Diana Cabcabin / Mulitple Subjects K-8 / Social Studies – History

Instructional Unit 
Part I: Lesson Introduction

Student Population 	10% White, 20% Asian American, 30% African American, 30% Hispanic, Mixed and Other 10%	
Grade Ability	Grades 10-11th
	
Content Area	Social Studies/History
	
Description of Textbook	Variety of sources including present text book, primary and secondary historical sources and independent documentary film.	
Unit Topic	Modern History: How the 20th Century opens with the Spanish American and Philippine American Wars 	
Unit Objective	To trace, comprehend and analyze the events related to, and the social, political and economic impact of, the Spanish-American and Philippine American Wars.  To draw comparisons across eras and regions in order to define enduring issues. 	

Instructional Unit 
Part II: Instructional Unit Lessons
Lesson Plan 1

Content Standards:
	National History Standard 2. The student comprehends a variety of historical sources. 3.  The student engages in historical analysis and interpretation.  5.  The student engages in historical issues-analysis and decision-making.	
Objectives:	Introduce the Modern Era (20th Century): What was the Spanish American & Philippine American Wars about?	
	Lesson Design	Materials
Needed	Student Grouping	
Opening 
(outcomes/purpose/expectations)
	Tell students that they will be learning about historical events in the next  three weeks that have significance because they showcased the United State’s entry to the world as a world power in the 20th Century.  
We will be looking at research, evidence and point of view.
Students will pose questions and make decisions about the meaning of historical artifacts.	
Slide to show
Photographs
Artifacts
Historical documents
News articles	
Whole Class	
Instructional Strategies

(specifically details a variety of strategies that are appropriate for students, includes adaptations for special needs learners, and uses various modalities)
	
-- Slide show on “Historical Perspectives and the role of media, propaganda and journalism in this era”. 
-- Note taking from the slide-show including use of advance organizer. 
-- Mixed ability study groups assigned for presentations. –(Study groups will meet outside of class to complete assignments as homework).
-- Small group work on: Terms and Concepts, Political Cartoons and Historical Context;
-- Assignment info: Research Paper/Bibliography is assigned on a topic related to the social, political and economic impact of, the Spanish-American and Philippine American Wars.  To draw comparisons across eras and regions in order to define enduring issues
Adaptations throughout Unit: 
-	Frontload vocabulary and concepts – multiple ways of communicating meaning
-	Post visuals – posters, timeline charts, artifacts in room e.g., walls, table
-	Advance organizers in note-taking, small group work, group presentations, binders, research paper
-	Small mixed ability group – used to differentiate  readiness
-	Differentiated pairs used to complete binders using checklist, and for review
-	Differentiating communication/technology to be used in group presentations.
-	Research papers – to  differentiate interest/
choice by providing choice of topics.
-	Overall for Unit – is  differentiated by using knowledge of multiple intelligences in the Final Assessment Rubric
-- Assignment given for Research Paper/Bibliography due date - students assigned to a topic related to the social, political and economic impact of, the Spanish-American and Philippine American Wars.  To draw comparisons across eras and regions in order to define enduring issues.
	
Narrated slideshow produced from: 
--10th Grade Textbook- World History: The Modern Era, Prentice Hall 2007
11th Grade Textbook – The Americas: Reconstruction to the 21st Century
NcDougall-Mittell 2006
--Resistance in Paradise, American Friends Service Committee (AFSC) Teacher Curriculum, 1998

Binder paper for Cornell Notes, Copies of Advance Organizers; 

Handouts for Small group work

Instructions/Rubric for Research Paper/Bibliography

Instructions/Rubric for Binders

Students will be divided into groups of 4-5 students (mixed abilitys)	
Student Activities

(details meaningful activities, collaboration, direction, practice/application, feedback)	--Note-Taking
--Cooperative Study Groups assigned to present on Unit; 
--Small group work for discussion on History & Point of View, p.14, AFSC guide: Terms and Concepts

Review all vocabulary and concepts (alone or in pairs)	
Binder Paper
Handouts: Lapu Lapu & Magellan p. 15, AFSC guide;  
Terms & Concepts, p.17-18, AFSC guide	

Mixed ability groups

Alone/differentiated pairs	
Closing
(connections/summary/reflections)	Reflective discussion on overview for the unit
Meet with cooperative study groups.	
Binder Paper
	
Whole class	
Assessment of Student Learning
	Quality of note-taking
Quality of time spent with study groups – student check lists	T. observation notations on students	Students work independently on checklist	
Extension of class work
	Study groups meet outside of class to research, write and prepare to do a presentation 		
Mixed ability groups	

Lesson Plan 2
Content Standards:
	CA Research, Evidence, and Point of View 
2. Students pose relevant questions about events they encounter in historical documents…artifacts, photographs, maps, artworks, and architecture… 
CA Standard 10th Grade: World History, Culture and Geography-the Modern World 
10.4 Students analyze patterns of global change in the era of New Imperialism in…: Southeast Asia, Latin America, and the Philippines etc... 
CA Standard 11th Grade: U.S. History and Geography-Continuity and Change in the 20th Century 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. 	
Objectives:	To gain knowledge and comprehend the social impact of political cartoons on citizens 	
	Lesson Design	Materials
Needed	Student Grouping	
Opening 
(outcomes/purpose/expectations)
	Ask students if they’ve ever heard of “Uncle Sam”.  Who and what was he?
Tell students that we will be looking at political cartoons published widely in the turn of the century.  How can cartoons make such an impact on people?
This was a period of time when colonies were established.  Political cartoons reflected widespread  sentiments of the time. 	
Old Political Cartoons	
Whole class	
Instructional Strategies

(specifically details a variety of strategies that are appropriate for students, includes adaptations for special needs learners, and uses various modalities)
	Note-taking of Slide show on political cartoons and concepts which explain the impact of  Spanish-American War and Philippine American War periods. 
Concepts are introduced in slide show: 
Global change
Imperialism 
Latin America
Southeast Asia
Industrial economies 
Colonialism
National security
Strategic advantage
Two of the student groups do presentations on assigned topics on 4 concepts each.
-- Adaptations (as indicated in Lesson 1)	

Slide show produced from:

--10th Grade Text- World History: The Modern Era, Prentice Hall 2007
--11th Grade Textbook – The Americas: Reconstruction to the 21st Century
NcDougall-Mittell 2006
--Slides of 
Political cartoons from AFSC guide p.19-23

Chart paper

Whole class

Assigned groups 

Small group

	
Student Activities

(details meaningful activities, collaboration, direction, practice/application, feedback)	--Students examine, describe and explain social impact of political cartoons of colonies during the Spanish American and Philippine American War. Students apply concepts/vocabulary: 
Global change, Imperialism 
Latin America, Southeast Asia, Industrial economies 
Colonialism, National security, Strategic advantage
--Small group work on Political Cartoons & Historical Context, handouts, P. 19-23

Review vocabulary and concepts (alone or in pairs)
	Political cartoons;
Advanced organizers:
--Analogy organizer, 
--Time sequence organizer, 
--Process/
Cause-Effect organizer	

Mixed ability groups to begin advance organizers

Alone or in differentiated pairs to complete advance organizers	
Closing
(connections/summary/reflections)	Reflective and summary writing in student journal, citing connections if any.
	
Student journal	
Alone or in differentiated pairs	
Assessment of Student Learning
	Completion of advance organizers and journal and summaries in Notebooks/Binders	Student binders		
Extension of class work
	Study groups meet to research and prepare group presentation	

Lesson Plan 3
Content Standards:
	CA Standard 10th Grade: World History, Culture and Geography-the Modern World 
10.4 Students analyze patterns of global change in the era of New Imperialism in …Southeast Asia, atin America, and the Philippines. 
10.4.1. Describe the rise of industrial economies and their link to imperialism and colonialism 
CA Standard 11th Grade: U.S. History and Geography-Continuity and Change in the 20th Century  11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. 
11.4.2. Describe the Spanish-American War and U.S. expansion in the South Pacific. 	
Objectives:	To retell and comprehend the story of the colonization of Guam.	
	Lesson Design	Materials
Needed	Student Grouping	
Opening 
(outcomes/purpose/expectations)
	Ask students if they know of the Pacific territories known as the Marianna Islands.  Ask if they can guess why or how Guam became a colony of Spain and then the U.S.

	
Old Map of the world and the Marianna Islands:
Slide from AFSC guide p. 129: Cartoon: A Political Prisoner	
Whole class	
Instructional Strategies

(specifically details a variety of strategies that are appropriate for students, includes adaptations for special needs learners, and uses various modalities)
	
-- Note-taking of Film: Living Along the Fence line – Story of Guam.  Introduce concepts: Colonial rule,
Moral issues, Missionary impulse, Material issues,  Nation building, Geopolitical, Cultural
-- Small group work on land seizures p. 115-118, AFSC guide
-- Three groups presentations on 3-4 assigned concepts
--Adaptations (as indicated in Lesson 1)	Advance organizers: 

Handouts from AFSC guide, p. 115-128, Land Seizures, Readings: Three Images of Guam, I was Imprisoned for Twenty One Years, A Song and Two Poems

Chart paper	Whole Class

Small groups	
Student Activities

(details meaningful activities, collaboration, direction, practice/application, feedback)	Students examine, describe and diagram the colonization of Guam as a result of the Spanish-American.
Students apply concepts and vocabulary: 
Moral issues, Missionary impulse, Colonial rule, Material issues, Nation building, Geopolitical, Cultural

Review vocabulary/concepts (alone or in pairs)

	Analogy organizer, Checking my Understanding,
Rubric for Analogy, 
Checking for understanding-Vocabulary, rubric for Vocabulary,
Descriptive Pattern organizer, Episode Patter Organizer
	Whole Class

Small groups	
Closing
(connections/summary/reflections)	
Reflective journal writing, summary and connections	
Journal

	
Assessment of Student Learning
	Completion of advance organizers and journal and summaries in Notebooks/Binders	Completed Binders		
Extension of class work
	
Study groups meet to research and prepare group presentation

Lesson Plan 4

Content Standards:
	CA Standard 10th Grade: World History, Culture and Geography-the Modern World 
10.4 Students analyze patterns of global change in the era of New Imperialism in… Southeast Asia, Latin America, and the Philippines… 
10.4.1. Describe the rise of industrial economies and their link to imperialism and colonialism. 
CA Standard 11th Grade: U.S. History and Geography-Continuity and Change in the 20th Century
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century. 
11.4.2. Describe the Spanish-American War and U.S. expansion in the South Pacific. 	
Objectives:	To retell and comprehend the story of the colonization of Hawaii	
	Lesson Design	Materials
Needed	Student Grouping	
Opening 
(outcomes/purpose/expectations)
	Ask how many students have been to Hawaii.  Ask if they knew that Hawaii used to be an independent “sovereign nation with a government and culture of it’s own before it became a U.S. state.  The story of Hawaii is part of the story of the Spanish-American War and expansion of the United States.	Old Map of the U.S. and Hawaii; Visual Prop of Hawaiian Royalty	
Whole class	
Instructional Strategies

(specifically details a variety of strategies that are appropriate for students, includes adaptations for special needs learners, and uses various modalities)
	Note-taking of Film: Living Along the Fenceline – Story of Hawaii.  Introduce 3 concepts: 
Military, Economic, Hegemony

-- last group does presentation on 3-4 concepts
-- small group work on Annexation: Support and Opposition and Protest Poetry: A “No Fight Fight”, other articles about Hawaiian resistance issues/problems
Adaptations (as indicated in Lesson 1)	
Film

Readings from
AFSC guide p.
137-150:
Hawaiian Resistance to Annexation, NY Times article on Annexation, Senate House Resolution excerpt; 
Poem: No Fight Hawaiians

Chart paper	
Whole group

Small group

	
Student Activities

(details meaningful activities, collaboration, direction, practice/application, feedback)	Students examine, describe and diagram the colonization of Hawaii as a result of the Spanish-American War.
Students define all concepts and vocabulary including: 
Military
Economic 
Hegemony

-- Review All concepts and vocabulary (alone or in pairs)

	Advance Organizers:
-- Analogy organizer,
-- Checking my Understanding,
-- Checking for understanding-Vocabulary,
-- Descriptive Pattern organizer,
--Episode Pattern Organizer	
Mixed ability groups and Alone or in differentiated pairs
	
Closing
(connections/summary/reflections)	
Reflective journal writing, summary and connections
	
Journal
	
Alone or in differentiated pairs	
Assessment of Student Learning
	Completion of advance organizers and journal and summaries in Notebooks/Binders	
Rubric	
Alone or in differentiated pairs	
Extension of class work
	
Study groups can meet to complete advance organizers, binders, discuss concepts…

Lesson Plan 5

Content Standards:
	CA Standard 10th Grade: World History, Culture and Geography-the Modern World 
10.4 Students analyze patterns of global change in the era of New Imperialism in…Southeast Asia, Latin America, and the Philippines… 10.4.1. Describe the rise of industrial economies and their link to imperialism and colonialism. 
CA Standard 11th Grade: U.S. History and Geography-Continuity and Change in the 20th Century  11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.  11.4.2. Describe the Spanish-American War and U.S. expansion in the South Pacific. 	
Objectives:	How did the Philippines become a colony of Spain and then the United States and what was the reaction of Filipinos?	
	Lesson Design	Materials
Needed	Student Grouping	
Opening 
(outcomes/purpose/expectations)
	Ask students if any of them know where the Philippines is located in the Pacific Ocean.  The Philippine-American War came after the Spanish-American War but why don’t many people know about it?  It was a controversial period of U.S. history.
	
Old Map of the world; map of the Pacific Ocean and the Philippines	
Whole class	
Instructional Strategies

(specifically details a variety of strategies that are appropriate for students, includes adaptations for special needs learners, and uses various modalities)
	-- Film: Living Along the Fenceline: The story of the Philippines and the Trailer  

-- Final assessment is a Research Paper (students topic from several options

Formal Assessment: multiple subject and fill in the blanks

--Adapations (as indicated in Lesson 1)

	Film

AFSC guide p. 160-183, handouts:  Reading on Differing Views of Annexation, Letters from US Soldiers in the Philippine-American War, US Military Bases in the Philippines

Formal Assessment

Formal Assessment	Whole group

Independent	
Student Activities

(details meaningful activities, collaboration, direction, practice/application, feedback)	-- Note-taking of Film: Living Along the Fenceline – Story of Philippines.  
Introduce 3 concepts: Military
Economic
Hegemony

-- Review All concepts and vocabulary (alone or in pairs).
	Analogy organizer, Checking my Understanding,
Rubric for Analogy, 
Descriptive Pattern organizer, Episode Pattern Organizer	Whole class	
Closing
(connections/summary/reflections)	
Reflection	

	
Whole class	
Assessment of Student Learning
	1. Rubic of Completed binders which include all notes, advance organizers, readings, vocabulary/concepts and journals;
2. Rubic of Research paper on selected topic with Historical Investigation Graphic Organizer;
3. Formal Assessment-focused on vocabulary/concepts, knowledge	Journal in Binder,
Research Paper,
Formal Assessment		
Extension of classwork
	
N/A

Bibliography

American Friends Service Committee (AFSC) and Office of Curriculum Support, School District of Philadelphia, Resistance in Paradise: Rethinking 100 Years of U.S. Involvement in the Caribbean and the Pacific, Philadephia, PA 1998:
Contributors to Lesson Plans of Resistance in Paradise:

Pinguel, Baltazar; Wei, Debra and Shalom, Stephen R., Overview and Chapter 1: Reframing the Spanish American War in the History Curriculum
Hattori, Anne Perez; Camacho, Keith Lujan; Manibuusan, Erwin Bordallo; Sablan, Joaquin Sebeda; Hattori Sasaki, Mary Perez; Chapter 5: Guam, Marianna Islands
Kamakawiwo’ole Osorio, John, Au, Wayne; Silva, Noenoe; Overview; Chapter 6: Hawaii of “Reframing the Spanish-American war…”
Pinguel, Paltazar; Fabillar, Eliza; Shalom, Stephen R.; Bautista, Teresita; Obtal, Rene; Penaranda, Oscar; Chapter 7: The Philippines - Readings

Danzer and Krieger, The Americas: Reconstruction to the 21st Century (Eleventh Grade Text Book), McDougall-Mittell, Illinois, Boston and Dallas 2006

Ellis and Esler, World History: The Modern Era (Tenth Grade Text Book), Prentice Hall, NY, NY 2007

Gregory, Gauyle H. and Kuzmich, Lin, Data Driven Differentiation in the Standards-Based Classroom, Corwin Press, Thousand Oaks, CA 2004.

Hoshino, Lina and Kirk, Gwyn, Film: Living Along the Fence Line, Independent Documentary: info@manythreads, 2010.

Marzano, Norford, Paynter, Pickering and Gaddy, A Handbook for Classroom Instruction that Works, Association for Supervision and Curriculum Development, Alexandria, VA 2001.