519+Agenda+2.17.12

//** Today's Notes - woot woot! Recorded by Susan McDaniel :) **//
 * Whitney's Shakespeare Contact - primarily for English folks but still a really cool resource that is free for teachers sponsored by the Civic Theater
 * [[file:SIS Program.pdf]]
 * 1st half of class = demo lesson / 2nd half of class = brainstorming ways to incorporate AL into student teaching strategies in groups
 * 1st Half: Demo Lesson
 * Setting the Stage: History Class - students have already participated in set on WWII and have general understanding of the time period/ events etc.
 * Anticipatory Set - video clip of "Night Crossing" (see clip below) - challenged to focus on 2 things (written on board):
 * 1. What is the family doing and why?
 * 2. What is the question asked to the police at the end?
 * Once clip was over - split into groups to discuss the questions - come back together to answer questions
 * Answer #1: Escaping from East Germany to the West
 * Overall class believed that they were escaping
 * Answer #2. Are we in the West?
 * Anny Background information on the movie and led the class in the following discussion
 * What is the perspective? - Detailed what a perspective really is - ' the way you see or feel things compared to other people'
 * Jeremy - the family believed that there was a better place somewhere else
 * Anna - their lives depended on this successful escape
 * Anny -
 * Family had a perspective of victory and freedom
 * East German Police had a totally different perspective of anger, disappointment, and shame
 * The reason people see things depends on their motives and interests
 * What is a motive? What is your motive in coming to class today?
 * - Kinsey - 'a reason for doing things'
 * Aimee - I paid GOOD MONEY to be here! I'll take advantage of it.
 * What is the motive of the family?
 * Better Life
 * What is the motive of the E. G. Police?
 * Job/ responsibility, control, consequences
 * Different perspectives and motives are always in play throughout all of history.
 * Bringing it on home - Have you ever ran to your parents to complain about a sibling?
 * There are different perspectives from both sides of the argument.
 * What are the 2 main focus points of today?
 * Motive & Perspective - Break into same groups and define the words
 * Come back together, nominate people for great definitions of the words & they wrote the definition on the board - multiple answers given
 * Perspective
 * Different opinion or view of the same event
 * A way of seeing things based on your life
 * Motive
 * A reason for doing anything - (a reason for killing somebody lol - in legal terms!)
 * A reason to do something or not to do something
 * FAST FORWARD - Anny told us her activity that helped students understand greater 'facts' about the Berlin Wall and events that occurred during the time.
 * Anny - Although these 'facts' give you information, they do not present the multiple perspectives that occur consistently throughout the time
 * Handed out "Multiple Perspectives on the Berlin Wall" worksheet that challenges students to compare/contrast the perspectives of the West German/American Perspective and the East German/Soviet Perspective
 * Anny - What is the perspective? Did every East German in agreement of soviet policy? etc. - posed questions to the class to get them thinking for the purposes of this task
 * Additional Video (see below) - Background information - AL given on the Berlin Wall and when if fell compared to the time period of the video
 * While watching this video, individually begin to fill out the "Multiple Perspectives on the Berlin Wall" worksheet
 * Anny - NOTE: notice the motives based on what you said and what you see them trying to communicate
 * 1st Perspective given by video - From the West German Perspective
 * 2nd Perspective given by pamphlet - From the East German Perspective
 * Anny - After 1st video clip, gave students an insert from a brochures from a perspective of the East German perspective "what you should know about the wall"
 * Nick was volunteered to read it out loud
 * Anny "took active notes" to display the main concepts of the text
 * Main concepts included: who is the audience, what is the motive, to convince the world (foreigners) and help them understand the wall
 * Class was given a pamphlet to convey the East German perspective - students got with partners to discuss the pamphlet and fill out the sheet
 * AL clarity - West Germany Capital = Bonn - be prepared to see this in the pamphlet, if you see this they are referring to the West German people, Brandt = President of West Germany. Easter Germany includes Berlin. Just to clarify any confusion in your reading.
 * During reading Kinsey posed the question of what DDR/GDR - Anny clarified as German Demogratic Republic for the EAST. FDR corresponds to the Republic of the WEST.
 * FAST FORWARD
 * Debrief the discussion to help them fill in the blanks on the bottom of the worksheet - came back together as a class and discussed their ideas
 * From the __EAST GERMAN__ perspective, the wall was built in order to __protect, prevent war, promote security__
 * NOTE - Students must say the entire sentence starting with "from the perspective.... " when answering the question
 * From the __WEST GERMAN__ perspective, the wall was built in order to __maintain control//,// keep people from freedom and democracy, not good reason at all__
 * After discussion of both perspectives - students had time to individually fill in the blanks on their worksheet based on the knowledge they had absorbed throughout the discussion and activities
 * After filling in the blanks, students then picked a new partner and shared their perspective statements.
 * END DEMO
 * Discussion -
 * Summary of where this lesson would go:
 * 2 day lesson!
 * Working up to writing a paragraph where students identify E/W German perspectives and then develop their own
 * AL has been scaffold into the lesson, but it is a scaffold only - to be built upon
 * IE of next lesson - given another reading assignment (text that is not simplified) where students are to pick out the AL surrounding perspective, motive, counterargument, trends, similar pattern etc. and then discuss those words, what they mean, and how to use them in dealing with perspective
 * Additional words to discuss and/or at minimum have posted on the walls to help give them language to use include: From this perspective, in contrast, based on, similarity
 * Writing Task - Write a paragraph analyzing the official perspectives of the E/W Germans about the Berlin Wall. Explain the motives and interests of each side. Finally describe your perspective. What is your interpretation of the reasons for and effects of the Berlin Wall.
 * Discuss the question and clarify for students ONE STEP AT A TIME - give them the process, depending on the class, that is not mandated by any means but may be of special use for how to attack this question
 * RD - explain criteria expected for a RD and how it is assessed
 * rubric ie: shows multiple perspectives, appropriate academic language, personal perspective is supported with evidence
 * Logic & Planning of Lesson:
 * Started with content - not standard
 * What is content that I think is valuable, that is interesting, that I have good materials for
 * If you have great standards with uneventful resources to meet the standard - who cares?
 * 4.3 - Understands that there are multiple perspectives and interpretations of historical events
 * GLE - 4.2.1 Analyzie the motives and interests behind an interpretation of a recent event
 * NOTE - AL was taken exactly from the STANDARD & GLE
 * Then, ZWIERS foundation for working with ELL's was put into place
 * 1st Step - Content -
 * 2nd Step - Big Idea - History is an interpretation - not a black and white
 * 3rd Step - Thinking - to strengthen abilities to discern motives from multiple perspectives and critically examine sources
 * 4th Step - Identify AL - what are the key words/concepts that will be addressed from start to finish - what are the brick/mortar terms that need to be addressed
 * 5th Step - Objective - SWBAT (???) identify several major differences between the West and East German perspective on the Berlin Wall and draw a conclusion based on consideration of the diverse perspectives
 * Student Discussion/Comments:
 * Anna - might be too much perspective for one day - it might be better to break it into multiple days with East being ONE DAY and WEST being THE NEXT DAY - to help minimize confusion and maximize understanding of each different perspective separately and then be able to bring them together
 * Josiah - Focusing on Pre/During/Post - looking at the lesson, it looked too structured, but given the lesson the FLOWED perfectly
 * Anny - in planning, I was deliberate in Pre/During/Post - but yet, it is all layered throughout - it builds on each other consistently
 * John - Worksheet was confusing because it doesn't ask what the motive actually was - having the wall? building the wall? seeing the wall? what? Addressing 'The motive FOR _' would have been helpful in helping to understand what the perspectives really were based on a specific event- gives more concrete staples for developing an opinion
 * Kinsey - also confused about what the motives actually were - were they they based on the same thing?
 * Anny - the ultimate motive for W- motive was preserving an island of freedom and democracy but that was not clearly worded
 * NOTE - ALWAYS, thank students for their opinion, everything is valid and serves purpose - Anny does a great job of that
 * Anny - Content & matter 1st!!! Start with that, and work your way down the steps that Zwiers presents in order to best meet the needs of ELL's - the way you engage kids is COMPELLING content - not brides, threats etc. It starts with the content - it has to catch their attention, then go to the standards, then pull it together.... but it has to be CONTENT driven. That is one of the biggest mistakes - developing lessons based on GLEs/Standards - it minimizes the impact the content will actually have on the students
 * Miechelle - That is one of the biggest battles teachers are facing is fighting the system and being allowed to teach things that are more student driven and more creative - some books are mandated curriculum - the challenge then becomes to find a way to make it creative and COMPELLING to the student
 * Anny - its so easy to sabotage ourselves with something as simple as a worksheet - be careful on how you design activities! It could make or break the lesson
 * Review/ Flow Chart for Planning an Amazing Lesson
 * 1st Step - CONTENT/ MATERIALS - with kids in mind (are you thinking kids first or content first?)
 * Textbooks are best used by the teacher, not by the student. It's not that the textbook is bad, it's that is typically used as the sole source of curriculum - should be viewed more as a resource
 * You use the textbook, don't let the textbook use you
 * 2nd Step - MATCH TO STANDARDS/ PRESCRIBED CURRICULUM
 * You use the standards, don't let the standards use you!!
 * They are your friends, not foes!
 * Don't start with them, start with content and then match a standard - that makes it much easier
 * 3rd Step - WHAT REALLY MATTERS - what is the big idea
 * 4th Step - CONTENT (Zwiers suggests - content, big idea, thinking skills, & language)
 * 5th Step - IDENTIFY LESSON OBJECTIVE
 * 6th Step - PLAN THE LESSON

12:00 - 12:05 - Welcome and Good News

12:05 - 1:15 - Demo Lesson & Debrief


 * Multiple Perspectives and the Berlin Wall**
 * 4.3 Understands that there are **multiple perspectives** and **interpretations** of historical events.

GLE: 4.3.1 ** [|Analyze] s** the **motives** and **interests** behind an [|interpretation] of a recent event.


 * Content: ** To understand the basic arguments for and against the Berlin Wall in light of the larger climate of the Cold War.
 * Big Idea: ** History is an interpretation not a black and white statement of facts.
 * Thinking ** : To strengthen abilities to discern motives from multiple perspectives and critically examine primary sources.
 * Academic Language ** : To develop language used to interpret historical texts and describe events from multiple perspectives.
 * From this perspective, . . ..
 * In contrast, . . ..
 * Similarly, . ..
 * Based on . ..
 * While some believe that . ..
 * suggests that . ..
 * motives and interests
 * multiple perspectives


 * Objective: ** SWBAT identify several major differences between the West- and East- German perspective (US vs. USSR) on the Berlin Wall and draw a conclusion based on consideration of the diverse perspectives.

(Prior Knowledge: Students have participated in an extensive unit on World War II – including how it ended - and the origins of the Cold War.)

[]
 * I. Introduction ** (Pre-activity) – Night Crossing Clip -

(Write bolded words on the board with student-generated definitions)
 * During-viewing - As you are watching this clip, try to figure out what the family is doing and pay attention to the question the man asks the police officer near the end. Write it down.
 * Post-viewing – Discussion
 * What do you think is going on here?
 * What question did the man ask?
 * What is the **perspective** of the family? (How do they feel about their escape?) Who else might have an **interest** in this event? What is another perspective? What do you think were the **motives** of the family?


 * II. Basic facts ** about the Berlin Wall (distribute cards to students; have them form a timeline)
 * 1961 – August 13 – The border between East and West Germany is closed. Barbed wire and a fence is put up.
 * 1963 – Dec 17 – The East German government agrees to let West Berliners visit relatives in East Berlin although there are strict rules.
 * 1966 – 1976 – The wall is strengthened with increasingly dangerous consequences for those who attempt to cross over.
 * 1961 – 1989- About 10,000 people attempt to escape East Berlin; around 5000 succeeded.
 * Nov 9, 1989 – The Berlin Wall falls

These are the basic facts, but they don’t tell the whole story – the multiple perspectives at play here.

[]
 * III. Watch American propaganda video **


 * During viewing – take notes on handout with the headings
 * Motives of the West Germans/Americans
 * Motives of the East Germans/Soviets
 * Post Viewing:
 * Write a three sentence summary of the general perspective of this film: From the perspective of this film, the Berlin Wall was __for these reasons:__, , and ___.
 * Discuss: What is your perspective?

[]
 * IV. East German brochure **


 * During reading: Read and take notes:
 * Motives of the West Germans/Americans
 * Motives of the East Germans/Soviets
 * Post Viewing:
 * Write a three sentence summary of the general perspective of this film: From the perspective of this brochure, the Berlin Wall was __for these reasons:__, , and ___.
 * Discuss: What is your perspective?


 * V. Writing Task **


 * Models (Point out the language used to signal multiple perspectives.)


 * While not all Southerners saw themselves as fighting to preserve slavery, most of the officers and over a third of the rank and file in Lee's army had close family ties to slavery. To Northerners, in contrast, the motivation was primarily to preserve the Union, not to abolish slavery. [6] Abraham Lincoln consistently made preserving the Union the central goal of the war, though he increasingly saw slavery as a crucial issue and made ending it an additional goal. [7] Lincoln's decision to issue the Emancipation Proclamation angered both Peace Democrats ("Copperheads") and War Democrats, but energized most Republicans. [8] By warning that free blacks would flood the North, Democrats made gains in the 1862 elections, but they did not gain control of Congress. The Republicans' counterargument that slavery was the mainstay of the enemy steadily gained support, with the Democrats crushed at the 1863 elections in Ohio when they tried to resurrect anti-black sentiment. [9] []


 * What these overall trends generally mask, however, are highly divergent trends among Republicans and Democrats. As noted above, the proportions of Democrats agreeing that global warming is already happening, that most scientists believe it is occurring, and that it poses a serious threat have increased substantially over the past decade. In contrast, the proportion of Republicans agreeing that global warming is already happening has declined a bit, while the proportions agreeing that most scientists believe global warming is occurring and that it poses a serious threat have both increased only modestly. The proportion of Republicans who believe news of global warming’s seriousness is exaggerated has grown considerably over the past decade, while the proportion of Democrats expressing this view has declined. A similar pattern of diverging partisan views has also occurred on the issue of attributing global warming to human activities.  These trends have led to stark differences in Republicans and Democrats’ current views of global warming. The claim that environmental protection would be a “motherhood” issue that would unite the nation, commonly made in the early 1970s, has clearly not come to pass—particularly when it comes to global warming.  []


 * From this perspective, . . ..
 * In contrast, . . ..
 * Similarly, . ..
 * Based on . ..
 * While some believe that . ..
 * suggests that . ..
 * motives and interests
 * multiple perspectives
 * While, whereas, however


 * Introduce writing task:
 * Write a paragraph analyzing the official perspectives of the East German (Soviets) and the West Germans (Americans) about the Berlin Wall. Explain the motives and interests of each side. Finally, describe your perspective. What is your interpretation of the reasons for and effects of the Berlin Wall?
 * Discuss a possible process (brainstorm list of perspectives; order them; your perspective at the end)
 * Students write – this is a rough draft
 * Criteria: 1) paragraph shows multiple perspectives, 2) appropriate academic language is used, 3) personal perspective is supported with evidence

1:15 - 1:50 - Work on your own plans
 * VI. Closure ** ||  ||