Maryam+Stage+3

=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 or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ..., (**Name the Facet**) **Product:** Type II Technology, **Number of Days:** ( **Organize**)

[|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 I Will play Bob Marley's //Buffalo soldier// to introduce African diasporas and explain the roots and meaning of Reggae music. (E)1.3 Students will know the attributes of political and economic modernity in the late 18th early 19th c (e.g., modern science, modern weapons, machine industry, fast communications, industrial organization, efficient taxation, law enforcement, modern public health, sanitation, medicine & transportation) and there impact on the West, tribal societies of Africa and the civilization of India ** (Equip) **. Students will explore the sources through Aristotle's triangle, the causality triangle, split screen analysis and seminar discussion and in think pair share groups ( ** Explore). ** Students will design a poster that interprets the impact of modernity on the West, Africa and India ( ** Experience ** ). (R)1.4 I will collect their journals which includes their Explanation and Analysis (Content, Context, Ethos, Pathos & logos) and assess if they have understood who the author is, what the source is about, what is the context in which the source occurred, what is the purpose of the source and to whom is it addressed and how reliable is it. I will use the inverted triangle to check if they have understood the precipitants. Feedback is given and discussed at the beginning of the next class ( ** Rethink ** ). Students will rethink and revise their work once they receive feedback form the seminar rubric and through selfassessment ( ** Rethink/Revise ** ). I will give feedback on illustrator design and layout with interpretation/presentation rubric ( ** Revise/Refine ** ). (E)1.5 **Pre-Assessment**: What do you recall about mercantilism, older imperialism, and justifications for conquest? **Checking for Understanding**: Journal Feedback. **Timely feedback:** I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. (T)1.6 Verbal-Linguistic Students will draw conclusions about the impact of Imperialism on Western Europe, Africa and India. Logical/Mathematical Students will make a causality triangle for the unit and add the precipitants. Visual/Spatial aesthetics Students will view images of and compare the interpretations of Kipling the soldier as hooligan or hero. Bodily/Kinesthetic Students will build a sign to signify the impacts. Musical/Rhythmic Students will listen to Bob Marley to understand diasporic expressions. Intrapersonal Students will reflect on the impacts. Interpersonal Students will think pair share their interpretations. Naturalist Students will speculate on the consequences on the environment **(Tailor).** (O)1.7 Students will be able to design a poster that reveals the impact of modernity on Western Europe, the tribal societies of Africa and the civilization of India (**Application**). **Product:** Illustrator poster. **Number of days**: 2 classes (**Organize).** || = Lesson 2 =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W)1.1 Students will understand that Western Europe, Africa and India did not participate equally in the global evolution of the late 18th and early 19th centuries, that tribal societies and massive old civilizations alike began to come apart reacting to the pressures of modern economic and social changes and that Scientific ideas changed ways of thinking everywhere (**Where**). //Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world. Integrate and evaluate multiple sources of information presented in diverse formats and media// (**What**). Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism ** (Why) **.

(H) 2.2 Students will listen to music of coronations and jubilees that were developed to promote Imperial culture. (E) 2.3 Students will know the scientific ideas, new weapons and new ideologies that changed ways of thinking. Students will understand the idea of white man’s burden and manifest destiny as well as the economic policy of neomercantilism **(Equip)**. Students will explore the sources through Aristotle’s triangle, the causality triangle, split screen analysis, seminar discussion and in jigsaw groupings (**Explore**). Students will critique the impact of the new ideologies, science and technology **(Experience)**. (R) 2.4 Verbal conference to assess if they have understood who the author is, what the source is about, what is the context in which the source occurred, what is the purpose of the source and to whom is it addressed and how reliable is it. Use the inverted triangle to check if they have understood the preconditions and triggers of Imperialism ( ** Rethink/Revise ** ). Provide feedback on interpretations of imperialism through the eyes of Marlow, Kurtz, Rushdie, Kipling, Ghandi, Chamberlain, Macaulay, Fanon ( ** Revise/Refine) **. (E)2.5 **Checking for understanding:** Verbal conferences **Timely feedback:** I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. T2.6 Verbal-linguistic Students will draw conclusions about the causes of Imperialism. Logical mathematical Students will complete the preconditions and triggers in their Imperialism causality triangle. Visual/spatial aesthetics Students will analyze the Rhodes Colossus Striding from Cape Town to Cairo [|Punch], 10 December 1892 to decipher imperial values. Bodily kinesthetic Students will deconstruct imperialist signs. Musical rhythmic Students will listen to music of coronations and jubilees to imagine imperial values. Intrapersonal Students will reflect on causes of imperialism. Interpersonal Students will discuss the causes of imperialism in a jigsaw. Naturalist Students will find patterns in nature that align with imperial causes. (**Tailor).** O 2.7 Students will be able to interpret and critique the causes of imperialism **(Interpretation)**. **Product:** Final Cut movie Number of days 2 (**Organize).** || = Lesson 3 =
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * (W) 2.1 Students will understand that Western European faith in modern civilization and how they saw the new imperialism as a crusade and promoted this ideal of superiority with Social Darwinism, Victorian ideas of childhood, popular anthropology, linguistics, idealism, humanitarianism as well as an economic policy of neomercantilism with self interest as its main goal **(Where)**. //Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem// (**What)**. Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism ( ** Why) **.

(H) 3.2 Students will listen to //the sun never sets//, music for imperial films to explore Imperial values. (E) 3.3 Students will know the effects of imperialism, imperialist rivalries, method of rule, indigenous reactions **(Equip)**. Students will explore the sources through Aristotle’s triangle, the causality triangle, split screen analysis, 3 step interviews and an observation chart (**Explore)**. Students will imagine indigenous reactions and imperialist rule **(Experience**). (R) 3.4 Chalk talk to assess for understanding of key effects ( ** Rethink) **. Seminar rubric ( ** Rethink/Revise ** ). Students will receive feedback on visual aids that demonstrate method of rule, indigenous reactions and imperialist rivalries **(Revise/Refine)**. (E)3.5 Chalk talk to check for understanding of effects of Imperialism. **Timely feedback:** I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. T3.6 Verbal-linguistic Students will draw conclusions on various indigenous responses, ironies and other effects. Logical mathematical Students will create a new causality triangle with the new precipitants. Visual/spatial aesthetics: Students will view various images representing indigenous reactions on pinterest Imperialism, (Post-)Colonialism, & Slavery, and interpret the images. Bodily kinesthetic: Students will build signs to signify independence movements Musical rhythmic: Students will listen to the sun never sets music for imperial films to further understand imperial persepectives. Intrapersonal Students will reflect on independence movements. Interpersonal Students will collaborate on building signs that signify independence. Naturalist Students will find patterns in nature that align or counter the patterns for independence ( ** Tailor). ** O 3.7 Students will be able to imagine effects of imperialism ( ** Empathy ** ). Product: Photoshop posters Number of days 2 ( ** Organize ** ). || =Lesson 4= (H) 4.2 Students will listen to music of Eminem & Mos Def. (E) 4.3 Students will understand postcolonial controversies and legacies (**Equip**). Students will explore the sources through Aristotle’s triangle, the causality triangle, split screen analysis and seminar discussion, ideal wheel and peer review pairs (**Explore**). Students will discuss it from various viewpoints i.e. Kipling, Rushdie, Conrad (**Experience**). (R) 4.4 Students will report out at end of class to show understanding of various perspectives (**Rethink**). Seminar rubric (**Rethink/Revise**). Wiki comments on student representations of key players (**Revise/Refine**). (E)4.5 **Checking for Understanding**: Wiki observation of student comments. **Timely feedback**: I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. T4.6 Verbal-linguistic Students will draw conclusions on the potential of dialogue for change. Logical mathematical Students will add preconditions and triggers to their new causality triangle. Visual/spatial aesthetics: Students will explore Picasso and Gaughin to inquire into legacies and controversies. Bodily kinesthetic: Students will deconstruct Picasso’s images. Musical rhythmic: Students will listen to Eminem and Mos Def and other rappers as time permits. Intrapersonal Students will reflect on the appropriation of culture. Interpersonal Students will collaborate on signs that reflect transnational and diasporic identities. Naturalist Students will find patterns of assimilation, integration and transformation in nature ( ** Tailor). ** O 4.7 Students will be able to discuss multiple perspectives of imperialism **(Perspective**). **Product:** Photoshop posters Number of days 2 (**Organize**). || =Lesson 5=
 * Consider the W.H.E.R.E.T.O. elements. (L) ||
 * (W) 3.1 Students will understand that Imperialism led to movements of self determination and industrialization by the colonized **(Where)**. //Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem// (**What**). Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism ( ** Why ** ).
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 4.1 Students will understand the legacies and controversies of imperialism **(Where)**. //Draw evidence from literary or informational texts to support analysis, reflection and research// (**What**). Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism **(Why**).

(H) 5.2 Students will watch Leslie Dodson don’t misrepresent Africa on Ted Ed. (E) 5.3 Students will bring understanding of postcolonial controversies and legacies into the present. (**Equip)** Students will explore the sources through Aristotle’s triangle, the causality triangle, split screen analysis and seminar discussion, persuasion map and circle the sage (**Explore).** Students will debate the question, is imperialism over (**Experience**)? (R) 5.4 Exit ticket to show their position and how they will tackle counterpositions. **(Rethink/Revise**) Students will recieve feedback on deliberation and discussion (**Revise/Refine**) (E) 5.5 **Checking for understanding**: Exit Ticket **Timely feedback**: I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. T 5.6 Verbal-linguistic Students will dissect the positions of others. Logical mathematical Students will add preconditions and triggers to their new causality triangle. Visual/spatial aesthetics: Students will explore political cartoons, from age of imperialism to present to compare and contrast. Bodily kinesthetic: Students will deconstruct political cartoons. Musical rhythmic: Students will listen to diasporic music of the Caribbean. Intrapersonal Students will reflect on the appropriation of culture. Interpersonal Students will collaborate on new political cartoons Naturalist Students will find patterns of reoccurrence in nature (**Tailor)**. O 5.7 Students will be able to take positions on what imperialism looks like today if it in fact still exists (**Explain)** **Product:** Debategraph Number of days 2 **(Organize).** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 5.1 Students will understand the various debates over identity politics and neoimperialism (**Where)?** //Draw evidence from literary or informational texts to support analysis, reflection and research// (**What).** Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism (**Why).**

(H) 6.2 Excerpts from Rushdie’s //Satanic Verses//. (E) 6.3 Students will know how postcolonial controversies and legacies continue to shape the world (**Equip**). Students will explore the sources through Aristotle’s triangle, the causality triangle, split screen analysis and seminar discussion, timeline and gallery walk (**Explore**). Students will explore various interpretations of transnational immigrant and colonial identities (**Experience**). (R) 6.4 Timeline and gallery walk (**Rethink/Revise**) Students will recieve feedback on deconstruction and reconstruction of identities in their timeline and galleries (**Revise/Refine**) (E) 6.5 **Checking for understanding:** Timeline, Gallery Walk of multiple perspectives, research and depth of discussing from each perspective will be assessed. **Timely feedback:** I will provide feedback with the seminar rubric, interpretation/presentation rubric on how well students explain, analyze and synthesize sources, and then give them opportunities to revise their understandings and support their conclusions, this also includes verbal conferences with students. T 6.6 Verbal-linguistic Students will draw conclusions on the challenges to democracies in an age of globalization. Logical mathematical Students will add precipitants to their 3rd causality triangle. Visual/spatial aesthetics: Students will explore images of transnational identity. Bodily kinesthetic: Students will deconstruct images of transnational identity. Musical rhythmic: Students will listen to transnational music of European immigrants. Intrapersonal Students will reflect on the appropriation of culture. Interpersonal Students will collaborate on signs that reflect transnational and diasporic identities. Naturalist Students will find patterns of assimilation, integration and transformation in nature **(Tailor)**. O 6.7 Students will be able to make sense of immigrant and colonial identities in postcolonial world while being aware and reflecting on their own prejudices and perspectives (**Interpretation & Self Knowledge**) **Product**: Final cut, blog, Illustrator, Photoshop Number of days 4 (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 6.1 Students will understand immigrant and colonial identities in postcolonial world ( ** Where ** ). // Draw evidence from literary or informational texts to support analysis, reflection and research. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States and the world // ( ** What). ** Students will understand globalization, cosmopolitanism, transnational immigrations, diasporas, identity politics, post-colonialism, and neo-imperialism ( ** Why). **

2004 ASCD and Grant Wiggins and Jay McTighe