Rationale:
· I am utilizing this strategy because the students in my placement are accustomed to watching documentaries on a regular as part of their instruction and I have not shown a video clip longer than five minutes so far during this unit. The fifty-five minute segment of the documentary that I have selected to air for the students will cover the topics in sufficient clarity and detail to adequately describe the events and individuals involved in the Spanish-American war. If you have the time I would strongly recommend airing the entire film for the students as it is an excellent means of expanding the student's knowledge base about the creation of the American Empire. The students will also be required to take notes by filling out a graphic organizer designed to highlight details from the film that will help the students to complete a R.A.F.T writing activity.
· I am utilizing this strategy because the students in my placement are accustomed to watching documentaries on a regular as part of their instruction and I have not shown a video clip longer than five minutes so far during this unit. The fifty-five minute segment of the documentary that I have selected to air for the students will cover the topics in sufficient clarity and detail to adequately describe the events and individuals involved in the Spanish-American war. If you have the time I would strongly recommend airing the entire film for the students as it is an excellent means of expanding the student's knowledge base about the creation of the American Empire. The students will also be required to take notes by filling out a graphic organizer designed to highlight details from the film that will help the students to complete a R.A.F.T writing activity.
· SWBAT articulate verbally and in writing different perspectives of individuals experiencing the Spanish-American War first-hand.
· SWBAT describe the process through which Cuba became a protectorate nation under the jurisdiction of the United States of America.
· SWBAT explain how after the United States defeated the forces of Spain in the Philippines they progressed to fighting their former Filipino allies for control of the country.
· SWBAT describe the process through which Cuba became a protectorate nation under the jurisdiction of the United States of America.
· SWBAT explain how after the United States defeated the forces of Spain in the Philippines they progressed to fighting their former Filipino allies for control of the country.
· Students will be assessed in formative fashion during the group discussions that we hold during the viewing of the film to ensure content comprehension of the most salient events and concepts covered in the documentary.
· Students will be assessed in summative fashion through their completion of R.A.F.T writing assignment to display that they have absorbed the key concepts, events, and individuals portrayed in the documentary.
· Students will be assessed in summative fashion through their completion of R.A.F.T writing assignment to display that they have absorbed the key concepts, events, and individuals portrayed in the documentary.
· HS.1. Evaluate continuity and change over the course of world and United States history.
· HS.6. Analyze ideas critical to the understanding of history, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability.
· HS.9. Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict.
· HS.19. Evaluate how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.
· HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and ideas
· HS.6. Analyze ideas critical to the understanding of history, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability.
· HS.9. Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict.
· HS.19. Evaluate how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory.
· HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and ideas
Time: This lesson should last two standard fifty minute class periods to complete.
· Copy of the PBS documentary Crucible of Empire: The Spanish-American War
· Note-Taking Graphic Organizer
· R.A.F.T. Writing Activity Handout
· Image Explaining R.A.F.T. Writing Protocols
· Note-Taking Graphic Organizer
· R.A.F.T. Writing Activity Handout
· Image Explaining R.A.F.T. Writing Protocols
· My anticipatory set for the lesson will be to ask the students the question who writes the history of wars; the victors or the defeated and why is this so? After this brief discussion I will explain that one of the goals of this unit is to provide the students with a more complete picture of the perspectives of the conquerors and of the conquered during the Spanish-American War. I will go on to explain that the film we will be watching a lengthy segment of does a fabulous job of providing multiple perspectives of the same events from the Spanish-American War in which the United States became a significant imperial power.
· The students will be made aware of the purpose & goals of the lesson prior to my beginning any instruction. These will be written on the board so I and the students can refer back to them should we lose focus or get off track. It will also inform the many late arrivals in my class of what we will be doing today if I do not have an opportunity to engage them as soon as they enter the classroom.
· The students will be told that the purpose of this lesson is to increase their knowledge of the process through which the United States came to politically, militarily, and economically dominate Cuba and the Philippines. Likewise the students will be informed that their goal for the lesson is to take sufficient notes on the film that will enable them to successfully complete a R.A.F.T. writing activity that demonstrates their comprehension of the content covered in the film.
· I will then go on to distribute the handout that describes the key features of a R.A.F.T. and how to complete a R.A.F.T writing activity. I will then go over the handout with the students to ensure that they understand the writing procedures that are necessary to accomplish their writing objectives. By explaining the writing activity in detail I will be informing the students of what details from the film they should be focusing on recording in their notes.
· As part of explaining the R.A.F.T. assignment I will model what a an assignment like this looks and sounds like by projecting an example of a successfully completed R.A.F.T. covering another topic, as well as reading the R.A.F.T. to the students as a means of modeling their expected deliverable.
· After I have adequately covered the procedures and goal of the R.A.F.T. writing activity I will then distribute the Note-Taking graphic organizer I designed for the students so that the can record information from the documentary. I will explain to the students that if they take detailed notes on the documentary utilizing their handout, the format of their graphic organizer will make it easier to successfully complete the R.A.F.T. writing activity.
· After I have adequately covered both of the handouts with the students and checked for their understanding of what type of information the students are responsible for recording in their notes and the writing activity they will be using said notes to complete, I will begin airing the documentary for the students.
· The students will be made aware of the purpose & goals of the lesson prior to my beginning any instruction. These will be written on the board so I and the students can refer back to them should we lose focus or get off track. It will also inform the many late arrivals in my class of what we will be doing today if I do not have an opportunity to engage them as soon as they enter the classroom.
· The students will be told that the purpose of this lesson is to increase their knowledge of the process through which the United States came to politically, militarily, and economically dominate Cuba and the Philippines. Likewise the students will be informed that their goal for the lesson is to take sufficient notes on the film that will enable them to successfully complete a R.A.F.T. writing activity that demonstrates their comprehension of the content covered in the film.
· I will then go on to distribute the handout that describes the key features of a R.A.F.T. and how to complete a R.A.F.T writing activity. I will then go over the handout with the students to ensure that they understand the writing procedures that are necessary to accomplish their writing objectives. By explaining the writing activity in detail I will be informing the students of what details from the film they should be focusing on recording in their notes.
· As part of explaining the R.A.F.T. assignment I will model what a an assignment like this looks and sounds like by projecting an example of a successfully completed R.A.F.T. covering another topic, as well as reading the R.A.F.T. to the students as a means of modeling their expected deliverable.
· After I have adequately covered the procedures and goal of the R.A.F.T. writing activity I will then distribute the Note-Taking graphic organizer I designed for the students so that the can record information from the documentary. I will explain to the students that if they take detailed notes on the documentary utilizing their handout, the format of their graphic organizer will make it easier to successfully complete the R.A.F.T. writing activity.
· After I have adequately covered both of the handouts with the students and checked for their understanding of what type of information the students are responsible for recording in their notes and the writing activity they will be using said notes to complete, I will begin airing the documentary for the students.
· Begin airing film for the students.
· Throughout the viewing of the film I will be periodically stopping the films to point out key individuals and events of importance to the students so they can record them in their graphic organizer.
· Each time I stop the documentary to highlight individuals and events for my pupils I will hold mini-discussions on these key details covered in the film. These discussions will be used not only to probe for the student’s comprehension of the events covered in the film, but also to ensure that they have an opportunity to record these crucial details in their notes.
· I will remind the students that if they hear another student discussing an individual or event from the film that they have not recorded in their graphic organizer, that they should incorporate the details their classmates are talking about into their own notes; this will ensure that they have the most complete set of notes on the film possible. I always make a point of explaining to the students that their fellow students are often their best resources and should be used accordingly.
· Film Ends.
· Throughout the viewing of the film I will be periodically stopping the films to point out key individuals and events of importance to the students so they can record them in their graphic organizer.
· Each time I stop the documentary to highlight individuals and events for my pupils I will hold mini-discussions on these key details covered in the film. These discussions will be used not only to probe for the student’s comprehension of the events covered in the film, but also to ensure that they have an opportunity to record these crucial details in their notes.
· I will remind the students that if they hear another student discussing an individual or event from the film that they have not recorded in their graphic organizer, that they should incorporate the details their classmates are talking about into their own notes; this will ensure that they have the most complete set of notes on the film possible. I always make a point of explaining to the students that their fellow students are often their best resources and should be used accordingly.
· Film Ends.
· Once the students are finished viewing the film, I will briefly review the procedures for successfully completing an R.A.F.T writing assignment. I will check with the entire class utilizing the thumbs-up or thumbs-down hand signal to inform me of their level of understanding regarding the writing assignment they are about to complete as their assessment device for this lesson.
· After I have received the affirmative hand gesture from all of the students I will spend a few minutes brainstorming with the students possible roles, audiences, formats, and topics for them to utilize in when completing this assignment. I believe by working together as a class to generate possible roles, audiences, etc., it will be easier for the students to begin writing their assignments. I have observed that many of my students have a hard time organizing their thoughts and options when working on creative writing assignments. Often the students will be paralyzed a by the plethora of options they can utilize when taking part in an activity such as this, so I feel it will be helpful to the students to go over possible options as a group. Hopefully this will spark an idea in the student’s minds and will make it easier for them to begin writing.
· As the students are completing their R.A.F.T. assignments, which serves as the student’s primary summative assessment device for this lesson, I will be circulating throughout the classroom to check not only on the student’s progress in completing their task, but also to ensure that if they need any help, that I am there to offer assistance.
· As the students finish their assignments I will once again check to see if anyone is comfortable sharing their R.A.F.T. with their peers? As an incentive to motivate the students to share, I will offer an additional 10 bonus points that can be used to make up for a small assignment that they have yet to complete for this unit or simply boost their grade as extra credit if they are up to date on all of their deliverables for the unit.
· If no one is willing to share their assignment with the class then so be it; I will not try and force them to share their work as I know many of my students are quite self-conscious about their writing skills and sharing their work with their peers, so I will not press the issue. I will then collect their assignments.
· If there is time left, I will utilize the verbal exit ticket I have often employed during the lessons I have developed for this unit which is for each of the students to inform me of a new fact that they learned from this lesson. I will continue to go from student to student until the remainder of the period is complete; this will force the students to remember at least one new fact they learned either about Imperialism or the Spanish-American War and recite it to me. Not only will this help the information to sink in, but if they are asked at home what they learned in school today they will have a helpful talking point to discuss with their parents.
· Class dismissed.
· After I have received the affirmative hand gesture from all of the students I will spend a few minutes brainstorming with the students possible roles, audiences, formats, and topics for them to utilize in when completing this assignment. I believe by working together as a class to generate possible roles, audiences, etc., it will be easier for the students to begin writing their assignments. I have observed that many of my students have a hard time organizing their thoughts and options when working on creative writing assignments. Often the students will be paralyzed a by the plethora of options they can utilize when taking part in an activity such as this, so I feel it will be helpful to the students to go over possible options as a group. Hopefully this will spark an idea in the student’s minds and will make it easier for them to begin writing.
· As the students are completing their R.A.F.T. assignments, which serves as the student’s primary summative assessment device for this lesson, I will be circulating throughout the classroom to check not only on the student’s progress in completing their task, but also to ensure that if they need any help, that I am there to offer assistance.
· As the students finish their assignments I will once again check to see if anyone is comfortable sharing their R.A.F.T. with their peers? As an incentive to motivate the students to share, I will offer an additional 10 bonus points that can be used to make up for a small assignment that they have yet to complete for this unit or simply boost their grade as extra credit if they are up to date on all of their deliverables for the unit.
· If no one is willing to share their assignment with the class then so be it; I will not try and force them to share their work as I know many of my students are quite self-conscious about their writing skills and sharing their work with their peers, so I will not press the issue. I will then collect their assignments.
· If there is time left, I will utilize the verbal exit ticket I have often employed during the lessons I have developed for this unit which is for each of the students to inform me of a new fact that they learned from this lesson. I will continue to go from student to student until the remainder of the period is complete; this will force the students to remember at least one new fact they learned either about Imperialism or the Spanish-American War and recite it to me. Not only will this help the information to sink in, but if they are asked at home what they learned in school today they will have a helpful talking point to discuss with their parents.
· Class dismissed.