S3+Richardson+Cassandra

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 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)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and **Product**

=Lesson 1= 2. When students enter the classroom, hand out slips of paper (some marked with Black Death dot mark). Discuss current events newsreel (includes politics, human interest, sports, religion), discussion of possible choices and reasons for event. Explain the dot activity. **(hook)** 3. Students will know important events/people: Otto I, Crusades, Edict of Milan, Treaty of Verdun, Constantine, Hundred Year's War, Joan of Arc, Charles VII, Charlemagne, Pope Gregory VIII, Richard the Lion-Heart, Saladin, and also sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **(equip)** Graphic organizer (who what when where why for each major event station) **(explore)** Students will be able to piece together a timeline through group cooperation timelines. **(experience)** 4. What kinds of events are important? **(rethink)** What events was a result of something or was a catalyst for another event? Which events were connected? **(refine)** 5. I will be collecting the organizers from each group station and posters, taking photographs of the timeline in progress. I will also give a non-graded quiz to see how the activity worked for each student. **(evaluate)** 6. **Verbal:** Students will discuss current events and complete a series of after-class blogs. 7. Students will be able to analyze major historical eras (the expansion and interaction of the Middle Ages), major enduring themes, turning points, events, consequences, and the people in the history of the US and the world and the implications for the present and future. **(organize)** Blog entries discussing class activities and historical events. **(product)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. //Students should understand that the Middle Ages were a time of transition from the Roman Empire to the Reformation, broken into three stages: the Early Middle, the High Middle, and the Late Middle////.// **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **(what)** Students understand and be able to relate the seriousness of transitional events to modern times, and will be able to empathize with multiple viewpoints. **(why)**
 * Kinesthetic:** Students will take part in the Black Death dot activity, and later move from station to station piecing their class medieval timeline together.
 * Logical:** Students will figure out logical timeline sequence. They will also consider the statistics of Black Death rate.
 * Natural:** Class will be held outdoors, weather permitting.
 * Interpersonal:** Students will first work in groups, and then as a whole class to develop the timeline.
 * Musical:** Medieval music will be playing in the background.
 * Visual:** Students will create poster representations of timeline events.
 * Intrapersonal:** Students will complete and review their individual after-class blogs.

9. Call to prayer by Islamic imam as students come in. **(hook)** 10. Students will know medieval sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **(equip)** Venn Diagram organizer comparing and contrasting Islam and Christianity. **(explore)** Through mock-Crusade for the Classroom, students will get firsthand understanding of both sides of war. **(experience)** 11. What are the similarities and differences between the two religions? **(rethink)** Why do each have a legitimate claim to Jerusalem? **(refine)** 12. I will collect Venn diagrams, note group work. **(evaluate)** 13.**Verbal:** Students will take part in a discussion of similarities and differences between Islam and Christianity. 14.Students will be able to describe the effects of religion, politics, and social aspects of life on each of the social classes. **(organize)** IMovie documentary of our mock-Crusade as opposing sides, and write a short blog on the experience and how it applies to the Christianity/Islam Crusades. **(product)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. //Students will understand that the Middle Ages were a time of transition from the Roman Empire to the Reformation.// **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **(what)** Students will understand different cultures and religions, historical and modern, as well as be able to make connections between decisions and historical events as applied to different religious views. **(why)**
 * Kinesthetic:** Students will participate in a mock-Crusade for the Classroom (also the 'holy land').
 * Logical:** Students will plan strategic moves to take the Classroom.
 * Natural:** The mock-Crusade will take place outside.
 * Interpersonal:** Students will work together on two different sides.
 * Musical:** Medieval music will be played in the background during the activity.
 * Visual:** Students and their sides will draw up visual battle plans.
 * Intrapersonal:** Students will complete a peer reflection of group effort and their individual effort.

16. Show maps for the Crusades, Battle of Hastings, the Hundred Year's War, and the spread of the Black Death on GoogleEarth. **(hook)** 17. Students will know medieval sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **(equip)** Squirrel map of different class perspectives of one of the above events or lifetime experiences. **(explore)** Role-play the Church, monarch, knights, or commoners and give a testimony for one of the events. **(experience)** 18. Why are there differences in experience for each class? **(rethink)** What events affected different classes more than others? **(refine)** 19. I will collect squirrel maps, observe testimonies. **(evaluate)** 20. **Verbal:** Students will give individual testimonies of specific events according to their chosen social class. 21. Students will be able to role-play the Church, the monarch, the crusaders, and the commoners.**(organize)** Use ComicLife to make a visual representation for one or more social class for a historical event. **(product)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. //Students will understand that religious and political factors shaped everyday life, despite social ranking//. **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **(what)** Students will be able to differentiate the roles of government and religion and compare how those roles are different today. **(why)**
 * Kinesthetic:** Students will perform role-playing activity in groups consisting of one member of each social class per group.
 * Logical:** Students will concept-map the perspectives and how they connect to each other using Inspiration.
 * Natural:** Students will evaluate the assumed perspective of an animal.
 * Interpersonal:** Students will work in groups.
 * Musical:** There will be medieval music playing in the background.
 * Visual:** Students will use ComicLife to make a representation of an event according to one or more social classes. This will also be the final product (see below)
 * Intrapersonal:** Students will develop their own testimony before moving into groups.

23. Showing of Wishbone's Joan of Arc. **(hook)** 24. Students will know important events/people: Otto I, Crusades, Edict of Milan, Treaty of Verdun, Constantine, Hundred Year's War, Joan of Arc, Charles VII, Charlemagne, Pope Gregory VIII, Richard the Lion-Heart, Saladin **(equip)** T-chart for Charles VII and Joan of Arc's choices, consequences their choices led to. Short blog entry. **(explore)** Role-play the different events leading to Joan's subsequent management of the French army and her eventual death. **(experience)** 25. What choices did Joan make for her lifestyle that did not fit with her gender? **(rethink)** Why were the consequences as such for her, and would they be different if she had been male? Why? **(refine)** 26. I will read blog entries. **(evaluate)** 27.**Verbal:** Students will complete a blog reflecting both Joan's and their own choice-and-consequences. 28. Students will be able to critique the church's role in government. (**organize)** Use GarageBand to create an original playlist for Joan's life, or write a song describing the events in her life. **(product)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. //Students will understand that religious and political factors shaped everyday life, despite social rank.// **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **(what)** Students can apply this knowledge of womens' roles to the case of Joan of Arc. **(why)**
 * Kinesthetic:** Students will role-play Joan's life and those who impacted it.
 * Logical:** Students will consider choice-and-consequence analysis, as well as probability analysis.
 * Natural:** Students will evaluate the environment when certain choices were made. (Did these impact any choices?)
 * Interpersonal:** Students will work in groups to role-play Joan's life.
 * Musical:** There will be medieval religious music playing in the background.
 * Visual:** Students will watch the Wishbone video.
 * Intrapersonal:** Students will complete a self-reflection of how their choices would have been different from Joan's.

30. History Channel's 'Pope Urban II Orders First Crusade' video. **(hook)** 31. Students will know important events/people: Otto I, Crusades, Edict of Milan, Treaty of Verdun, Constantine, Hundred Year's War, Joan of Arc, Charles VII, Charlemagne, Pope Gregory VIII, Richard the Lion-Heart, Saladin, and also sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **(equip)** Develop argument for pro-religious government, con-religious government, or neutral on a piece of paper- this will allow student to develop their thoughts in the clearest way possible for them. **(explore)** Class debate: three sides, in groups. **(experience)** 32.What led the church to be able to have such a domineering role in government? **(rethink)** What are the consequences present? **(refine)** 33. I will evaluate student participation in debate. **(evaluate)** 34. **Verbal:** Students will take part in a class debate on the role in government. 35. Students will be able to critique the church's role in government. **(organize)** Create an IMovie public service announcement for the pros and cons of religious involvement in government. "Pope Urban II approves this message." **(product)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. //Students will understand that everyday life was structured by the government and affiliated systems//. **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.**(what)** Students will understand and evaluate the church's role in government for the past and present, and be able to identify church's role in different events during the Middle Ages. **(why)**
 * Kinesthetic:** Students will be positioned on chosen side during debate, and participate during group pre-work.
 * Logical:** Students will conduct a thorough analysis of arguments and hone the development of their defense.
 * Natural:** ?
 * Interpersonal:** Students will work together in three groups; pro-religious government, con-religious government, and neutral.
 * Musical:** I will have a gavel handy in case the debate gets rowdy.
 * Visual:** Students will watch the History Channel video, and construct the podium and judge's costume before the debate.
 * Intrapersonal:** Students will complete a self-reflection of individual contribution to the debate/participation.

37. Feudalism in Europe Youtube video **(hook)** 38. Students will know medieval sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **(equip)** Stages of construction organizer: elements of a town. **(explore)** Create a physical model of the typical feudal town, with each class represented. **(experience)** 39. Who most likely created this system? What are the benefits for each class? Non-benefits? **(rethink)** Who benefits, and who doesn't? Why? In what ways? **(refine)** 40. I will observe construction, and see development on the creativity scale. **(evaluate)** 41. **Verbal:** Students will take part in a discussion on benefits versus non-benefits of the feudal system. 42. Students will be able to create a model of the typical feudal settlement. **(organize)** Create an IMovie documentary for the development of the feudal town, and show blueprints for a new model that breaks away from the feudal model. **(product)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. //Students will understand that everyday life was structured by the government and affiliated systems.// **(where)** Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **(what)** Students will be able to recognize the elements of a town as they developed, relate it to living in a modern town, and be able to recognize the feudal system and the developments in towns as they came forth. **(why)**
 * Kinesthetic:** Students will complete a hands-on construction of model.
 * Logical:** Students will understand the sequence of construction, and which classes are represented where.
 * Natural:** Students will use natural materials for their feudal model.
 * Interpersonal:** Students will work in small groups on the project.
 * Musical:** Medieval music will be playing in the background.
 * Visual:** Students will construct a model of a feudal town, and draw up blueprints of their model.
 * Intrapersonal:** Students will complete a self-reflection of their individual contribution to the model/participation in the class discussion.

2004 ASCD and Grant Wiggins and Jay McTighe