Rationale:
· This lesson builds upon the previous one by further increasing the level of knowledge the students possess regarding the history of the Filipino people’s struggle for independence as well as the manner in which the United States wound up fighting their former allies, the Filipino insurgents, for political and military control of Philippines by reading chapter three of Howard Zinn’s book A People’s History of American Empire.
· The strategy that I will be employing to teach this content is another read aloud activity due to the success of the previous one I conducted in this unit and the student’s eagerness to utilize a similar text and class format combined with the students forming pairs and writing their own two-voice poem based upon the differing perspectives of the United States’ takeover of the Philippines that the students read about in the graphic text I provided them with.
· I will be employing the read aloud strategy of the graphic text again not only because it proved so effective for imparting the content of my curriculum to the students, but during the debrief of the fourth lesson in this unit, my students expressed a real enjoyment not only of the previous chapter from A People’s History of the American Empire, but also the manner in which the material was covered.
( If you are teaching this unit in an academic setting where the use of the graphic textbook is unfeasible, you can simply substitute it with Howard Zinn's A Young People's History of the United States, Chapter Twelve, "The American Empire", page.193-198. Almost all of the same information is presented in the alternative text so the accompanying materials can still be utilized in place of the graphic text if circumstances in your school do not allow you to employ a graphic textbook in your classroom.)
· This lesson builds upon the previous one by further increasing the level of knowledge the students possess regarding the history of the Filipino people’s struggle for independence as well as the manner in which the United States wound up fighting their former allies, the Filipino insurgents, for political and military control of Philippines by reading chapter three of Howard Zinn’s book A People’s History of American Empire.
· The strategy that I will be employing to teach this content is another read aloud activity due to the success of the previous one I conducted in this unit and the student’s eagerness to utilize a similar text and class format combined with the students forming pairs and writing their own two-voice poem based upon the differing perspectives of the United States’ takeover of the Philippines that the students read about in the graphic text I provided them with.
· I will be employing the read aloud strategy of the graphic text again not only because it proved so effective for imparting the content of my curriculum to the students, but during the debrief of the fourth lesson in this unit, my students expressed a real enjoyment not only of the previous chapter from A People’s History of the American Empire, but also the manner in which the material was covered.
( If you are teaching this unit in an academic setting where the use of the graphic textbook is unfeasible, you can simply substitute it with Howard Zinn's A Young People's History of the United States, Chapter Twelve, "The American Empire", page.193-198. Almost all of the same information is presented in the alternative text so the accompanying materials can still be utilized in place of the graphic text if circumstances in your school do not allow you to employ a graphic textbook in your classroom.)
· SWBAT articulate verbally and in written form how imperialistic nations (In this case the United States) often invade other nations ostensibly to free the indigenous people from persecution from either foreign or domestic oppressors, and simply replace the ruling regime with one of their own.
· SWBAT expand upon their previous knowledge the history of the Filipino people’s struggle for independence as well as the manner in which the United States wound up fighting their former allies, the Filipino insurgents, for political and military control of Philippines.
· SWBAT expand upon their previous knowledge the history of the Filipino people’s struggle for independence as well as the manner in which the United States wound up fighting their former allies, the Filipino insurgents, for political and military control of Philippines.
· Students will be assessed in a summative fashion through their writing with a partner an original Two-Voice Poem focused on the United States’ conquering of the Philippines from the perspectives of the Conquered(Native Filipinos) and the Conquerors(U.S. Citizens Involved in the Takeover of the Philippines).
· Students will be assessed in a formative fashion through class discussions of the graphic text that the class will be utilizing during a read-aloud activity.
· Students will be assessed in a formative fashion through class discussions of the graphic text that the class will be utilizing during a read-aloud activity.
· HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon 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.10. Evaluate a historical source for point of view and historical context.
· HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels.
· HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.
· HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view.
· 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.10. Evaluate a historical source for point of view and historical context.
· HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels.
· HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.
· HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view.
· 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.
· Modified Copies of Chapter Three from Howard Zinn’s A People’s History of American Empire (OR Chapter Twelve from Howard Zinn's A Young People's History of The United States.)
· Colombian Two-Voice Poem Example/Helpful Hints Handout
· Chapter Three: The Philippines T-Chart Graphic Organizer
· Conquering the Philippines: Two-Voice Poem Writing Activity Handout
· Colombian Two-Voice Poem Example/Helpful Hints Handout
· Chapter Three: The Philippines T-Chart Graphic Organizer
· Conquering the Philippines: Two-Voice Poem Writing Activity Handout
· My anticipatory set for this lesson will be a creative writing prompt that is intended to get the student’s creative juices flowing, which will help them later in the lesson when they will be asked to write their own Two-Voice Poem with a partner. In order to cater to late arriving students, that I have created a handout for responding to the prompt so they can complete this brief writing activity for homework so they can still have an opportunity to earn these participation points. This assignment will require the students to respond to the following prompts: “If a new continent suddenly popped up out of nowhere, what would happen? Who would move there? Would it be America version 2.0? War? How long would it take to populate? Would you hop on a boat to be one of first to settle there?”
· This lesson connects to the student’s previous knowledge by expanding on the history of the Filipino people’s that they learned about through watching the documentary.
· 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 purpose for this lesson is for the students to increase their knowledge of the Filipino people’s struggle for independence, and how the United States went from aiding the Filipino insurgents, to fighting them for political, economic, and military control of the Philippines. This lesson will also highlight the means the U.S. military employed to defeat the Filipino insurgents.
· The goal of the lesson is for the students to take notes with their T-Chart Graphic Organizer that will help them successfully write a Two-Voice Poem with a partner.
· I will then go on to describe utilizing my power point presentation, to describe what a Two-Voice Poem is, the qualities of it, as well as modeling what a Two-Voice Poem sounds and looks like by modeling an example of one, centered on the brief lived communist revolution in Colombia during the 1980’s.
· This poem is an excellent example of a successful Two-Voice Poem and I feel will be easily accessible for the students, if I give a brief overview of the situation in Colombia that this poem was written about. At this point I will also provide the students with a copy of the poem so they can follow along as I and a student volunteer read the two different voices in the poem. This copy of the poem will also be a useful tool when the students are attempting to write their own Two-Voice Poem as their major assessment device at the end of the lesson.
· After reading and discussing with the students the Two-Voice poem I will distribute the T-Chart Graphic Organizer as well as the student’s modified copies of Chapter Three from Howard Zinn’s A People’s History of American Empire. I will then ask the students to pair up with another student who they will write their Two-Voice Poem with.
· The students will then be directed to choose which perspective they will be writing from in their poem; either the Conquered (Native Filipinos) or the Conquerors (U.S. Citizens Involved in the Takeover of the Philippines). The students will also be instructed to focus their note taking during the read aloud activity on the perspective they will be writing from in their Two-Voice Poem. This will make writing their portion of the Two-Voice poem that much easier.
· However, I will remind the students that they do have the option of completing the assignment on their own if they are concerned about their partners not being present in school for the second day of the lesson. I will make this very clear to the students, so they can pressure their partners (if they choose to use a partner) to attend class for two days in succession. This can be a real problem in my placement that is why I am giving the students the option to work alone if they are concerned about their partner attending the following lesson and I do not want the students who do attend class to be penalized for their partner’s unwillingness to come to class.
· In the case of a few special students who I know have real difficulties with attendance I will speak them individually explaining to them that they can work with a partner if they can assure me that they will be in class the following day. If these students do promise that they will attend the second class period of the lesson then I will hold them to it; if they do not attend I will allow their partner to join another group and work as a triad instead.
· Any student who missed class after assuring me that they will be in attend will then be required to complete the entire assignment on their own, including the T-Chart, which otherwise students are expected to complete as a pair, where each student focuses on taking notes on the text related to the perspective that they will be writing their Two-Voice poem from.
· This lesson connects to the student’s previous knowledge by expanding on the history of the Filipino people’s that they learned about through watching the documentary.
· 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 purpose for this lesson is for the students to increase their knowledge of the Filipino people’s struggle for independence, and how the United States went from aiding the Filipino insurgents, to fighting them for political, economic, and military control of the Philippines. This lesson will also highlight the means the U.S. military employed to defeat the Filipino insurgents.
· The goal of the lesson is for the students to take notes with their T-Chart Graphic Organizer that will help them successfully write a Two-Voice Poem with a partner.
· I will then go on to describe utilizing my power point presentation, to describe what a Two-Voice Poem is, the qualities of it, as well as modeling what a Two-Voice Poem sounds and looks like by modeling an example of one, centered on the brief lived communist revolution in Colombia during the 1980’s.
· This poem is an excellent example of a successful Two-Voice Poem and I feel will be easily accessible for the students, if I give a brief overview of the situation in Colombia that this poem was written about. At this point I will also provide the students with a copy of the poem so they can follow along as I and a student volunteer read the two different voices in the poem. This copy of the poem will also be a useful tool when the students are attempting to write their own Two-Voice Poem as their major assessment device at the end of the lesson.
· After reading and discussing with the students the Two-Voice poem I will distribute the T-Chart Graphic Organizer as well as the student’s modified copies of Chapter Three from Howard Zinn’s A People’s History of American Empire. I will then ask the students to pair up with another student who they will write their Two-Voice Poem with.
· The students will then be directed to choose which perspective they will be writing from in their poem; either the Conquered (Native Filipinos) or the Conquerors (U.S. Citizens Involved in the Takeover of the Philippines). The students will also be instructed to focus their note taking during the read aloud activity on the perspective they will be writing from in their Two-Voice Poem. This will make writing their portion of the Two-Voice poem that much easier.
· However, I will remind the students that they do have the option of completing the assignment on their own if they are concerned about their partners not being present in school for the second day of the lesson. I will make this very clear to the students, so they can pressure their partners (if they choose to use a partner) to attend class for two days in succession. This can be a real problem in my placement that is why I am giving the students the option to work alone if they are concerned about their partner attending the following lesson and I do not want the students who do attend class to be penalized for their partner’s unwillingness to come to class.
· In the case of a few special students who I know have real difficulties with attendance I will speak them individually explaining to them that they can work with a partner if they can assure me that they will be in class the following day. If these students do promise that they will attend the second class period of the lesson then I will hold them to it; if they do not attend I will allow their partner to join another group and work as a triad instead.
· Any student who missed class after assuring me that they will be in attend will then be required to complete the entire assignment on their own, including the T-Chart, which otherwise students are expected to complete as a pair, where each student focuses on taking notes on the text related to the perspective that they will be writing their Two-Voice poem from.
· This lesson will be exposing the students to multicultural perspectives of the events surrounding America’s involvement in the Spanish-American War and the Filipino people’s struggle for independence.
· The strategy that I will be employing to teach this content and the text I have provided the students with is a Read-Aloud activity. I will begin the Read-aloud Activity by modeling for the students how to read a graphic text aloud. I will also explain to the students that if they volunteer to read a section of the document aloud for the class, they will not have to read all the roles by themselves.
· As a class we will the participate in a Read-Aloud activity through which the students will take turns reading the lines from the Graphic Text with me, at the same time, the students will be taking detailed notes that will not only give the students a purpose for staying focused on the text as well as making it easier for them to write their section of the group’s Two-Voice poem.
· As the class conducts the Read-Aloud activity we will stop periodically to discuss important events, concepts, and individuals that are note only important pieces of curriculum content, but that will help the students with their writing activity at the end of the lesson. It is during these mini-discussions that I will be asking questions to probe the student’s comprehension of the material.
· Throughout the Read-Aloud I will be circulating through the classroom in order to best manage and deal with any student disruptions or questions that may arise.
· The strategy that I will be employing to teach this content and the text I have provided the students with is a Read-Aloud activity. I will begin the Read-aloud Activity by modeling for the students how to read a graphic text aloud. I will also explain to the students that if they volunteer to read a section of the document aloud for the class, they will not have to read all the roles by themselves.
· As a class we will the participate in a Read-Aloud activity through which the students will take turns reading the lines from the Graphic Text with me, at the same time, the students will be taking detailed notes that will not only give the students a purpose for staying focused on the text as well as making it easier for them to write their section of the group’s Two-Voice poem.
· As the class conducts the Read-Aloud activity we will stop periodically to discuss important events, concepts, and individuals that are note only important pieces of curriculum content, but that will help the students with their writing activity at the end of the lesson. It is during these mini-discussions that I will be asking questions to probe the student’s comprehension of the material.
· Throughout the Read-Aloud I will be circulating through the classroom in order to best manage and deal with any student disruptions or questions that may arise.
· Now that the class has successfully completed the Read-Aloud we will be moving on to the portion of the class when the students work in their two person groups to write their own Two-Voice Poem.
· This activity will enable the students to review critical elements of the content by utilizing their notes to successfully complete their original Two-Voice Poem.
· Before the students begin working on their writing activity, I will briefly review the goals and elements of Two-Voice poems with the students to ensure their comprehension of the assignment. Additionally, I will read through the example of a Two-Voice poem that I have provided them with; I believe this modeling for a second time will be beneficial to their completing the assignment. Furthermore, I hope that the students will be inspired by its example.
· I will get the students to respond utilizing the visual cue of thumbs up or thumbs down based on their understanding of the task. This way if only one student has a question I can free up the rest of the class to begin with their poem, while I go and clear up any remaining confusion with those pupils that require additional further clarification.
· As the students work on their writing activity in pairs I will be circulating throughout the classroom to help students if they are stuck or to help them brainstorm ideas. The students will have the remainder of the period to complete this assignment so they will not have to finish it for homework, especially since it is a partner based activity.
· Once again I will be actively encouraging the students to share their work 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 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 from this lesson, recite it to me. This will help the information sink into their long term memory.
· Class dismissed.
· This activity will enable the students to review critical elements of the content by utilizing their notes to successfully complete their original Two-Voice Poem.
· Before the students begin working on their writing activity, I will briefly review the goals and elements of Two-Voice poems with the students to ensure their comprehension of the assignment. Additionally, I will read through the example of a Two-Voice poem that I have provided them with; I believe this modeling for a second time will be beneficial to their completing the assignment. Furthermore, I hope that the students will be inspired by its example.
· I will get the students to respond utilizing the visual cue of thumbs up or thumbs down based on their understanding of the task. This way if only one student has a question I can free up the rest of the class to begin with their poem, while I go and clear up any remaining confusion with those pupils that require additional further clarification.
· As the students work on their writing activity in pairs I will be circulating throughout the classroom to help students if they are stuck or to help them brainstorm ideas. The students will have the remainder of the period to complete this assignment so they will not have to finish it for homework, especially since it is a partner based activity.
· Once again I will be actively encouraging the students to share their work 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 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 from this lesson, recite it to me. This will help the information sink into their long term memory.
· Class dismissed.