S3+Hunter,+Allison

=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 using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - Checking for Understanding Strategies.pdf **(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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that there was a division between America and England forming until the eventual war broke out. **(where)** Students will learn about the Revolutionary War because if the it did not happen; then our society would not have freedom or independence we would be under the rule of a King. Our society would be very different and we wouldn't have the rights and freedom today as Americans. **(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)**

=Lesson 2=
 * (H)** 1.2 Since the students will have prior knowledge about the war, to begin the lesson about events I will begin class with an untold story that the students don't know. That way it can start a discussion about the events they do know about so that those events can just be reviewed and not taught.
 * (E)** 1.3 Students will know sequence of events that caused the war and events such as Boston Massacre and Acts and the people involved and know how these events lead to the break out of the American Revolution. **(equip)** A timeline graphic organizer will be used to show order of events and descriptions of what happened then a jigsaw is going to be used to connect the cause and effect of the events with the outcome of the war. Another jigsaw organizer is going to be used to connect the American Revolution and show the cause and effect of the events. **(explore)** An online newspaper is going to be made for each event with pictures and descriptions of each event. At the bottom of each newspaper students will make a horoscope to see how this event might lead to war. At the end of the lesson students will compile their different articles in order to make one full newspaper about the Revolutionary War. **(experience)**
 * (R)**1.4 Students are going to participate in the Decisions, Decisions activity where they decide which events truly lead to the outbreak of the war and the different events that continued during the war. That way they can discuss why they believe that event lead to the eventual outbreak and defend their decision. They then will also discuss the events during the war and how the different battles and the help of the French allowed America to win. **(rethink)** Timely Feedback: Students are going to submit their newspaper at the beginning of the lesson as a proposal for the newspaper. The teacher is going to assume the role of a editor for feedback on content and connections. The teacher will then write back to the writer explaining the ways they can improve their newspaper in order for their section to be published. **(revise)**
 * (E)** 1.5 Checking Understanding: Students will be participating in the Decisions, Decisions activity in order to make decisions about which events lead to the outbreak of the Revolution. Assessment: Students will be submitting proposal of their self work for the teacher to write feedback on how to improve. **(evaluate)**
 * (T)** 1.6
 * **Verbal**- Writing an article using specific vocabulary and researching facts about the events in order to write a full article explaining what happened, what was the cause and effect of these events on the outbreak of the eventual revolution.
 * **Logic**- Finding a pattern with the sequence of events and seeing if there is a correlation between the wars and events. Researching the ratio of British soldiers to American soldiers and what that means and explain how America still won.
 * **Visual**- Students will be using a design program in order to make the newspaper article this will include pictures to talk about the different events.
 * **Bodily Kinesthetic**- Making a movie to show different events. Instead of writing a whole article about the event students have the option of making a movie to reenact what happened during the event to show what they know and learned about the event.
 * **Music**- Students can write about the music of the time period and what the specific lyrics mean. They can also discuss how the armies all had a drum line which kept the soldier in step using rhythm.
 * **Intrapersonal**- Students will be working alone to make their section of the newspaper that way they can do their own research and design for their section.
 * **Interpersonal**- After completing their sections students will work together to make the newspaper for the two Revolutions by putting them in sequence of events. The end product will be a newspaper for the American Revolutions in order of events.
 * **Nature**- Students who are interested in nature may look at what the conditions were like during the events, as well as how farming was effected during the time period.
 * (Tailor)**
 * (O)** 1.7 Students will be able to decide which events were most influential in the American Revolution. **(apply)** Product: An online newspaper. Number of Days: 2-3 days. **(organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that there was a division between America and England forming until the eventual war broke out.
 * (where)** Social status is important to know because it prevents the division from occurring again. We can learn a lot from our pasts mistakes but the most important is to keep them from reoccurring. **(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 class will begin with assigning one half of the class to be servants and the other side of the class to be aristocrats. During the next couple of days the servants will have to do the bidding of the master so the students can understand the division in social class. At the end of the unit after the assessment the students will talk about their experiences in the role they portrayed.
 * (E)**2.3 Students will know about division between America and England before the war- acts, tariffs, and oppression. **(equip)** A cause and effect graphic organizer is going to be used to describe the roots of the division. Students will look at specific events and explain what occurred. After, they are going look at the effect of that event and analyze how society changed and the effect it had on the people. This organizer will help with understanding how the division was made and how it continued. The students are then going to play the slap it game where they identify different events that lead to the eventual division in society. They are then going to take the explanation further and explain how that effect social class and made a division in society. **(explore)** A Imovie will be created showing the feelings of the social class. The movie will focus on how they felt when certain laws were passed. The movie should also focus on how they lived their lives during the era. This movie is being used to represent the people and how they felt to understand exactly how this era effected the entire population as a whole. This will be graded using a rubric.**(experience)**
 * (R)**2.4 The students are then going to have a Think-Pair Share where they will individually think about the different roots of the division and then how people were effected by it. The students will then partner up and discuss their thoughts and see if there are any similarities or differences. **(rethink)** The students will be assigned groups for the different social classes in America and the Parliament and show how they felt during the beginning of the war with how different social classes were treating them. The students will also describe how their class felt when the war broke out. Students will submit a storyboard and the official script for the teacher to look at and give feedback before the filming begins. **(revise)**
 * (E)** 2.5 Checking for Understanding: Students will participate in the activity Think-Pair Share where they will think of how the division began. Assessment: Students will submit a storyboard for the teacher to comment on. **(evaluate)**
 * (T)** 2.6
 * **Verbal**- A storyboard needs to be created including a script, a verbal/linguistic intelligence person could write it using their writing creativity in order to make the story and the script.
 * **Logic**- Looking at the different incomes among social class and comparing the amounts and what is the reason for it. Looking at how the different taxes effect pricing then analyze how much prices went up from their original price.
 * **Visual**- Visual intelligent people can create the background or the setting for the movie. If you are in the lower class for instance, you would have posters made advertising the new tax system. Visual intelligent people could also videotape the movie because they most likely have a good eye for a visual picture.
 * **Bodily Kinesthetic**- Becoming the actor in the movie. Students should really get into the role of their character and have a great performance. Getting up and acting the role will allow them to show their talent and creativity.
 * **Music**- Students can create the background music for the movie. A play list can be created that has music that fits the time period and portrays the emotion of the movie.
 * **Intrapersona**l- You can make your own ideas and add your own creativity into the movie. If students want to work alone, they could request to be the one to edit the movie and then ask for feedback.
 * I**nterpersonal**- Working with a group in order to make a movie for the final assessment. Students need to be able to collaborate ideas in order to make a full movie.
 * **Nature**- Be outside to shoot your movie, if you are doing the American Revolution most of the population in the South were cotton farmers. Use nature to figure out what it was like to be on the farms, was the land good for fertilizing and growing?
 * (O)** 2.7 Students will be able to analyze division between America and England. **(perspective)** Product: IMovie. Number of Days: 2-3 days. **(organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are themes within both the American Revolution that is similar to other revolutions such as the French Revolution. **(where)** Students will learn about the major theme of social division in both of the Revolutionary wars because it was very prominent during the time period. Students need to understand that social division was what society centered on and imagine if these wars weren't fought what society would be like today with more than half the population starving. **(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)** 3.2 Students will be given M&Ms to begin the class and asked not to eat them. Then the teacher will use the different acts and laws that passed during the Revolutionary Era and they will see how they effected society as they lose M&Ms due to taxes and paying the king. By having a few left they will understand how the poor didn't have much to eat or use.
 * (E)** 3.3 Students will know about important events and people during the time period. Students will learn about the different acts that were passed before the war and how that lead to the eventual outbreak of the American Revolution. Students will also learn about the financial crisis that occurred during the beginning of the French Revolution and how this divided the social classes because the lower class was starving, this would eventually lead to the outbreak of the French Revolution. Students will understand the basic roots of the division and then be able to identify how this is a major theme of the Revolutionary Era. **(equip)** A time line chart will be used to show the sequence of events for both the Revolutions. This way the students will be able to put the events in chronological order in order to see the changes over time and what lead to the eventual outbreak of war. This organizer will also help understand the different events that took place because there is room in the organizer to take notes about what happened during the event. The two time lines will then be used to make connections between the two wars and how social status was very prominent in both wars and how that theme was the reason the war began. Students will then play the numbered head together game but instead of quizzing the students on the content the students will be assigned different social classes with one group being the King and asked their opinion on different events. This will allow students to actually see the division among status because they will be divided as a class. **(explore)** Students will have an opportunity to make their own time line, they will be assigned different social classes for each war and make a time line of the events they consider important to their class. For example if you were a store clerk how would the stamp act and sugar act effect business. In the descriptions the students will write a description about the event and then how they event effected them. **(experience)**
 * (R)**3.4 Students will then play the word sort game in order to get a better understanding of which events go with which description. They will partner up and test each other on the events and descriptions so, by the end of the lesson both partners will know which events are which. **(rethink)** Timely Feedback: Students will be working on the time line by themselves so in order to make sure the students is on the right track a outline will be submitted to the teacher. The teacher will look at the events the student is using, see if it makes sense, and check for chronological order. If the teacher sees any errors they will write back to the student making suggestions. (**revise**)
 * (E)** 3.5 Checking for Understanding: Students will participate in the game of word Word Sort. Assessment: An outline will be submitted by the student to the teacher and the teacher will give feedback. **(evaluate)**
 * (T)** 3.6
 * **Visual**: Students will be able to put pictures or draw in their time line for specific events. They can be creative and make a 3D visual time line to make it interactive.
 * **Logic:** Looking at dates and how the taxes from the different acts effected prices. Look at the financial crisis in the French Revolution why did this crisis occur?
 * **Verbal**: Writing about feelings looking at the point of view of the people. By writing for perspective you get a better understanding of what it was like during the time period.
 * **Bodily:** Students don't have to necessarily make a visual for their time line, if they don't like making a visual they can make a time line with short clips of role playing of the time period.
 * **Music**: Students can do research about how during the French Revolution about how the lower class used the time period to make music because they did not have anything else to do. This could be a part of of a students time line about the lower class.
 * **Intrapersonal**: Students will be working alone to create their time lines that way they show their own creativity, make their own design, and decisions.
 * **Interpersonal**: Students will be sharing these time lines online for the class to view them through a virtual museum where the students are going to be the tour guides.
 * **Nature**: Students can look at the agriculture and cropping that was going on during this time period and look at how the acts and taxes effect agriculture.
 * (O)** 3.7 Students will be able to consider the root of the divisions among the Revolutions and how people felt about the division. **(empathy)** Product: Online Time line. Number of Days 2-3. **(organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that Students will understand that there are reoccurring themes within both the American Revolution and the French Revolution. **(where)** Students need to know how themes govern our history and how society repeats itself multiple times in history. If we continue to have such a diverse society and not accepting others for who they are we will end up with another Revolution. **(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)** 4.2 Show how the government and market are in a revolution between the democrats and the republicans what will happen if they begin a war between the parties regarding how are country will function. What will happen if the government splits in our country?
 * (E)** 4.3 Students will know important events during the Revolutionary Era and the people involved in the events. They will then make connections of the events and identifying how they are similar in order to make centrals themes that are present during the Revolutionary Era. Students will understand these themes and be able to identify which events make up these themes. This will create a basic understanding of the era. **(equip)** A concept map will be used to identify key events and the vocabulary of the lesson. This map will help organize the themes and the events that represent the themes such as social division, oppression, and corruption. To prove that they learned the material they will participate in the game of three-minute review. During the lecture the teacher will pause after some main ideas and quiz the students to make sure they understand. If a majority of the class does not understand the content then the teacher needs to go back and reexplain the content so students will understand. **(explore)** Students will be making a Prezi presentation in order to show their understanding of the themes. Each part of the presentation will have an essential theme and events that represent the theme. The prezi must include pictures and descriptions about the specific events. Students will then match up the events in order to see and explain the central theme. After they will then reflect about what they think the central themes of the Revolutionary Eras are. **(experience)**
 * (R)** 4.4 Students will participate in the fill in your thoughts activity. This activity has students fill in the blank with their thoughts. This era is a good example of showing how people had opposite views and that lead to a division in class and society. So they can answer questions about what the different opinions were during the time period. (**rethink**) Students will submit a outline of the prezi presentation that has all of the information organized that is going to be in their presentation. The teacher will look at it for content and organization. Feedback will be given if the teacher sees any concerns with the project. (**revise**)
 * (E)** 4.5 Checking Understandings: Students will participate in the three minute review game in which the teacher will periodically ask questions during the lecture to make sure everyone understands the content. Assessment: Students will submit a outline and the teacher will give feedback for needed adjustments. **(evaluate)**
 * (T)** 4.6
 * Verbal**- Students will be making descriptions of the specific events in their prezi presentation.
 * Logic**- Students will be organizing the events in logical groups for similarities in order to make central themes of the Revolutionary Period.
 * Visual**- Students will be making visual aids for their presentation that includes pictures and descriptions.
 * Bodily**- Students will be presenting their presentation and they may choose to assume a role from one of the Revolutions to present it.
 * Music**- Students are allowed to add sound to their presentation as long as it adds to the general effect of the presentation.
 * Intrapersonal**- Students will be making their own prezi presentations in order to gain their own understanding of the Revolutionary Era.
 * Interpersonal**- Students will be presenting their prezi in front of the class and explaining the content and the themes they made for the different eras.
 * Nature**- Students may talk about the conditions of the wars because it had a major effect on both of the Revolutionary and the French Revolution.
 * (O)**4.7 Students will be able to describe the reoccurring themes in the Revolutionary Era. (**explain**) Product: Prezi presentation. Days: 2-3 days. **(organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that changes in the country itself after war and its effects on other countries. (**where**) It is important to learn about changes in the country because our world would be extremely different then it was today. Our society wouldn't know what it means to be free which is something we take for granted in our generation. **(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)** 5.2 What does freedom mean to you? What do you think life would be like without freedom and your rights as a citizen.
 * (E)** 5.3 Students will know about changes over in countries such as amendments and constitutions and how they effected the country as a whole. Students will learn about how people reacted to such changes and how they relived their lives. Students will realize how government systems are formed. (**equip**) Students will use a spider map in order to discuss changes that way students can see connections and analyze cause and effect. The web is also useful for mapping and sequence to show the order of the changes in society. The students will then participate in Round Robin Brainstorming so they can think of ideas to make a new society. Students would discuss what would be in their constitution and how they will begin to create a society. They will use the lesson as a guideline for ideas and branch off from there to state what they consider important. **(explore)** Students will be making a journal wiki in which they will explain the feelings they have as the new society is created. They will explore what it is like to be free and what it means to them to have rights. Students will also add how their "character" feels about the government policy they are making and what changes they would like to see. (**experience**)
 * (R)** 5.4 Students will participate in the entrance/exit ticket activity. This activity allows the students to exit the room by explaining one of the changes in the country after The American Revolutionary War. That way the teacher knows they understand the content, the teacher will challenge the students by not allowing for repeats which allow more critical thinking from the students. **(rethink)** In order to check for feedback the teacher will allow the students to work in partners to share their journal entry before they submit it. The teacher will make a list of requirements that should be discussed within the activity so the pairs have a objective. Then the teacher will go around reading over the shoulders of students checking in on progress. If the teacher notices anything that needs to be addressed they will inform the student. **(revise)**
 * (E)** 5.5 Checking Understandings: Students will participate in the Round Robin Brainstorm activity so they can brainstorm ideas of how to make a government system and a society work. Assessment: Students will be working in pairs in order to get feedback on their piece. Then the teacher will come around making comments on how to improve. **(evaluate)**
 * (T)** 5.6
 * Verbal**- Allows them to write a journal in the first person to show feelings and understanding of the content.
 * Logical-** Asking for their opinions of how the government system is working. Is there anything they think would improve the system?
 * Visual**- You are may use descriptions to paint a picture of your life right now and how you are feeling. Students can feel free to add pictures next to their entries because most diaries can also be scrapbooks.
 * Bodily**- You are going to be sharing your journal entry and you may take on the role of your "character".
 * Music**- You may have verses in your journal entry because it is personal if your "character" is music and likes to express feelings in verses feel free to do so.
 * Intrapersonal-** You are writing your entry by yourself and it is your own personal feelings.
 * Interpersonal**- You will be presenting to the class and discussing why you feel the way you do.
 * Nature**-Feel free to talk about the nature around you, now that the war is over are people coming back and planting? What does the society look like now?
 * (O)** 5.7 Students will be able to evaluate the changes in the country in the American Revolution. **(interpret)** Product: Journal wiki. Days: 2-3 days. **(organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that other countries are effected during the Revolutionary Era. Rules governed not only the country but also other countries with tariffs and economic situations. **(where)** Students need to know about country affairs because we would not have some of the imports in our country without foreign affairs. Students need to realize that in order for trading to work foreign affairs are vital. **(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)** 6.2 Students will have a "product" (pencils, pens, and paper) to trade amongst themselves and the teacher is going to assign tariffs on certain countries. This allows the students to understand what it is like to have laws among countries effect each country.
 * (E)** 6.3 Students will know about changes between countries and the relationships with the different countries. They will learn about tariffs, trade and borrowing money and allies. The lesson focuses on the relationships between America, England and France and how they got along before and after the war. Students will understand about tariffs and influences in government systems. **(equip)** Students will use cause and effect graphic organizer to show how events in the country in war effected the other countries. This will organize the students when looking on how countries effected other countries so they can keep track which rule effected which country. The cause and effect allows the students to understand how the different events lead to different effects in different countries. After the lesson the students will participate in the Time Pair Share activities where the students will have a chance to share with each other in groups of three to discuss what they think America should do with other countries. Students should keep in mind that their countries are currently in a financial crisis with a lot of debt. What can other countries do to help you with your situation and do you have allies right now? **(explore)** Student will be having an online chat about agreements, treaties, tariffs, with other countries. Students will need to have it historical based, with actual tariffs that were made. Students will also have to express their countries feelings and they should be accurate (England is not happy with America) that way they get a better understanding of diplomacy. Feel free to discuss future plans with the country and possibly becoming allies or how they will interact with each other. **(experience)**
 * (R)** 6.4 Students will be making a three step interview with their partners. Here, they will get into partners where one will be the interviewer and the other be a country. They will ask questions about tariffs, diplomacy and how countries will interact with each other. This will show how countries feel and how they are going to go about foreign affairs. The setting should be a message to the general public what does the people want to know about foreign affairs and how are they reacting to the decisions. **(rethink)** In order to check for feedback the students will be having a conversation about affairs they will use each other to guide the discussion making sure each one cover the materials needed for the requirements. They will be given a checklist of all the requirements so they can use that as a guide to their discussion. **(revise)**
 * (E)** 6.5 Checking Understandings: Students will be participating in the Time Pair Share where they will discuss ideas about their countries ideas and diplomacy. Assessment: Students will use each other to give feedback and make sure they fulfill all of the requirements.
 * (T)** 6.6
 * Verbal**- Students will be communicating with one another about their country affairs.
 * Logical**- Students will be making decisions about how to make tariffs and agreements with other countries. They will think about logical ways to have peace among societies.
 * Visual**- Students will be able to see the flow of the conversation and have guidelines about their conversation in order to understand what they will say next.
 * Bodily**- Students can videotape their chat if they prefer just as long as it is still a conversation between the two different countries.
 * Intrapersonal**- If you use a chat room you will have more time to think about your thoughts and you aren't having an actual conversation in person it is online so you won't have to be nervous.
 * Interpersonal**- You are having a conversation with another person.
 * Nature**- Feel free to discuss policies about land with other countries because that was a major factor after the war.
 * (O)**6.7 Students will be able to reflect on how other countries were effected by the country in Revolution. **(Reflect)** Product: Online/virtual chat. Days- 2 days. **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe