Jason+Stage+3

=EqStage 3 - Plan Learning Experiences and Instruction= =Lesson 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that unity and diversity exist simultaneously in history and today **(Where)**, Democracy is ineffective when the differences presented by diversity cannot be overcome by a common commitment to unity **(Why)**, //Identify and critique issues characterized by unity and diversity in the history of the United States// (**What)**
 * (H)** 1.2 Song by Immortal Technique. **(Hook)**
 * (E)** 1.3 Students will know the following key concepts: sectionalism, nationalism, federalism, reform, nullification, secession and popular sovereignty **(Equip),** Using the jigsaw protocol students explore the causes of the Civil War and each group develops and presents an Idea Rake regarding one cause (**Explore**), Analyze the factors that contributed to the Civil War by creating a debategraph **(Experience)**
 * (R)** 1.4 Whip Around the Room reporting of key ideas, brainstorm recorded on the board (**Rethink**), Students explain and defend the Idea Rake the are developing to another group **(Rethink/Revise)**, Written teacher feedback on Idea Rakes, which once edited are shared for the whole class **(Rethink/Refine)**
 * (E)** 1.5 **Pre-Assessment:** Questionnaire on Survey Monkey, **Checking for Understanding:** basic "check-in" quiz (start of second day) regarding terms and factors leading to Civil War **Timely Feedback:** teacher-led self-assessd quiz, (**Evaluate**)
 * (T)** 1.6
 * Verbal-Linguistic:** Reading of article and research regarding causes of Civil War.
 * Logical/Mathematical:** Debategraph is a logical/linear organizer that allows for the frequency of certain behaviors to be quantified, thereby identifying patterns.
 * Visual/Spatial:** Rake and Debategraph are visual organizers, and the brainstorming activity also provides a visual on the white board.
 * Bodily/Kinesthetic:** Vote with your body debate regarding most important causes, students physically move when their opinions shift in discussion.
 * Musical/Rhythmic:** Rap song by Immortal Technique, Revolutionary Volume II.
 * Intrapersonal:** Personal reflection on the likelihood of a Civil War happening today.
 * Interpersonal:** Group work to examine a cause of the Civil War.
 * Naturalist:** Walk around historic Norway Downtown and look for evidence of our area during the antebellum period, and also look for evidence of disunion today.
 * (O)** 1.7 Students will be able to compare and contrast historical perspectives and theories regarding issues of unity and diversity, (**Perspective**) Product: Debategraph, **Number of Days:** 2 **(Organize)**


 * Note for self: Lesson Sequence**
 * DAY ONE**
 * 10: Warm Up/ Hook: Song by Immortal Technique**
 * 10: Quick Discussion regarding substance of song, impact of disunity on America today**
 * 10: Have students take pre-assessment survey**
 * 15: Brainstorm what students know about the causes of the Civil War, teacher adds key ideas to student list**
 * 15: Break up into groups, investigating a particular cause/issue in a jigsaw protocol**
 * 10: Groups combine to present and defend what they have so far**
 * 10: Group work to finish Idea Rake (turn in for teacher feedback)**
 * HMWK: Reflection on likelihood of another Civil War happening on our lifetime (in response to the rap song) OR Investigate Historic Norway Downtown**

=Lesson 2=
 * DAY TWO**
 * 15: Warm Up: Basic "check-in" quiz over key terms from last class**
 * 5: Teacher led self-correcting of quiz**
 * 10: Time for groups to make corrections and respond to teacher comments on Idea Rake**
 * 20: Groups present to the whole class, class takes notes for Debategraph**
 * 20: Groups contribute to class Debategraph incorporating their key details, and then analyze the Debategraph overall for trends and patterns**
 * 15: Vote with your body discussion regarding cause of disunion and related issues.**
 * HMWK: Compare and contrast two different theories on what caused the Civil War (must incorporate key vocabulary into the composition)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that varied perspectives and multiple sources are necessary to develop an informed opinion **(Where)**, Authoritative sources can be misleading and ignore certain information and perspectives **(Why)**, //Synthesize information from varied sources, fieldwork, experiments, and/or interviews that reflect multiple perspectives// **(What)**
 * (H)** 2.2 Crime scene skit, ask students to complete witness reports to emphasize different perspectives **(Hook)**
 * (E)** 2.3 Students will know how to effectively develop and defend a position by synthesizing information from multiple and varied sources **(Equip),** Using a variation of the Gallery Walk, small groups rotate to comment on documents posted around the room. Then, students complete a second rotation using the Fact/Opinion graphic organizer to compile a list of what seems to be corroborating fact rather that opinions expressed in the documents (**Explore**), Students develop a position regarding the main cause of the Civil War in xtranormal referring to the sources collaboratively reviewed by the class **(Experience)**
 * (R)** 2.4 Verbal check-in with groups and review of comments being made during the activity (**Rethink**), Whole class brainstorm of what is fact verse opinion thereby reviewing the chart the students complete in the second gallery rotation **(Rethink/Revise)**, Revisit the position developed in the previous lesson and apply the evidence newly collected to form or strengthen your position **(Rethink/Refine)**
 * (E)** 2.5 **Checking for Understanding:** Group-to-Whole discussion of observations made during Gallery Walk, **Timely Feedback:** Teacher feedback on Xtranormal video by adding a second actor to their video (**Evaluate**)
 * (T)** 2.6
 * Verbal-Linguistic:** Reading and writing with varying primary sources.
 * Logical/Mathematical:** Quantification of facts vs. opinions expressed in the primary sources and by classmates
 * Visual/Spatial:** Fact/Opinion graphic organizer, collection of feedback on the whiteboard.
 * Bodily/Kinesthetic:** Moving around the room for the Gallery Walk.
 * Intrapersonal:** Personal reflection on the impact of multiple perspectives, reflect on how one's position changed over time.
 * Interpersonal:**Gallery Walk group work where small groups rotate to interpret and comment on primary documents posted around the room. Then, students complete a second rotation using the Fact/Opinion graphic organizer to assess the comments made by the class about the various primary documents.
 * (O)** 2.7 Students will be able to create an original position incorporating findings from varied perspectives and sources, (**Apply**) Product: Xtranormal video where the findings from different sources are synthesized by the "actor" explaining her/his position, **Number of Days:** 2 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that competing allegiances, interests and obligations create dilemmas and challenge relationships. **(Where)**, When different authority figures and/or principles in your life conflict you need to be prepared to act **(Why)**, //Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.// **(What)**
 * (H)** 3.2 Ethical dilemmas from __When Good People Make Tough Choices__. **(Hook)**
 * (E)** 3.3 Students will know the rights and responsibilities of citizens, states and the federal government as outlined in United States Constitution, the Bill of Rights, and landmark court cases. (**Equip**) Students complete a KWL about their rights and responsibilities as they explore dilemmas regarding citizenship using the Partners protocol (**Explore**), Students individually develop a Showme video explaining the dilemma and Supreme Court Case they were assigned **(Experience)**
 * (R)** 3.4 Verbal check-in with groups (**Rethink**), Self-assess using checklist **(Rethink/Revise)**, Verbal conference with teacher reviewing checklist **(Rethink/Refine)**
 * (E)** 3.5 **Checking for Understanding:** Warm up journaling, dip stick **Timely Feedback:** Teacher feedback and peer virtual discussion groups (**Evaluate**)
 * (T)** 3.6
 * Verbal-Linguistic:** Reading and writing throughout assignment.
 * Logical/Mathematical:** Examine statistics on crime and punishment.
 * Visual/Spatial:** KWL graphic organizer provides visual organization of learning process.
 * Intrapersonal:** Personal reflection on ethical dilemma presented as the Hook activity.
 * Interpersonal:** Group work and the Partners protocol gets kids working socially.
 * Naturalist:** Optional "field trip" extension activity to observe government in action, visiting the DA or courtroom to conduct an interview.
 * (O)** 3.7 Students will be able to describe the relationship between the states, the national government, and citizens. (**Explain**) Product: Showme; Create an informational video presentation to describe unit concepts in a fashion similar to Khan Academy. **Number of Days:** 1 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that unity and diversity exist simultaneously in history and today **(Where)**, Democracy is ineffective when the differences presented by diversity cannot be overcome by a common commitment to unity **(Why)**, //Identify and critique issues characterized by unity and diversity in the history of the United States// (**What)**
 * (H)** 4.2 Students will view alarmist media clips from various points of view and discuss: Is America heading toward another Civil War?
 * (E)** 4.3 Students will know the following key concepts: sectionalism, nationalism, federalism, reform, nullification, secession and popular sovereignty **(Equip),** Using the think-pair-share protocol students will compare and contrast the causes of the Civil War with today's political turmoil by using a Venn Diagram (**Explore**), Blog under a pseudonym reflecting on the likelihood of another impending Civil War **(Experience)**
 * (R)** 4.4 Peer review the writing from lesson two (**Rethink**), Whole group discussion to develop a Venn Diagram on the whiteboard **(Rethink/Revise)**, Teacher makes virtual comments on blog draft **(Rethink/Refine)**
 * (E)** 4.5 **Checking for Understanding:** Vote with your body discussion, **Timely Feedback:** Teacher feedback to blog posts (**Evaluate**)
 * (T)** 4.6
 * Verbal-Linguistic:** Writing in blog entry
 * Logical/Mathematical:** Quantify the opinions expressed on the class blog with hashtags, use google reader to quantity the sources the authors read to inform their opinions
 * Visual/Spatial:** Use of Venn Diagram to visually organize findings and ideas.
 * Bodily/Kinesthetic:** Vote with your body discussion.
 * Musical/Rhythmic:** Alarmist media clips include music representing different perspectives.
 * Intrapersonal:** Reflective blogging.
 * Interpersonal:** Think-pair-share protocol gets kids working socially.
 * Naturalist:** Discussion of how a Civil War would impact the environment and/or how unity and diversity is already expressed in ecosystems
 * (O)** 4.7 Students will be able to reflect on the dilemmas of their own lives. (**Self-Knowledge**) Product: Blogger; Blog under a pseudonym reflecting on a current and personal topic related to the content. **Number of Days:** 1 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that varied perspectives and multiple sources are necessary to develop an informed opinion **(Where)**, Bias or agenda can be hidden within even credible text and we all must read between the lines and think critically about the information we consume **(Why)**, //Synthesize information from varied sources, fieldwork, experiments, and/or interviews that reflect multiple perspectives// **(What)**
 * (H)** 5.2 Students will write notes with "deep musical lyrics" and then switch notes and attempt to interpret each other's notes for deeper meaning.
 * (E)** 5.3 Students will know how to effectively defend and critique a position by synthesizing information from multiple and varied sources **(Equip),** Using the Three-step interview protocol students interview a partner and complete a Persuasion Map of the other's opinion from the previous lesson (**Explore**), Student review articles uploaded into Google Docs and place digital comments to interpret for bias and unsupported claims **(Experience)**
 * (R)**5.4 Verbal check-in with groups (**Rethink**), Peer-assess using the Persuasion Map **(Rethink/Revise)**, Verbal conference with teacher reviewing map **(Rethink/Refine)**
 * (E)**5.5 **Checking for Understanding:** Exit slip redrafting of peer generation persuasion map, **Timely Feedback:** Teacher feedback to edited persuasion map (**Evaluate**)
 * (T)** 5.6
 * Verbal-Linguistic:** Reading and writing throughout activity
 * Logical/Mathematical:** Ability to quantify different trends in the google doc comments
 * Visual/Spatial:** Persuasion map
 * Musical/Rhythmic:** Evaluation of musical lyrics
 * Intrapersonal:** Personal exit slip
 * Interpersonal:** Three step interview process
 * (O)** 5.7 Students will be able to read between the lines to evaluate motive/agenda. (**Interpret**) Product: Google Docs Comments; Insert 5 interpretive comments into an uploaded google doc to demonstrate "reading between the lines." **Number of Days:** 1 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that competing allegiances, interests and obligations create dilemmas and challenge relationships. **(Where)**, Navigating dilemmas and challenging relationships requires careful communication **(Why)**, //Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.// **(What)**
 * (H)** 6.2 Communication activity (The same concept is expressed when eyes are closed, without words, and in an email. Students will likely misinterpret meaning or tone, making the point that communication can itself pose a challenge when resolving dilemmas)
 * (E)** 6.3 Students will know the rights and responsibilities of citizens. **(Equip),** Using the Talking Chips protocol students will debate and discuss the issues raised in the previous lesson's critique activity while using a Sense Chart to note what is communicated by a peer they are assigned to observe (**Explore**), Having completed a live debate, students will then take the debate "digital" by continuing the discussion using Edmodo being sensitive of what from the Sense Chart is no longer conveyed due to a digital environment **(Experience)**
 * (R)** 6.4 Warm up journal (**Rethink**), Peer-assessment of live debate **(Rethink/Revise)**, Verbal conference with teacher **(Rethink/Refine)**
 * (E)** 6.5 **Checking for Understanding:** Fish bowl discussion of sense chart, **Timely Feedback:** Teacher feedback during Edmodo debate (**Evaluate**)
 * (T)** 6.6
 * Verbal-Linguistic:** Writing
 * Logical/Mathematical:** Quantify trends in data accumulation through Sense Chart observations, also trends in Edmodo comments
 * Visual/Spatial:** Sense Chart
 * Bodily/Kinesthetic:** Examination of senses involved in communication during fish bowl
 * Musical/Rhythmic:** Have the hook activity include singing or playing of an instrument to communicate an idea
 * Intrapersonal:** Warm up journal that reflects on the unit is changing opinions regarding relationships and commuication
 * Interpersonal:** Social experiences in class debate and digital debate
 * Naturalist:** Have the hook activity include an outdoor experience or ask for reflection on how nature expresses meaning
 * (O)** 6.7 Students will be able to be open to perspectives different from their own and from unfamiliar types of sources. (**Empathy**) Product: Edmodo; Model/act out a "social media skit" creating a mock facebook exchange with a partner that highlights one of the relationship issues addressed in the unit. **Number of Days:** 1 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe