S3+Scheffler+Erich

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Bodily-Kinesthetic: Visual: Naturalistic: Interpersonal: Intrapersonal: Musical:**
 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United Stats and world and the implications for the present and future. Why: The reverberations of life in America during the Vietnam War can still be felt in America to this day. 2.**H**: Hook: At the very beginning of class, a battle clip from the movie Platoon will be shown to the class. 3.**E**: Equip: Students will learn the important events and a timeline of the Vietnam War, including important battles in the war, and important events in America. Explore: Using the Spider Map, students will put America in the middle, and how it changed during the Vietnam War on the outer circles. Experience: Using the Numbered Heads Together group, students will be in groups of four, and the teacher will call out questions about the Vietnam War, and students whose number has been called will have to answer that question. 4.**R**: Rethink: How did the Vietnam War change America? What things happened that changed America? Refine: Students will refine their thinking about what they previously thought happened in the Vietnam War. Revise: Students will be able to revise their presentations before they present them. Rehearse: Students will be able to rehearse their presentations before they present them. 5. **E**: Evaluate: At the end of the unit, students will either take a test about the Vietnam War, or will write a report about the Vietnam War that shows their knowledge. 6.**T**: Tailor: 7.**O** Organize: Students will be able to describe the events of the Vietnam War. Product: Students will be put into groups and will use Google Earth to find the locations of major battles in the war, and then have a presentation explaining the battle and its outcomes to the class. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **W**: Where: The Vietnam War changed America forever, both politically and culturally.
 * Linguistic**: Students can write the report instead of take a test.
 * Naturalistic**: Students can document the flora and fauna or Vietnam, and how that contributed to the war, i.e. what precautions soldiers had to take before battle and while in camp,
 * Musical**: Students can listen to popular protest songs of the period, and write analyses of the lyrics of these songs.
 * Intrapersonal**: Students can write journal entries about their thoughts on what they are learning, and how it relates to them.
 * Visual**: Students can look at Vietnam War-themed paintings and analyze them, and can even make their own paintings about the Vietnam War.
 * Mathematical**: Students can look at the numbers of the war, i.e. the casualties and amount of soldiers in the war and compare them to World War II.

9.**H**: Hook: At the beginning of class, students will watch footage of the Kent State riot that took place in May 1970. 10.**E** Equip: Students will learn key factual information about the student activism of the time. Explore: Using the KWL Chart, students will write they know about student activism, what they want to learn about student activism, and later, what they learned about student activism. Experience: Using the Jigsaw group, students will teach their peers about student activism in that time period. 11.**R**: Rethink: Why did that students protest the war? Refine: Students will refine their knowledge of student activism and overcome any biases they may have about the protesting. Revise: Students will be able to revise the scripts for their mock broadcasts. 12.**E**: Evaluate: Students’ KWL Charts will be collected, as well as any other assignments given during the unit, and these will be put into a portfolio and assessed as a unit. 13.**T**: Tailor: 14. **O**: Organize: Students will analyze the opinions of the multiple sides and why each side did what they did. Product: Students will make a War of the Worlds-type mack news broadcast that chronicles a fake riot, and the student will be broadcasting from the riot. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.**W**: Where: Student activism played a huge role in ending the war. What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and the future. Why: As students, it is important to know that you can actually help change the world.
 * Visual**: Students can watch the footage of the riots and explain to other students how one event in the riot can lead to another event.
 * Bodily-Kinesthetic**: Students can lead a class demonstration of a mock peaceful protest done in class.
 * Naturalistic**: Students can identify major protests and see if where these protests took place had any impact on why these protests took place.
 * Interpersonal**: Students can analyze how the actions of the group affect the actions of one or two people or vice versa in a riotous situation.
 * Intrapersonal**: Students can look at the riots and figure out they impact their own lives.
 * Linguistic**: Students can interview someone who was alive during this time and ask about their feelings about both the war, and the protests, and record the interview.

16.**H**: Hook: Students will watch a clip of a CBS news broadcast featuring Walter Cronkite. 17.**E**: Equip: Important Events and People. Explore: Using the Idea Rake, students will put Media Coverage at the top, then in the rake talk about the influence. Experience: Using Think-Pair-Share, students will develop answers to a question posed in class, then go into pairs to discuss, then in larger groups to further discuss. 18.**R**: Rethink: In what ways did media expand during the Vietnam War over other wars? Refine: Students will expand their knowledge of media coverage of a war and think about things they might not have thought about, like how media coverage may influence peoples’ opinions. Revise: Students will be able to make several revisions to their comics before it is handed in. 19.**E**: Evaluate: Students will take a short quiz on the media coverage of the war. 20.**T**: Tailor: 21.**O**: Organize: Students will interpret and critique various event in the war and the viewpoints of major players. Product: Students will use Comic Life to chronicle the story of a fictional news broadcaster during the Vietnam War, and how his reporting may influence the people around him. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**W**: Where: Media coverage of the war, especially on television, increased heavily during the Vietnam War, as opposed to that during World War II. What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and the future. Why: Because television coverage of the wars and conflicts since Vietnam was influenced by the coverage of the Vietnam War, and it is important to know why there is so much news coverage of a war.
 * Mathematical**: Students can analyze number of news viewers before, during, and after the war.
 * Linguistic**: Students can write a script for a news broadcast.
 * Interpersonal**: Students can talk about how groups of people are influenced by what they see on the news.
 * Intrapersonal**: Students can describe how the news influences their own opinions.
 * Visual**: Students can analyze how the images of the war that are shown on television, in newspapers, magazines, etc. influence peoples’ opinions.
 * Bodily-Kinesthetic**: Students can recreate a news broadcast.

23.**H**: Hook: In the beginning of class, I will read quotes about various quotes from different historical figures about the Cold War, and about the Vietnam War. 24.**E**: Equip: Students will know important events and people, and how these events and people impacted the world around them. Explore: Using the Spider Map, students will put broad topic of Vietnam War in the middle, and events that stemmed from it. Experience: Using the Think Pair Share, students will work by themselves on a question, then with a partner, then in a group. 25.**R**: Rethink: How did the Vietnam War impact other events that were happening in the world at that time? Refine: Students will refine their knowledge of the world during the 1960’s and 1970’s. Revise: Students will use class time to revise the lyrics to their songs. Rehearse: Students can rehearse their songs for the teacher before they record it. 26.**E**: Evaluate: Students will take a short quiz at the end of the unit. 27.**T**: Tailor: 28.**O**:Organize: Students will apply what they learn to better understand other areas of history, and to current events. Product: Using Garage Band, students will make a parody of a 1960’s/1970’s era song that discusses the problems of the world. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.**W**: Where: Students will understand that the Vietnam War had a profound impact on other things that were happening in the world at that time. What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and the future. Why: It is important to know how one point in history affects another.
 * Musical**: Students can play instruments on their songs.
 * Interpersonal**: Students will be making their songs in small groups.
 * Linguistic**: Students can write the lyrics to their songs.
 * Mathematical**: Students can plan out the number of beats and measures in their song.
 * Intrapersonal**: Students can work on their songs solo if they choose.
 * Bodily-Kinesthetic**: Students can dance to their song when they present it.

30.**H**: Hook: At the beginning of class, student will watch a clip from the movie Born on the Fourth of July, which chronicles a Vietnam veteran’s rejoining of American society. 31.**E**: Equip: Student will know the key factual information about what soldiers and others went through during the Vietnam War. Explore: Using the T-Chart, students will put two different sides of the war, and some things each were looking to accomplish. Experience: Students will use the Partners model to teach their peers about the different angles of the war. 32.**R**: Rethink: How were the soldiers treated? What did the US and other nations want to accomplish in Vietnam? Refine: Students will refine their knowledge of the things each side wanted to accomplish, and will empathize with multiple sides of the war. Revise: Students will get multiple chances to revise their scripts both in and out of class. Rehearse: Students will also get many opportunities to rehearse their productions before they actually shoot it. 33.**E**: Evaluate: Students will be graded using the rubrics for their video, their presentation, and their papers. 34.**T**: Tailor: 35.**O**:Organize: Students will consider each side of the war, and why each side had the agenda they did, and how everyone was affected by the war. Product: Students will make a movie in iMovie, about the experiences of the soldiers in Vietnam. Along with the movie, students will pass in a short paper. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.**W**: Where: Students will understand that each side of the war had a specific agenda, and every person involved in the war was impacted in some way. What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and the future. Why: Because it is important to empathize with people, and it is important to know that every side has a reason for being at war.
 * Interpersonal**: Students will be able to work in groups to make the movie.
 * Intrapersonal**: Students will be able to work alone when they are writing their papers.
 * Linguistic**: Students will also be able to write a paper along with the movie.
 * Visual**: Students will be able to shoot their movie however they want, and can make it as artful as possible.
 * Mathematical**: Students can look at the injuries sustained by veterans during the war, and look at other statistics as well.
 * Bodily-Kinesthetic**: Students can coordinate their productions, and make people stand wherever they want them to stand.

37.**H**: Hook: Students will watch a presentation given by a Vietnam veteran. 38.**E**: Equip: Students will learn about the sequence and timelines of events that have happened since the Vietnam War ended. Explore: Using the Sandwich model, students fill in details about how the war has impacted their lives. Experience: Students will use the Round-robin Brainstorming model to think in a group how the war has impacted their lives. 39.**R**: Rethink: How has my life been impacted by the Vietnam War? Refine: Students will refine any belief they might have that things in history do not concern them. Revise: Students will get to revise their final product in class. 40.**E**: Evaluate: Students will write a self reflection piece. 41.**T**: Tailor: 42.**O**: Organize: Students will recognize how their own lives have been affected by the Vietnam War. Product: Students will write a reflective piece on blog/wiki about the subject of their lives being affected by the war. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.**W**: Where: Students will understand how the Vietnam War impacted their own lives. What: Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and the future. Why: Because whether students know it or not, the Vietnam War changed history forever, and that means that it had a profound impact on their lives.
 * Intrapersonal**: Students will be able to write a self reflection piece at the end.
 * Interpersonal**: Students will be able to work with other students to figure out the impact of the war on their lives.
 * Naturalistic**: Students can look at how the flora and fauna has or hasn’t changed in Vietnam since the war.
 * Mathematical**: Students can look at how the population in Vietnam has changed since the war.
 * Musical**: Students can listen to songs about the Vietnam War, and see if the lyrics still pertain to life today.
 * Visual**: Students can look at pictures of how Vietnam has changed from the war to today.

2004 ASCD and Grant Wiggins and Jay McTighe