lesson plan for implementing nets•s—template...

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Lesson Plan for Implementing NETS•S—Template I (More Directed Learning Activities)

Template with guiding questions

Unit Title World War II Teacher(s) Name Nick Amonett

Position Teacher

School/District Dalton High School / Dalton Public Schools

E-mail [email protected]

Phone (706) 876-4800

Grade Level(s) 10th

Content Area ESOL World History

Time line 10 Days Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.

Content Standards

SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II

b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan

f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland.

SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact or World War II

a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia

c. Explain the military and diplomatic negotiations between the leader of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe

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NETS*S Standards

1 Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

2 Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

d. Contribute to project teams to produce original works or solve problems 3 Students apply digital tools to gather, evaluate and use information

a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from

a variety of sources and media c. Evaluate and select information sources and digital tools based on the

appropriateness to specific tasks d. Process data and report results

4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources

b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The beginning of the Twentieth century was a very trying time in World History. In almost 30 years, from 1914 to 1945, countries of the world had to settle their differences through warfare. History was reshaped and redefined during this time. This unit tries to focus on what events caused and why the world to go to war, why the peace did not last, and what factors led to the outbreak of a second conflict that pushed several countries in the world to unite against each other. This lesson begins with signing of the Treaty of Versailles and the peace that came from the Great War. Students will look at what all transpired in three countries (Russia, Germany, and Italy) after the end of the first World War and analyze how these events led to the country feeling that war was the only course of action just 20 years after the end of the first World War. In addition, students will analyze how events in one country led to future events in the other countries. After beginning the war, the students will begin to understand the importance of key conflicts in the battle to determine the significance and result of each conflict. The students will determine the impact each battle played on the overall outcome. The students will end the unit with a video discussion of the similarities between the different causes of bot WWI and WWII. The focus of this unit is for students to be able to determine similarities and analyze these similarities between the war to ultimately discover that World War I and World War II were fought of the same ideals and the same focus. While the players may have changed in World War II and other factors may have been introduced, the reason for fighting was the same. The students will evaluate the causes of the two wards to determine similarities and ultimately how the second war could have been avoided.

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Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

1. Determine and compare the similarities between the cause of World War I and World War II? 2. What were the important provisions of the Treaty of Versailles? 3. How did the Treaty of Versailles help lead to conditions for a Second World War? 4. How did the rise of fascism impact the development of (a) Italy (Mussolini), and (b) Germany (Hitler)? 5. How did totalitarian regimes and aggression lead to WWII? What were the steps to war? 6. Explain how the aggressions in Europe and Asia lead to WWII; include (a) Italy invading Ethiopia, (b) Spanish Civil

War, (c) Japanese rape of Nanjing, and (d) Germany invasion of Sudetenland and Poland. 7. How did the outcome of the major conflicts of WWII impact the end of the war in Europe and Asia? Include Pearl

Harbor, El‐Alamein, Stalingrad, D‐Day, Battle of the Bulge, Guadalcanal, and the Philippines (Iwo Jima and Okinawa).

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

Students will produce three things during the lesson to illustrate their learning. The first thing they will create is a timeline of an assigned country (Russia, Germany, and Italy). Students will work in groups to help build the timeline, and each person must submit one element of the timeline and explain to the class the importance of the event. Students will build their timelines on Timetoast to share with the class and allow the class to access their group timelines throughout the unit. The next production is a new Wiki page to explain a specific battle of World War II. Students will work in groups to design a wiki page for a battle of their choice, including images, videos, and text. At the end of the unit, students will work in groups to create a video-discussion, comparing and contrasting the similarities between the causes of World War I and World War II. Students post these videos on a discussion thread through the Learning Management System we use in class. All three will be assessed through the use of a rubric. The rubrics are attached at the end of this lesson plan. The final activity will be a summative assessment, because students will need to use information from the previous two activities to determine a response to the final activity. Groups will be determined by the teacher based on students’ STAR reading levels, and students will be given the opportunity to choose the response they feel they know the most about for the summative assessment. Students will generate new knowledge through the creation of the wiki space and the discussion videos.

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Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)

For this unit, technology plays a major role! Students will use the iPads and access the pdf version of the class textbook, Canvas information pages, Canvas discussion page, Canvas wiki pages, and sites like Wikipedia and TimeToast. Students will use digital worksheets to help guide their research for the wiki pages and as directions to create the discussion post comparing the causes of WWI and WWII. For this lesson to go smoothly, students need to have experience using the iPads for research and for navigation of the LMS in order to access information, create video posts, wiki pages, and discussion threads. Students will be introduced to Timetoast, but must be able to research dates and be able to understand the importance of events.

For each assignment, students will be given a copy of the rubric to understand what is required for the task. For the Timeline, I linked a timeline widget to the homepage of our class LMS to help students locate the dates and quickly find the information on each event (pictured right). Additionally, I provided the students a direction page on our LMS with links to other sites to help determine events. The students typed in the country and date to find what events took place. For the Battle Wiki, students will be given a handout to guide their thoughts as they begin working on their wiki. For the causes discussion, I provided an electronic discussion thread with the directions on the page for the students to read. All directions are given at the end of the lesson plan.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

Students need to have prior knowledge of World War I, which was the previous unit of study before this unit. One thing that I have found my students have an interest in, but need to have more opportunity in exercising, is the connections between events in history. Especially for the ESOL students, teacher seem to only focus on the facts in order to teach English vocabulary, but never stress connections. This lesson will build on previous knowledge. Having worked with this same group of students for two years, the students also enjoy being able to recall information from a previous unit, so to build on this, I planned to incorporate the content learned in the previous unit and apply it to the current unit of World War II. A need to focus on is for the students to spend less time listening to the teacher, and more time expressing their opinions in English to a small group and to the large group. One skill that myself and my co-teacher have focused on working on this year is for the ESOL students to work on public speaking in English, to gain confidence. Students need to be able to verbally explain concepts from the previous unit in order to work through the current events. This will be a difficulty for the class, because for most of the students, they are struggling with public speaking. To help combat this, I have the students working in groups. This way those students who struggle with speaking to the entire group will be able to talk in small group and as a group, talk to the class; the same is true for creating a video. The topic being covered is naturally interesting to most students, because these topics are the first major events of the twentieth century and begin to explain current events.

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Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed.

For this lesson, I used small groups and whole group on multiple occasions. The use of controlled small groups helps the ESOL students feel more comfortable because, if there is a word they cannot understand, they can ask their group members, and usually the group can determine the correct definition. To ensure equitable access to the Internet, all students will use their class assigned iPads, laptops checked out from the Media Center, or personal devices brought from home. My classroom is a BYODBNCP classroom (Bring Your Own Device, But No Cell Phones). Trouble-shooting tends to be an unwritten rule for education these days. To ensure that everything runs smoothly, I first test out the website or application on my own, using the classroom iPads to ensure it will work for all students. I also try to have the CP students in my 8th period class complete a similar assignment to ensure that it can be done before implementing lessons with ESOL students. If problems do come up during a lesson, I assess how difficult the solution is before I act. If it is a simple fix through something like refreshing the webpage or correcting a weblink, I will talk the students through to ensure they learn how to fix the problem. If there is a major problem, like the students are unable to use the Internet, I always have a “paper” method that can be used to complete the assignment until Internet returns and students can then input what they originally wrote on paper. For this lesson, the students struggled with posting the videos into the discussion post. To solve this problem, I had students who were having trouble hold off on posting until the end of class so I could show them on the projector. For most students, they did not want to wait, so they sought out a friend in the class who had posted correctly to get their help. Students are urged to do this, because when one student receives help, he will be able to pay the other student back on a later assignment.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration?

During the entire unit, there will be several instructional strategies used. Each activity will involve teacher-centered front loading and students-centered work. Students will work with classmates to collaborate and create several different activities. The sequence of activities are designed to increase along Bloom’s Taxonomy and built upon each other. The first activity will allow students to begin by recalling knowledge about different events in the history of a given country and be able to comprehend the importance of the given events. The second assignment will allow students the opportunity apply their comprehension of battles to create a wiki page. The final activity will allow students to analyze the different causes of World War I and World War II. The use of technology for the lesson will help emphasize each level of Blooms Taxonomy throughout the unit, allowing students the platform to discover the events and read about the events in order to share with classmates. Each of these activities are meaningful because it requires some level of application of learning for the purpose of sharing with classmates. The students go from just taking in knowledge to helping create new knowledge. The use of technology will also help students to create their wikis and video discussions. Students will use TimeToast to help communicate with the class, given the students are all using the same log in for the site, to allow access to the timelines.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

Students will be given access to websites, readings, and topic choices based on their ability level. In all my lessons with this group, I strive to make sure that there are multiple ways for students to access information and learn the material. It is especially important for ESOL students, since each student learns the content differently and their ability to speak the language is different. For differentiation within all of my classes, I use the student STAR Reading Levels. Students with higher STAR Reading Levels scores will use harder material than students with lower STAR Reading Levels. For the timeline activity, student will first be divided into heterogeneous groups based on their STAR Reading Levels, ensuring that each small group has one student who can comprehend the more difficult material and explain the material to the group. On the second day of the timeline, students will be re-divided into homogeneous groupings, allowing the students who have higher STAR Reading Levels to work together, allowing for learning to happen at the level of each students and to give each student practice explaining an event to students similar to themselves. For the second assignment, students will be assigned to a battle group based on a heterogeneous grouping of the STAR Reading Levels. This way there is at least one student in each group who has the ability to enter the text into the Wiki space. For the final activity, students will be allowed choice. They will be allowed to choose their own groupings based on whom they believe will help them master the topic. Topics will be assigned based on the overall STAR Reading Levels of the group members, ensuring that students composed of the more advanced students are given the more advanced topics, requiring slightly more research to complete the activity.

Had there been students who needed adaptive technologies, applications such as Dragon Dictation could have been used to help students create the class wikis. Another example of how an adaptive technology would be the layout of the wikis. Each battle wiki was required to have audio/video along with the reading text to ensure that students could learn the material in a variety of ways.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing? • In what ways was this lesson effective? • What went well and why? • What did not go well and why? • How would you teach this lesson differently?)

The final activity will require students to reflect and use information from previous assignments to complete. Students will be given the opportunity on the last day of the unit to provide feedback through a “ticket-out-the-door” method to explain what were the most beneficial part of the unit and a few brief facts they learned during the unit. Through this ticket-out-the-door, students will be able to address what parts of the lesson were meaningful and how the lesson was effective. Before this last event, I will ask the students to “recap” what the unit was about, to determine what went well and what did not. I will be able to determine why based on the enthusiasm the students express while discussion the overall concepts and the caliber of comments on the tickets-out-the-door. Based on the depth of knowledge in the timelines, the wiki pages, and the video comments I will determine what to teach differently. If the final grading of each of the components is not as robust as hoped, I will focus on how to adjust for the sake of the content.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation.

Upon the completion of this unit, I feel that I focused too much on the technology and not the “flow.” While there is a definite link between the assignments and the students used concepts from previous assignments, I struggled with the knowing if the students learned the basic information about World War I. While I am confident the students saw the connection between the causes of World War I and World War II, I am not confident if the students learned information about the war itself. The information given in the timeline was good, and I was proud of the students, but I am not sure that all students understood each event as I had hoped. For any teacher to use a similar lesson, I would urge them to spend some time between the timeline and the battles explaining the significance of each event. With that said, I did like the lesson. I enjoyed the videos the student creates, and was proud of their work. Since ESOL classes focus on content and vocabulary, it was uplifting to hear the students struggle with the concept of delivering a conversation, but put caution to the wind and makes it happen. In comparing how the videos the kids made this last time with the first videos made at the beginning of the year, it is obvious the students have improved. My goal of the lesson was for students to understand the similarities between the causes of the two World conflicts, and I feel that was accomplished. While walking around to the small groups, the students seemed excited to show off what their knowledge of the causes.

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Directions for Group Timeline:

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Rubric for Group Timeline:

Number of Events

0 3 5 Group completed no events on their digital timeline or a paper copy of the timeline

Group completed all of their events on a paper copy of the timeline AND/OR some of the events, but unable to enter the required amount of events into their groups’ timeline

Group completed all of the required events for the digital timeline.

Timeline Layout

0 3 5 Digital Timeline is not complete

All events are in the digital timeline, but the events are not in the correct order for timeline, dates (years) are incorrect for events.

All events are correctly placed in the sequence of the digital timeline and all dates are correct for the given events

Group Explanation

0 15 20 30 Group did not verbally present their timelines to the class

Group presented a portion of the timeline, but some events were left out

Group presented a portion of the events in the timeline with each person participating in the verbal description

Group presented all events on their groups’ timeline to the class AND all group members participated in the verbal description

Individual Participation

0 7 10 Student did not participate in the creation of the Timeline and in the verbal description in-front of the class

Student participated in the creation of the Timeline OR the verbal description in-front of the class

Student participated in the creation of the Timeline and the verbal description in-front of the class

Total

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Handout for Battle Wiki: Directions: You have been assigned a battle of WWII either in the European Campaign of the Pacific Campaign and will work in small groups to create a wiki page on Canvas for your battle. This Canvas page will be used by your classmates to learn about and answer questions about the battle. You will need to answer the following questions in your wiki page. Which Campaign: Europe Pacific Where was this battle fought? When did the fighting start? How long did the fighting take place? Fought between what countries? Who won the battle? Important information about the battle. Why is this battle important? (hint: how does this lead to final outcome of the war?)

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Rubric for Battle Wiki:

Image 0 5

The group battle Wiki does not have at least one image on the page

The group battle wiki has at least one image on the page

Video Link

0 4 5 The group battle wiki does not have a link to at least one video on the page

The group battle wiki has links to at least one video, but none of the links work

The group battle wiki has at least one active, working video link

Who?

0 8 9 10 Battle wiki does not include information about the countries or alliances that fought in the battle

Battle wiki just lists the countries or alliances fought in the battle

Battle wiki gives the countries or alliances engaged in the conflict with a description about each on, but fails to indicate who won the conflict

Battle wiki gives the countries or alliances engaged in the conflict with a description about each one AND indicates who won the overall conflict

Where?

0 6 8 10 Battle wiki does not give any information with regards to the location or campaign of the battle

Battle wiki gives information about the campaign (European or Pacific) OR country location

Battle wiki gives information about the campaign OR country location. Group explains the significance of either

Battle wiki gives information about the campaign AND country location and explains the significance of both

What?

0 7 10 Battle wiki gives no information on what happened during the battle

Battle wiki gives a very basic level of information on what happened during the battle, but leaves out key events highlighted in the readings and by the teacher

Battle wiki clearly describes what happened during the battle and includes key events during the battle as indicated by the readings and by the teacher

When?

0 8 10 Battle wiki does not give the beginning date, the end date, or amount of days/months/years the battle took place

Battle wiki gives part of the information of when the battle was fought, but missing the entire date range.

Battle wiki gives the start date, the end date, the year, and the amount of days/months/years the fighting took place

Why?

0 7 10 Battle wiki gives no mention of why this battle is important

Battle wiki mentions why the battle was important with regards to WWII, OR gives information on why the battle is significant for future events

Battle wiki mentions why the battle was important with regards to WWII, AND gives information on why the battle is significant for future events

Total

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Video Discussion Directions:

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Rubric for Causes Video Discussion:

Discussion Format

0 7 8 10 There is no video to grade

Video is submitted, but no evidence of a conversation. Both people just read their causes in turn.

Video submitted and students provide a conversation style, but there is no flow between the two sides.

Video submitted and there is a flow of information between the two sides. Both build their explanation of the cause off of the other’s explanation, giving a true comparison and contrast of the two sides.

WWI Cause

0 15 20 30 WWI cause is not present in the final video

WWI cause is present in the video, but there is no explanation of the cause

WWI cause is present and thoroughly explained for the importance of the outbreak of WWI, but no link between the years between the wars or WWII

WWI cause is present and group members thoroughly explain the importance of this cause for the outbreak of WWI, the events between the wars, and the outbreak of WWII

WWII Cause

0 15 20 30 WWII cause is not present in the final video

WWII cause is present in the video, but there is no explanation of the cause

WWII cause is present and thoroughly explained for the importance of the outbreak of WWII, but there is no link to WWI or the years between the wars present

WWII cause is present and thoroughly linked to a cause in WWI and events between the wars. Group gives evidence events that led to this cause of the war

Technical

0 4 5 Video was not uploaded to the discussion post

Video was correctly uploaded to the discussion post, but was posted after the assigned date

Video was correctly uploaded to the discussion post on or before the assigned date

Total

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