L1+Rose,+Tyler

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

Student will understand that World War II has had a lasting impact on today's politics, geography, and the U.S. overall.
====Student will know Germany unites Austria, Germany invades Sudetenland (Czechoslovakia), Germany militarized Rhineland, Germany and Russia invade Poland, Battle of Dunkirk, the attack on Pearl Harbor, the Battle of Britain, the Battle of Midway, the Battle of Stalingrad, D-Day, Operation Market Garden, and nuclear bombs dropped on Japan. ====

__Grade Level Span:__ Grades 6-8 World War II and Post-war America.
====//Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //====

====** Rationale: ** Students will be learning about the major concepts and themes of the World War II era as well as understanding the impact that the United States had on the topic. Not only this, but the students will be able to see various regions of the world involved during World War II and these same places today. ====

**__ Pre-Assessment: (Lesson 1 only) __**
====Students will be checked for understanding using the "Thumbs Up, Thumbs Down" method to gage what their current level of understanding is using thumbs up as "good/continue" and thumbs down as "not good/slow down. Depending on the results from the pre-assessment, the teacher will know what to take more/less time on during the lesson. ====

** Section I – checking for understanding during instruction **
===="Thumbs Up, Thumbs Down" will be used to make sure that students know what they are doing during the lesson and if the teacher needs to slow down and go over something again or if the teacher can continue with the lesson. ====

** Section II – timely feedback for products (self, peer, teacher) **
==== The teacher will be available during the lesson for oral feedback. If students have questions the teacher will be able to answer them and clear up any confusion. The teacher can also view what the students are working on and be able to give feedback on them before their drafts, final product, or grading. Students will be working in pairs, so peer review from their partner or other pairs is possible. ====

**__ Summative (Assessment of Learning): __**
==== **Google Earth:**  Students will use Google Earth in order to see the sites of important events, battles, geographical changes, etc. during World War II. Students will first be given a geographical location of an important event, battle, or geographical change by the teacher. Students may also choose one of these topics themselves if they wish, but it must be approved by the teacher. Students will then explore the location with Google Earth to get a feel for what the area looks like now. Next, students will take a screenshot of their location from Google Earth. Afterwards students must write a page long essay describing the events that took place there, what the area looks like in present day, and describe something interesting that they found. **(25 points)** ====

**__ Integration __**
====** Technology: **Google Earth Images of places where key battles, events, and geographical changes occurred during or after World War II. This is a Type II technology because this allows students to travel to various places around the world in the blink of an eye and the "Street View" option on Google Earth allows the camera to be adjusted to what it would look like if the student was actually there. ====

** Content Areas: **
==== English: For the final project students will need to take an image on Google Earth and describe what the area looks like today, what its association with World War II is, and something interesting they discovered about it. ====

**__ Groupings __**
====** Section I - Graphic Organizer & Cooperative Learning used during instruction **A Time Order Chart will be used to organize events that took place during World War II and the effects that are still present today from those events. This will not only help students remember which events happened when and in what sequence, but it will also help give students a better idea of where in this sequence their Google Earth product took place. ====

====** Section II – Groups and Roles for Product **Students will be working in pairs where one partner is in control of where the Google Earth satellite images are looking/going while the other student is giving the location of where they are supposed to be going. Both students will decided where they want their screenshot to be taken and both students will work on the essay at the end. ====

**Verbal/Linguistic:** Plenty of opportunities to take down notes comparing or tracing back events of World War II to present day.
====**Logical/Mathematics: ** Problem solving of how to compare events of World War II from over 70 years ago to events of today. ==== ====**Visual/Spacial: ** Able to see the actual places where events of World War II happened during the project. ==== ====**Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif;"> Being in control of where the satellite images are looking and where the camera is going on the computer during the project. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Musical/Rhythmic: **<span style="font-family: 'Times New Roman',Times,serif;"> Give the option to have these M.I.'s use audio recording to record their findings with the images during the project. ====

**<span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> Option to work with a partner during the project.
====**<span style="font-family: 'Times New Roman',Times,serif;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif;"> Have the opportunity to see snapshots of what life is currently like in places in Europe and Asia. ====

**__ Modifications/Accommodations __**
====**// From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //==== ====** Plan for accommodating absent students: ** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">If a student misses a class they are responsible for contacting me and getting assignments that they missed. This must take place during my office hours or at a mutually agreed time during the school day that has been set up via email. Since students will be working in pairs for the final product for this lesson, the absent student can contact their partner and their partner can fill them in. However it is still recommended that students contact/come to the teacher to be fully caught up on everything that was missed. ====

**__ Extensions __**
====** Type II technology: **<span style="font-family: 'Times New Roman',Times,serif;">Google Earth Images of places where key battles, events, and geographical changes occurred during or after World War II. This is a Type II technology because this allows students to travel to various places around the world in the blink of an eye and the "Street View" option on Google Earth allows the camera to be adjusted to what it would look like if the student was actually there. ==== ====** Gifted Students: ** These students will have the opportunity to find a quick video on the event, battle, geographical change, etc. to add to their Google Earth image and essay. These students will also have the opportunity to find an image of their Google Earth screenshot from World War II that they will be able to compare visually with the class, in addition to a short paragraph comparison. ====

====**__ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //====

- <span style="font-family: 'Times New Roman',Times,serif;">60 seconds of silence to begin class and clear/ready minds for learning. (1 minute)
====<span style="font-family: 'Times New Roman',Times,serif;">- Students will be given a brief MI survey in order to find out which intelligence type that they are more likely to do well with. Next, the teacher will discuss what each MI means, giving examples for each of the MIs. (8 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Students will be given a brief pre-assessment which will cover the main focus of the lesson that will be taught. Students will be reminded that this pre-assessment will not be graded, but that it is for the teacher and student to see the growth of the student during the lesson. (15 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Students will be told what the goals are for this lesson, why they need to learn the overall point of this lesson, how it pertains to them, what the final product is, and the teacher will deliver the hook. (15 minutes) ====

<span style="font-family: 'Times New Roman',Times,serif;">- Teacher will go over all vocabulary and terminology that will come up in the lesson with the students. (15 minutes)
====<span style="font-family: 'Times New Roman',Times,serif;">- In order to organize all of these events the students will use a Time Order Chart graphic organizer and will fill out the events listed with the vocabulary and terminology. (5 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Teacher will check for understanding using the "Thumbs Up, Thumbs Down" method for how they feel about knowing the chronological order of the events and the terminology that they had been told earlier. Time will be allotted for any questions and clarifications. (10 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Students will then be assigned in pairs of their choosing for the final product of this lesson. Students will also have time to discuss with their partner what they think their Google Earth image might be. (10 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- The teacher will tell the students that they will have time during the next class to work on their projects with their partners, but that they should think about what they want to do for homework. The teacher will also tell students to read the syllabus for homework. (1 minute) ====

- <span style="font-family: 'Times New Roman',Times,serif;">60 seconds of silence to begin class and clear/ready minds for learning. (1 minute)
====<span style="font-family: 'Times New Roman',Times,serif;">- Students will report out what their choice is to the teacher and to the rest of the class on what their Google Earth topic will be. (10 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Students will then be allowed to work on their project in class while the teacher goes to each pair of partners and asks them how they feel about their project, how it's going, and if they need any help. Students will be allowed to work on their projects until the teacher is done with the groups. (35 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- After students have had time to work on their projects in class, they will be given the opportunity to share what they have so far with the other groups. Pairs of partners will go to other pairs of partners and discuss what the topic of the essay is and ask one question to the other group. The other pair of partners must give positive-specific feedback saying one thing they like about the topic and one thing that could be worked on. This can be done anonymously if any students wish for it to be. Pairs of partners must visit at least three other pairs of partners and do this. (25 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Any questions or clarifications will be taken care of concerning the screenshot, Google Earth, or the essay. The students will be told that for homework they will have to finish anything that is not yet completed with their final product. (9 minutes) ====

- <span style="font-family: 'Times New Roman',Times,serif;">60 seconds of silence to begin class and clear/ready minds for learning. (1 minute)
====<span style="font-family: 'Times New Roman',Times,serif;">- Students will present their screenshots, describe where this screenshot is, what is important about it/happened there during World War II, and what this place is like today. This is essentially what is on their essays, but cannot be directly read from the essays. Each presentation must be at least 5 minutes, but no longer than 10 minutes. (74 minutes) ==== ====<span style="font-family: 'Times New Roman',Times,serif;">- Students will then fill out an anonymous survey which asks them what they learned from the project, what they liked about it, what they didn't like about it, and what could be improved. (5 minutes) ====

__<span style="font-family: 'Times New Roman',Times,serif;">Classroom Arrangement __
====<span style="font-family: 'Times New Roman',Times,serif;">The classroom will be set up using the perimeter arrangement. This way students will have at least one classmate next to them that they can reference to if they need help or one classmate to work with them. The perimeter arrangement also allows for classroom conversation and debate to flow nicely. Students will understand that World War II has had lasting impacts that are still present in today's world. This is important to real life because the world we live in today has been heavily impacted by the events of the past, especially World War II. //<span style="font-family: 'Times New Roman',Times,serif;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //<span style="font-family: 'Times New Roman',Times,serif;"> Google Earth will be set up and displayed on a projector for the class to view. The teacher will go to an area in the world that can be used as an example for the final product of the lesson. The teacher will then explain what this place is, where it is, and what happened there during World War II. The teacher will then explain what the final product will be and what is expected of the students for the final product. However, the teacher will tell the students that this example cannot be used with the final product. ====

====<span style="font-family: 'Times New Roman',Times,serif;">Students will know Germany unites Austria, Germany invades Sudetenland (Czechoslovakia), Germany militarized Rhineland, Germany and Russia invade Poland, Battle of Dunkirk, the attack on Pearl Harbor, the Battle of Britain, the Battle of Midway, the Battle of Stalingrad, D-Day, Operation Market Garden, and nuclear bombs dropped on Japan. (See content notes) These terms will be read to the students, the students will have the opportunity to define them, the teacher will clarify the definition if necessary, and the teacher will also provide examples. A Time Order Chart will be used to organize events that took place during World War II and the effects that are still present today from those events. The students will take events given to them during the vocabulary and terminology definition portion of the class and use the Time Order Chart graphic organizers in order organize the events. The Time Order Chart will allow students to clearly see the sequence of events, the correlation between events, and when certain events happened. Students may also use their Time Order Charts in order to study as well. Promptly after the students finish their Time Order Charts the teacher will use the "Thumbs Up, Thumbs Down" method to check for understanding. This will allow the teacher to be able to get a good reading on how well the students are understanding the topic. If there are students with their thumbs down then the teacher can go back over whatever the student says they are confused about. This will also help students who were confused about something, but did not put their thumb down. ====

====<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 13px;">Students will be able to describe the impacts of World War II that are still present today. Students will use Google Earth in order to find places where key events, battles, or geographical changes took place during World War II. The students will be able to see what these places look like today, connecting it to real life, and students will be able to know these places that they are learning about in class on a more personal level. The students will be grouped in twos based on their choice. The partners will be chosen by the students because some of this project may be done outside of class and it will be more convenient for students to choose who there partner they will have to be meeting up with is. The partners will work together in deciding on which event/place they want to choose, where they want their screenshot to be taken in this area, and how they will work on their essay. At the end of this lesson the students will have to answer three questions about the place the teacher selected for them to do and the place the partners decided on. These questions are what <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;"> event(s) took place there, what the area looks like in present day, and something interesting that they found. This will be evaluated by the teacher to see if they truly understood these two places and the overall concept. Students will be working in partners so they will have the opportunity to use peer feedback with their partner or with other pairs of partners during the 25 minute portion of time on day 2. The teacher will also be available for oral feedback during the first 10 minutes and last 10 minutes on day 2. ==== ====**<span style="background-color: #ffffff; color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: start;">Explore, Experience, Revise, Refine, Tailors: Verbal/Linguistic, Logical/Mathematical, Visual/Spacial, Bodily/Kinesthetic, Interpersonal, Naturalist. **====

====Students will be able to self-assess their final products after the peer feedback on day 2. Depending on what the students' peers say, the students will be able to reflect on what they need to work on in order to have a project that meets all of the requirements. The teacher will be working with the students during the first 10 minutes and the last 10 minutes of day 2. This will allow students to make any corrections that they need to make and clear up any confusion. The homework for this lesson will connect with other lessons because the syllabus for this class covers the entire semester. Students should reference the syllabus if they ever have a question about what an assignment is worth, various policies involved with the class etc. This project connects with the rest of the unit because this was only the first step, the familiarization of the geographic areas and some important events that took place in World War II. The other lessons and products will cover even more material, but this is a good starting block.====

Students will know…..
====<span style="font-family: 'Times New Roman',Times,serif;">**Germany unites with Austria:** During the 1930's economic depression had devastated nearly all of Europe. However Adolf Hitler had managed to get the German economy moving again and get Germans back to work. As Hitler was born and raised in Austria, naturally he wanted Austria to unite with Germany to form the new Reich. Since Germany was doing so well economically and the Austrians were desperate for economic relief, most Austrians were all for joining Germany. In March, 1938 the German army marched into Austria with no resistance. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Germany takes Sudetenland: **<span style="font-family: 'Times New Roman',Times,serif;"> After World War I Germany had been carved up into many different and smaller states. The emergence of Czechoslovakia took land away from Germany. As an excuse to invade and take more land, Hitler claimed that the Sudetenland, (north/north east Czechoslovakia at the time), had a large amount of oppressed German speaking people living within it. Because of this, Hitler claimed that these people deserved to be Germans and that Germany had the right to take this land. In September, 1938 Hitler got his wish as the leaders of France and Great Britain agreed to hand over the Sudetenland to Germany. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Germany militarized Rhineland: **<span style="font-family: 'Times New Roman',Times,serif;"> As a condition written and agreed on at the end of World War I, Germany was not allowed to have any military presence in the Rhineland, an area in western Germany bordering France. However, Hitler did a test by militarizing the Rhineland to see if anyone would challenge him. Hitler's militarization of the Rhineland went unchallenged in 1936. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Germany and Russia invade Poland: **<span style="font-family: 'Times New Roman',Times,serif;"> In September of 1939 Germany and Russia, who had made a secret alliance, both invaded Poland, which had been formed taking German and Russian land at the end of World War I. The plan was for Germany and Russia to split the country in half. Hitler's excuse for this was that there was again a large amount of German speaking people being harassed and oppressed living within Poland and he was simply liberating. The western powers did not believe this and would not tolerate any more land grabbing by Hitler. World War II officially began with Germany and Russia's invasion of Poland. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Battle of Dunkirk: **<span style="font-family: 'Times New Roman',Times,serif;"> During Germany's invasion of France in 1940, the British Expeditionary Force had been sent to France to assist in the France's defense. Although Germany was outmanned, the German high command, quality of German soldiers, and German equipment allowed for a swift German advance. Cut off from the rest of the French army, the British Expeditionary Force was forced to abandon France at the city of Dunkirk. Here British soldiers used anything that could float to make it to the transport ships which were to take them back to England. Nearly all of the British Expeditionary Force's equipment was left on the beaches, but nearly all of the men were saved. However this was a crushing blow to allied morale as a single nation had defeated a fully combined British/French/British commonwealth force. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">The attack on Pearl Harbor: **<span style="font-family: 'Times New Roman',Times,serif;"> Due to increasing diplomatic and economic pressure between the United States and Japan, who was allied with Germany, the Japanese made a pre-emptive surprise attack on the important American Pacific Navy base of Pearl Harbor on December 7th, 1941. The Japanese had actually sent a telegram warning the United States of their attack, but the telegram was not translated from Japanese to English and sent to American high command before the attack was already over with. Shortly after the attack the United States declared war on Japan and Germany declared war on the United States. This would be the only time Germany would ever declare war on a country. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">The Battle of Britain: **<span style="font-family: 'Times New Roman',Times,serif;"> During the summer and fall of 1940, Britain stood alone in Europe. All other countries had either allied or made themselves neutral to Hitler and Germany except Great Britain. The Battle of Britain was decided with air combat. The German Luftwaffe, (Germany's Air Force), began bombing key military targets in England from captured bases in France, which devastated Britain's ability to build it's warmachine. However near the end of the Battle of Britain Germany had began bombing civilian targets in cities like London. This had actually began by mistake since most bombings took place at night, the flight path had gone off course and accidentally bombed London. The very next day Britain's Prime Minister, Winston Churchill, ordered the retaliation bombing of German cities. From this point on civilians were targeted by both sides. By doing this however, the British were able to rebuild their planes and train their pilots, ultimately turning the tide of the battle in favor of the British. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">The Battle of Midway: **<span style="font-family: 'Times New Roman',Times,serif;"> Midway was an important island literally half way from Pearl Harbor to Japan. This would be where American battleships and aircraft carriers could refuel and be sent out to target in Japan. The Americans managed to hold the island due to the interception of communications between the Japanese fleet and had time to prepare for the attack. Japan suffered terrible casualties to their sailors, pilots, aircraft, and navy during this battle. This is considered the turning point in the war between the United States and Japan. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">The Battle of Stalingrad: **<span style="font-family: 'Times New Roman',Times,serif;"> After Operation Barbarossa, (the surprise invasion of Russia by the Germans) in June, 1941the German army had had much success with taking Russian land. However, taking key Russian cities and targets was much more difficult. Stalingrad was one of these cities. Germany began this battle with heavy bombardment of the city, leveling nearly every building within the city. However by doing this is made it much harder for the Germans to move within the city with their troops, tanks, and equipment. Another thing the bombardment did was create defensive positions and perfect sniper positons for the Russians. Hand to hand combat was constant as the Germans literally had to fight for every street, every building, and every room. The Russians were able to continue to provide troops across the Volga River, (the River that splits the city into 3/4 and 1/4) from the only remaining portion of the city the Germans didn't have. At the same time, secretly, the Russians had formed a massive army which used a pincer movement to surround the entire city and the entire German army within the city. Cut off and without supplies, the German army starved to death, were frozen to death by the harsh Russian winter as many of the German soldiers were not given their winter gear, and were killed by the Russians. Eventually over 110,000 German prisoners were taken by the Russians. Only 6,000 ever returned home to Germany after the war. This is considered the turning point in the war between Germany and Russia. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">D-Day: **<span style="font-family: 'Times New Roman',Times,serif;"> The Russian leader, Joseph Stalin had been pushing for a second front to open up against the Germans in Europe as Russia had lost hundreds of thousands of men during their war with Germany. Finally on June 6th, 1944 Stalin got his wish. The allies landed on the Beaches of Normandy, France with their mission was to take the beaches and infiltrate the Atlantic Wall, a series of fortifications built by Germany stretching from southern France all the way to northern Norway. The Americans were responsible for two beaches, Omaha and Utah, while the British and Canadians were responsible for three beaches, Gold, Sword, and Juno. Unlike the British who took their beaches relatively easily, the American suffered horrific casualties on the beaches. Overall nearly 156,000 American, British, and Canadian lives were lost taking the 5 beaches, but they had succeeded in their mission. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Operation Market Garden: **<span style="font-family: 'Times New Roman',Times,serif;"> This was a plan proposed in September, 1944 by the British commander Bernard Montgomery which involved sending 42,000 paratroopers behind enemy lines in Holland, (modern day Netherlands), which was predicted to end the war by Christmas of that year. They would take and hold strategic targets like cities, bridges, etc. Once they had landed and captured these places tanks, vehicles, and more troops would come to their aid and secure the rest of the area. However, the Germans had their best troops stationed in Holland at the time and despite early success the tanks, vehicles, and men who were on their way to meet the paratroopers met heavy resistance and were eventually stopped. This left the paratroopers cut off behind enemy lines. Nearly 17,500 allied men lost their lives during this operation which ended in complete disaster. ==== ====**<span style="font-family: 'Times New Roman',Times,serif;">Nuclear bombs dropped on Japan: **<span style="font-family: 'Times New Roman',Times,serif;"> After Germany's surrender in Europe in early 1945 the Americans still found themselves at war with Japan. After taking many strategic island in the Pacific, the Americans were now in range to bomb Japan. After devastating mos Japan's cities, the allies dropped an atomic bomb, which was designed during World War II by a combined American, British, and German refugee scientists. The first bomb was dropped on the Japanese city of Hiroshima, killing 90,000-165,000 people. However, despite these horrific losses the Japanese did not surrender. Following Japan's refusal to surrender a second nuclear bomb was dropped on the Japanese city of Nagasaki killing 60,000-80,000 people. Only after the second bombing did the Japanese finally surrender bringing an end to World War II. ====

**__ Maine Standards for Initial Teacher Certification and Rationale __**
====**// Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**====

====<span style="font-family: 'Times New Roman',Times,serif;">**//Clipboard://** ​The lesson is set up in steps, allowing for students to plan out what they want to accomplish each day. The teacher will keep the students informed on what the class will consist of, how much time they will have to work on their project, etc. ==== ====//<span style="font-family: 'Times New Roman',Times,serif;">**Microscope:** //<span style="font-family: 'Times New Roman',Times,serif;"> The final product will allow students to do a lot of exploring and discovering with Google Earth. During the peer feedback times the students will be able to have discussions with the other pairs of partners in order to get ideas and improve their projects. ==== ====**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">Puppy: //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">The teacher will work closely with the students on this project, guiding them through the decision making process and providing oral feedback along the way. Students will also have the option to pick their own partner. This will allow students to pick someone that they feel comfortable working with. ==== ====**// Beach Ball: //** The students will have the option to choose their own location and topic for their project in addition to one assigned by the teacher. This allows for more student involvement with the overall project and gives the student more overall freedom as well. ==== ==== **//Rational://** <span style="font-family: 'Times New Roman',Times,serif;">During this lesson the students will have plenty of opportunities to use their specific learning styles to their advantage. The actual lesson will consist of many opportunities for students who associate more with clipboard and puppy, while the final product will best associate with microscope and beach ball students. This will allow all students to have a fair and equal chance to succeed. ====

====**// Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**==== ====**// Formative: //** Students will be given a brief oral pre-assessment by the teacher over the topics that will be discussed throughout the lesson. By doing this the teacher will be able to gage which areas of the lesson to focus more on and which areas that can be covered more quickly. This will be done using the Thumbs Up, Thumbs Down method. ==== ====**// Summative: //** <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Students will use Google Earth in order to see the sites of important events, battles, geographical changes, etc. during World War II. Students will first be given a geographical location of an important event, battle, or geographical change by the teacher. Students may also choose one of these topics themselves if they wish, but it must be approved by the teacher. Students will then explore the location with Google Earth to get a feel for what the area looks like now. Next, students will take a screenshot of their location from Google Earth. Afterwards students must write a page long essay describing the events that took place there, what the area looks like in present day, and describe something interesting that they found. ==== ====**// Rationale: //** In this lesson there will be a formative and summative assessment. The assessments will allow for the teacher to be able to see how well the students are understanding the lesson being covered in the class. The formative assessment will be used before the lesson begins on Day 1. The summative assessment will act as the final product to the lesson and will be worked on in class during Day 2 and presented in class on Day 3. ====

====**// Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**====

**// Content Knowledge: //** (See content notes)
====**// MLR or CCSS: //**//<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. //====


 * // Rationale: //** Students will be able to expand what they are learning in the classroom about events that took place more than 70 years ago and transfer that knowledge to today's world through the use of Google Earth and the images it provides from the world the students are living in. While doing this, this lesson will also provide students with knowledge of World War II with vocabulary, terminology, and the overall concept. Finally, this lesson also allows students to connect events from the past to events that are happening around them today.

====**// Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**====

<span style="font-family: 'Times New Roman',Times,serif;">**Verbal/Linguistic:** Plenty of opportunities to take down notes comparing or tracing back events of World War II to present day.

 * <span style="font-family: 'Times New Roman',Times,serif;">Logical/Mathematics: **<span style="font-family: 'Times New Roman',Times,serif;"> Problem solving of how to compare events of World War II from over 70 years ago to events of today.
 * <span style="font-family: 'Times New Roman',Times,serif;">Visual/Spacial: **<span style="font-family: 'Times New Roman',Times,serif;"> Able to see the actual places where events of World War II happened during the project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',Times,serif;"> Being in control of where the satellite images are looking and where the camera is going on the computer during the project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Musical/Rhythmic: **<span style="font-family: 'Times New Roman',Times,serif;"> Give the option to have these M.I.'s use audio recording to record their findings with the images during the project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Intrapersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> Option to work alone during the project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Interpersonal: **<span style="font-family: 'Times New Roman',Times,serif;"> Option to work with a partner during the project.
 * <span style="font-family: 'Times New Roman',Times,serif;">Naturalist: **<span style="font-family: 'Times New Roman',Times,serif;"> Have the opportunity to see snapshots of what life is currently like in places in Europe and Asia.

====**// Rationale: //** Google Earth provides students with satellite images of today's world like no other classroom material can do. Paper maps can hardly be compared to this software due to the fact that Google Earth images can be broadcasted on the students screen with the different terrain patterns, landmarks, etc. and can be from any place in the world. (See above for MI rationale) ====

__//**NETS STANDARDS FOR TEACHERS**//__
====**1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**====


 * Rationale:** <span style="font-family: 'Times New Roman',Times,serif;">The final product on this lesson allows students to be creative, think creatively, and gives them the choice to choose what they want their project to cover. The fact that Google Earth has very recent images of any given place around the world instantly connects with the student's lives because the images they are seeing on their laptop screens aren't from before their grandparents' time, it's from their own lives they are living now. The peer feedback, teacher feedback, formal, and summative assessments allow students to reflect on their work as well as adapt their work to the best possible product. The final products of this lesson will be worked on in the classroom allowing for students to use their peers and the teacher in the classroom environment. This, along with the fact that students will be working with partners, also allows students to be engaged with one another while working. Finally, students will present their final products to their peers allowing for student engagement among all students. ====**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

====b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress====

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 * ​Rationale:** <span style="font-family: 'Times New Roman',Times,serif;">The final product of this lesson will be done using a type two technology. This type two technology is Google Earth and allows for students to be creative. The fact that this product has a certain openness to it which allows students to make their own decisions allows for students to be much more fulfillment of student curiosity and personalization. The MI strategies are either fully covered or 75% covered for each lesson makes it so all learners have a fair and equal chance to learn to their best ability during the lesson. The teacher provides several formative and summative assessments as well the teacher checking for understanding several times throughout the lesson. ||  ||   ||
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