


 * __PART I:__**

...European oppression of Germany after World War I led to German nationalism. ...what the Treaty if Versailles is, what war reparations are, and what a depression is and how is affects a country. ...interpret European repression of Germany. TV debate
 * __Objectives__**
 * Student will understand that**
 * Student will know**
 * Student will be able to do**
 * Product:**


 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Social Studies E. History E1 historical knowledge, concepts, themes, and patterns 9-diploma : "The World in the Contemporary Era" Students will understand major enduring themes and historic inlfluences in the United States and World History, including the roots of democratic philosophy, ideals, and institution in the World.

By learning about the terms and conditions of the Treaty of Versailles and how it affected the German people, students will come to understand how it influenced history, in both the world and America, and how democratic ideas clashed with those of the Nazi Party. This content meets the standards stated above.
 * Rationale:**


 * __Assessments__**

KWL - KWL is an accronym for "what we **k**now," "what we **w**ant to know," and "what we **l**earned." This form of assessment allows the teacher to evaluate exactly what the students know and which topics to focus on. Slap-it: When discussing each other's graphic organizers, the students can slap the table when they agree or disagree with a point made by another group member. The slap it technique is used to keep students from talking over each other. Students will form think-pair share groups in order to review their KWL worksheets with eachother. This allows the students to find addition information that they may have forgotten they knew and information that they want to learn.
 * __Pre-Assessment:__**
 * __Formative (Assessment for Learning)__**
 * Section I – checking for understanding during instruction**

Students will compare notes with each other as a form of peer review. This allows students to ask eachother questions and learn from eachother.
 * Section II – timely feedback for products (self, peer, teacher)**

iMovie - Students will create and record a news debate on the terms of the Treaty of Versailles. Students will have to assume the role of someone who is for the terms, against the terms, and a mediator. Each side will be expected to create a compelling argument for their side and the mediator will be expected to form a series of questions to ask.
 * __Summative (Assessment of Learning):__**

iMovie/Windows Movie Maker - Students will use a video editting software, either on PC or Mac, to record a TV news debate about the German terms of surrender in the Treaty of Versailles. This is for students to move around, interact with the peers, and create a fun and relevant video using technology.
 * __Integration__**
 * Technology:**

English: Students will have to create a pursuasive argument that is factual and accurate.
 * Content Areas:**

Think-pair-share group tactic and the "fact and opinion" graphic organizer will be used to introduce the terms of the Treaty of Versailles and how it affected the German populous.
 * __Groupings__**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction**

While students are paired together, one student will share a fact he/she wrote about. Then the other student will share a fact. Once they have shared all of their facts, they will double check to make sure their facts are accurate. When their facts have been deemed correct, they will take turns sharing their opinions and explain why they have this opinion. This is meant to get them into the mode for arguing their points in the debate.
 * Section II – Groups and Roles for Product**


 * __Differentiated Instruction__**


 * __MI Strategies__**


 * Linguistic:**Students will try to talk about their side of the debate in a different accent.
 * Mathematical** - 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.
 * Bodily** - Students can recreate and eat food that poor Germans had to eat.
 * 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.
 * Naturalist** - Students will compare crop yields from before and after WWI.


 * __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.//

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.
 * 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:**

Compare and contrast the terms of the Treaty of Versailles with another treaty of your choosing in history.
 * Gifted Students:**

Laptop and charger LCD projector handouts classroom arangement plans white board markers rubric checklist originals for extra copies(if needed) back-up plan []
 * __Materials, Resources and Technology__**
 * __Source for Lesson Plan and Research__**


 * __PART II:__**

__1st section:__ Students will be grouped in clusters as to promote a "laid back" approach. __Class 1__ -Hook/introduction: Treaty of Versailles video(8min) -Fill out KWL and fact/opinion worksheet(20min) -Split into groups and go over KWL with peers(15min) -short break(7min) -review what students know and teach Treaty of Versailles(30min)
 * __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)//
 * (E)**1.5 I use the slap it technique to keep students from talking over each other. I will then have students compare notes to see other people's thoughts. **(Evaluate)**

__Class 2__ -Finish lecture and notes on Treaty(30min) -Introduce class project(5min) -Allow rest of class time for work on project(45min)

__Class 3__ -Present projects1/2(30min) -break(10min) -present project 2/2(30min) -wrap up lesson(10min)

Students will understand that European oppression of Germany after World War I led to German nationalism. Starting with the terms of German surrender drawn up using the Treaty of Versailles, students will learn just how harshly the victorious European powers were on Germany. Students will learn how the terms severly cut Germanys military power, destroyed their economy, caused a deep depression, how much money Germany owed the rest of the world. Knowing this information allows for effective arguments to be made that are related to issues in today's world. Students can compare and contrast the Great Depression in America, Germany's depression after the war, and the current recession America is in right now. //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.// I will show a Youtube video about the [|Treaty of Versailles]. I will use as the hook to kick off my World War II unit. This video has comedic value, so it will grab the classes attention. Since the video creates a bridge of a past unit with the current unit, it will be easy to engage in a class discussion about the aftermath of the Great War.
 * Tailors:** Spatial(video), Linguistic(lecture), mathematical(recession)

__Second Section:__ Students will know that what the Treaty if Versailles is, what war reparations are, and what a depression is and how is affects a country. Think-pair-share group tactic and the "fact and opinion" graphic organizer will be used to introduce these ideas. After these ideas have been introduced, I will go over these topics in greater detail and teach the class about other related and relevent topics. This includes, but is not limited to, how other countries that signed the Treaty of Versailles were affected, which countries participated in the League of Nations, and which countries benifited the most from this treaty. When discussing each other's graphic organizers, the students can slap the table when they agree or disagree with a point made by another group member. After everyone shares, each student will reflect on their opinions and share any changes they made. "Is it a fact?" requires the students to double check their facts and make sure they are accurate.
 * Tailors:** Interpersonal(group work), Intrapersonal(reflection), Linguistic(lecture)

__Third Section:__ After the appropriate information has been taught, the students will write a quick reflection on what they have just learned. They may relate it to something else they have learned, a personal experience, or anything else that relates to what they want to do or learn. Once each student has had time to reflect on the content, they will split up into into groups of 3-4 and discuss each other's graphic organizers. While one student presents his/her reflection, the other students can slap the table when they agree or disagree with a point made by the other group member. Each student will take turns sharing and slapping(not each other) until each student has had a chance to share. After everyone shares, each student will reflect on their opinions and share any changes they have made. They will complete an "Is it a fact?" reflection, which requires the students to double check their facts and make sure they are accurate. This is also a lead into the project that they will have to do.

__Fourth Section:__ I will have students assess each other. The goal of the personal reflection, the slap-it technique, and the "Is it a fact?" is to give students the chance to correct themselves and each other before I correct them. I believe that this will allow students to make connections with people they normally would not, even if it is simply to ask for help with the work. After the students have assessed themselves, I will bring the class back together and ask the class if there were any facts that clashed or if they were not quite sure were right. This way, I can quickly evaluate their group progress, assess what they know, and correct any facts that they may be mistaken about. Since this is an introduction to the course, the information we go over will more or less be covered later on. **Tailors:** Intrapersonal(groups), Interpersonal(reflect), Spatial(write topics on board), Linguistic(lecture), Bodily(slap-it)

Students will know…European oppression of Germany after World War I led to German nationalism. Summary of the Treaty of Versailles
 * __Content Notes__**

[]
 * Germany has to cede Alsace-Lorraine to France.
 * Germany has to cede the coal mines in the Saar-area to France.
 * Germany has to cede an area with Moresnet, Eupen, Malmédy and St. Vith to Belgium.
 * Germany has to cede the main part of West-Prussia and almost the whole province of Posen to the new state of Poland.
 * Germany has to cede all colonies: Togo en Cameroun, the territories in East- and South-West Africa, islands in the Pacific and possesions in China.
 * All German properties in foreign countries are confiscated.
 * Germany has to cede al war material to the allies.
 * German compulsory military service is abolished, as well as the General Staff.
 * Germany is not allowed to have tanks, airplanes, submarines, large warships and poison gas.
 * During 15 years Germany is not allowed to station troops on the left border of the river Rhine and in a 50 km strip on the right border of the Rhine.
 * The total size of the Germany army is not to exceed 100.000 men.
 * The German navy has a maximum of 15.000 men.
 * Germany is allowed a total of 4.000 officers.
 * Germany is not to take part in the League of Nations.
 * Austria has to cede South-Tirol to Italy.
 * Turkye has to cede all foreign possesions. England gets Iraq, Palestine and Trans-Jordan, France gets Syria and Libanon.
 * Germany has to cede to the allies all seagoing ships with a carrying capacity exceeding 1600 Brt, plus half of all ships between 1000 and 1600 Brt. Furthermore one fourth of the fishing fleet and two fifths of the inland navigation fleet has to be ceded.
 * Germany has to cede large amounts of machinery and building materials, trains and trucks.
 * Germany has to deliver certain amounts of coal, chemicals, dye and fuel for many years.
 * All German subocean telegraph cables are confiscated.
 * Germany has to pay 20 billion goldmarks.
 * signed June 28th, 1919
 * was only between Germany and the Allied Powers
 * Britain gained a portion of war reps on grounds of lack of men and large number of widows and orphans
 * Wilson's 14 points
 * League of Nations
 * US did not sign treaty and made their own, the Knox-Porter Resolution
 * For obvious reasons, Germany was not pleased with the terms and were not allowed to participate in peace talks. President Scheidemann, 1st democratically ellected president, resigned due to the unfair terms
 * President Ebert and Field Marshal Paul von Hindenburg continued to reject the treaty until it became apparent that the German army could not hold out if hostilites resumed and they were forced to accept the terms.
 * The terms set against Germany were less strict than they cold have been and German terms(if they have won) would have been more severe.
 * Gemany blamed the near colapse of their economy on the Treaty
 * could only pay small percentages in currency
 * Treaty was one reason German and many other Central Powers went into a depression
 * Hyper-inflation
 * [|http://en.wikipedia.org/wiki/Aftermath_of_World_War_I#Germany] for summary of world implications of the treaty


 * __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__//**


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 * //Microscope://**


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 * //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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