Tech Integrated Lesson Plan

8/8/2019 Tech Integrated Lesson Plan

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1984 Novel Unit Designer: Laura Bagbey

Topic:

Day 3 Day 4

Entering the Text: Setting the Stage

Totalitarianism Scavenger Hunt(Technology Enhanced Lesson Plan)

Teaching Dates:

2ABFriday Feb 26, Mon Feb 28

3AMon Feb 28

3BFriday Feb 26

Grade Level:

Advanced 10

Time Frame:

Period 2AB: two 50 minute lessons

Period 3A: 90 minute lesson

Period 3B: 90 minute lesson

Description of Students: 10th

grade

Advanced English students. About an

even distribution of boys and girls. 1

African American student in each class.

2AB very chatty.

Objectives:

y By the end of the lesson, the students will be able to orally define the Newspeak wordThoughtcrime as it appears in George Orwells 1984.

y By the end of the lesson, the students will be able to define totalitarianism and provide atleast three examples of totalitarian regimes that came to power in the 20th century.

y By the end of the lesson the student will have an in-depth knowledge of one 20th centurytotalitarian regime as demonstrated by their completion of the webquest activity and

their oral group presentation.

SOL Objectives:

10.3 The student will read, comprehend, and critique literary works

10.1 The student will participate in and report on small-group learning activities

a) Assume responsibilities for specific group tasks.

b) Participate in the preparation of an outline or summary of group activity.

c) Include all group members in oral presentation.

d) Use grammatically correct language, including language appropriate to the topic,audience and purpose.

10.11 The student will collect, evaluate, organize, and present information.

a) Organize information from a variety of sources.

b) Develop the central idea or focus.

c) Verify the accuracy and usefulness of information.

d) Credit sources for both quoted and paraphrased ideas.

e) Present information in an appropriate format, such as an oral presentation, written

report, or visual product.

f) Use technology to access information, organize ideas, and develop writing.


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Assessment:

Formative: The students will demonstrate theirknowledge of Totalitarianism by asking and answering

questions during the lecture. Students will show theirexpanding knowledge of 20

thcentury regimes by

participating actively in group discussions.

Summative: By the end of the lesson the students willdemonstrate their understanding of Totalitarianism and

Totalitarian Regimes throughout the 20th

century asassessed by a written copy of the webquest activity and

an oral presentation of the material.

Resources:

y 1984 texty Teacher Generated Close Reading:

Setting Sheet

y Power Point Projectory

Teacher created MLA Citation Guidey Teacher generated Scavenger Hunt

sheets

y Teacher generated Webquest sheetsy Computer carts


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Content:

Answers to Guided Reading Questions provided in the teacher copy of Guided Reading Packet

Totalitarianismform of government that theoretically permits no individual freedom and that seeks

to subordinate all aspects of the individuals life to the authority of the government.- Benito Mussolini coined the term totalitario in the early 1920s to describe the new fascist stateof Italy, which he further described as all within the state, none outside the state, none

against the state.- By the beginning of WWII, totalitarian had become synonymous with absolute and

oppressive single-party government- Totalitarian regimes maintain their power through: secret police, propaganda disseminated

through the media, the elimination of open criticism of the regime, and the use of terror tactics.- During the Cold War, the term totalitarian fell into common usage in the U.S. to describe just

about any nationalist, imperialist, fascist, and communist regime. However, many scholarsargue that to be truly totalitarian, every aspect of an individuals life become subject to the state

including education, occupation, income, recreation, religion, and often family relationships.- Some scholars require a cult of personality around a charismatic great leader of the regime.Orwells ideas about personal freedom and state authority developed when he was a British colonial

administrator in Burma. He was fascinated by the effect of colonialism on the individual person,requiring acceptance of the idea that the colonialist oppressor exists only for the good of the oppressed

people.

Orwellian is a term that has come to describe the situation, idea, or societal condition that GeorgeOrwell identified as being destructive to the welfare of a free society. It connotes an attitude and a

policy of control by propaganda, surveillance, misinformation, denial of truth, and manipulation of thepast practiced by modern repressive governments.

HitlerMussolini

StalinMao

Pol-Pot (Saloth Sar)Kim Il-Sung (Kim Song Ju)


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Instructional Strategies and Timings:

Reader Response(10 minutes)

It was a bright cold day in April and the clocks were striking thirteen.

What does this opening sentence suggest about the book?

Go over Guided Reading Questions for Chapters 1 &2(15 minutes)

- Call on individual students to share their answers.- Discuss ThoughtcrimeThoughtcrime is thinking anything against the Party. Orwell describes

it as the essential crime that contained all others in itself. Thoughtcrime could not be

concealed forever. Eventually the Thought Police would get whoever committed thoughtcrime.Winston committed an act of thoughtcrime when he wrote in his diary.

Mini-Lecture on Totalitarianism(10 minutes)

- Instruct students to take notes.- Present information using Power Point projector.

Group Work: Close Reading of the Text: Setting (15 minutes)

- Divide students into groups using the paint chip system- Pass out setting worksheets- From their reading of Chapters 1 & 2 instruct students to write down at least 10 details that

show how unpleasant Life if in Airstrip One, or the Partys London.

***********************************************************************************

Totalitarianism Webquest -(50 minutes)- (5 min) Assign students to groups by assigning them to one of the following names:

Hitler, Mussolini, Stalin, Mao, Pal-Pot, Kim Il-Sung- Pass out the MLA Citation Guide and Webquest sheets, welcome students to use the computer

carts and allow students to begin researching their assigned leader/regime- Inform students that they will be presenting this material at the end of the webquest- (30 min) Groups are to research their assigned leader/ regime- (15 min) Groups report on their leader/ regime to the class

Instruct students that every student must share.s

If students complete this activity with some time left in the class, they may begin reading chapters 3 & 4.


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Multi-disciplinary connections:

Digital Literacy

Adaptations:Student with an IEP in 3B has a

Behavioral Intervention Plan (one nonverbal

cue for behavior when possible, two verbal

warnings or a warning of direct consequence,

private discussion, if behavior continues seek

outside help) and requires positivereinforcement in all classes daily.

Differentiated Instructional Support:Instruction is differentiated according to learner needs to help all learners either meet the intent of the

specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).

Gifted / Talented:

y If a student completes the activity quickly, assign him or her a second leader to research.y Extensionask the student to transform his or her answers into a well thought out 3-paragraph

response.

Struggling:

y If a student has difficultytaking notes provide that student with a blank notes outline to scaffoldthe note-taking activity.y Circulate the classroom during the webquest activity to answer questions and provide support.

Citations:

http://www.britannica.com/EBchecked/topic/600435/totalitarianism

http://www.netcharles.com/orwell/articles/col-totalitarianism.htm

http://www.wikipedia.com

MLA information: http://honolulu.hawaii.edu/legacylib/mlahcc.html

Hitler Information: http://www.ushmm.org/

Pot-Pol Information:

www.americaninstituteforhistoryeducation.orghttp://www.unitedhumanrights.org/Genocide/pol_pot.htm

http://www.historyplace.com/worldhistory/genocide/pol-pot.htm

Kim Il-Sung Information:

http://news.bbc.co.uk/2/hi/country_profiles/1131421.stm

http://www.strategicstudiesinstitute.army.mil/pdffiles/pub644.pdf

http://www.msnbc.msn.com/id/3071466/ns/us_news-only_on_msnbccom/


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Reflection/Recommendations for Future Use:

SOE Student Teaching Competencies:1.Demonstrates understanding of subject matter and pedagogical knowledge for instruction.

6. Plans lessons that align with local, state, and national standards.

3. Demonstrates understanding of the central role of language and literacy in student learning:

y Understands the role of reading in student learningy Understands the role of writing in student learningy Understands the role of speaking in student learningy Understands the role of listening in student learningy Understands the role of viewing (i.e. interpreting visual representation) in student learningy Understands the role of illiteracies in student learning

9. Teaches based on planned lessons

y Communicates objectives of the lesson clearlyy Explains content accuratelyy Provides clear directions for student activitiesy Provides guided and independent practice of skillsy Summarizes/Reviews major concepts of lessons

20. Organizes for effective teaching

y Uses appropriate grouping strategies to align with instructional goals (e.g. cooperative groups, peergroups, small groups, whole groups)

y Organizes classroom for instructiony Has all materials needed on hand


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Name:_________________________ Date:________________________ Period:______

Close Reading: Setting

Directions: From your reading of Book One, Chapters 1 & 2 write down at least ten

details that show how unpleasant life is in the Partys London. The first has been done foryou.

1. The smell of boiled cabbage and old rag mats.2. __________________________________________________________________3. __________________________________________________________________4. __________________________________________________________________5. __________________________________________________________________6. __________________________________________________________________7. __________________________________________________________________8. __________________________________________________________________9. __________________________________________________________________10.__________________________________________________________________


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Close Reading: Setting

SUGGESTED RESPONSES

1. The smell of boiled cabbage and old rag mats2.

The lift not working

3. The picture of Big Brother4. The telescreen that cannot be completely shut off5. Coarse soap6. Blunt razor blades7. The state of the streets8. Snooping police patrols9. Telescreens that watch as well as transmit10.The rotting houses11.Uncleared bomb sites12.The frightening Ministry of Love13.The need for, and quality of, Vitory gin14.The packaging of Victory cigarettes15.Restrictions on going into ordinary shops16.Shortages (of shoelaces, razor blades)17.The war films18.Fear of being spied on19.The Two Minutes Hate20.The inevitability of being caught by the Thought Police


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MLA Citation Guide

BOOKS

One Author:

Author (Last, First).Title of Book. City of Publication: Publisher, Year.

Ex: Brinkley, Alan. The UnfinishedN

ation.N

ew York: Knopf, 1993.

Editor or Compiler:

y If the person named on the title page is the editor or compiler, rather than theauthor, add a comma then the abbreviation "ed." or "comp."

Ex: Carpenter, Allan, comp. Facts About the Cities. New York: Wilson, 1992.

Two or More Authors:

y List the names in the order they appear on the title page.y Only the first author's name should be reversed: Last Name, First Name.y Use a comma between the authors' names. Place a period after the last author'sname.

Ex: Rowe, Richard, and Larry Jeffus. The Essential Welder: Gas Metal ArcWelding Classroom Manual. Albany: Delmar, 2000.

y If there are more than three authors, name only the first and add et al., or give allthe names.

Government Agency as Author:

y Give the name of the government first, then the name of the agency.Ex: Hawaii. Office of the Auditor.Follow-up Audit of the Child Protective

Services System. Honolulu: State of Hawaii, 2003.

ESSAY, POEM, or SHORT STORY in an ANTHOLOGY

Author of Story. "Title of Story." Title of Book.Name of Editor. Edition (if

given). City of Publication: Publisher, Year. Page numbers.

Ex: Purcell, Arthur H. "Better Waste Management Strategies Are Needed to Averta Garbage Crisis." Garbage and Recycling: Opposing Viewpoints. Ed.

Helen Cothran. San Diego: Greenhaven, 2003. 20-27.

ENCYCLOPEDIAS and REFERENCE BOOKS

Author of Article (Last, First). "Article Title." Title of Book. City of Publication:

Publisher, Year.

Ex: Lesko, Leonard H. "Pyramids." The World Book Encyclopedia. 2001.


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INTERVIEWS

Interview Conducted by the Researcher:

Person Interviewed. Type of Interview (personal, telephone, email, etc.). Date.

Ex: Nakamura, Michael. Personal interview. 23 July 2004.

Broadcast Interview

y Add information for the television or radio broadcast.Clinton, Bill. Interview with Larry King. Larry King Live. CNN. 24 June 2004.

NEWSPAPER ARTICLES

y Take the name of the newspaper from the masthead, but omit any introductoryarticle: Honolulu Advertiser, not The Honolulu Advertiser.

y If the city of publication is not part of the newspaper's name, add it in squarebrackets: News and Observer[Raleigh, NC]y Give the complete date, but not the volume and issue numbers.y Specify the edition of the newspaper, if one is given on the masthead.y If the article is not on consecutive pages, write the first page number and a plus

sign: B1+.

Author. "Title of Article." Name ofNewspaper Date, edition: Page(s).

Daranciang, Nelson. "Sex Offender Web Site Debated." Honolulu Star-Bulletin 8Apr. 2004, night final ed.: A3.

VIDEORECORDINGS

Title. Director, Producer, and/or Writer. Medium. Distributor, Year.

Monet: Legacy of Light. Writ., dir, and prod. Michael Gill. Videocassette. Home

Vision, 1989.

TELEVISION PROGRAMS"Title of Episode or Segment." Title of Program or Series. Credit (Performer,

writer, etc). Name ofNetwork.Call Letters (if any), City of Local Station

(if any).Broadcast Date.

Ex: "Daddy Knows Best." Cold Case Files. Narr. Bill Kurtis. A & E. 6 Sept.

2004.

Ex: "Why the Towers Fell." Nova. PBS. KHET, Honolulu. 7 Sept. 2004.


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Name:_____________________________ Date:___________________ Period:_______

Webquest: Adolf Hitler

Teacher Guide

Directions: Read through the questions below before going to the websites for answers.That way you will know what to look for. As you surf the web, answers the questions.

The answers may not be in the same order as the questions.

Please site all your sources in MLA format at the bottom of the page.

1. What was Adolf Hitlers title between 1934 and 1945? (Provide the English and the

German.)

2. When translated into English, what does the word German Fhrer mean?

3. What was the Third Reich? What does this name suggest?

4. Following the Nazi seizure of power, Hitler relied on propaganda to spread the ideals

ofNational Socialism. List 3 of these aims.1.

2.

3.


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5. In 1933, Hitler established a Reich Ministry of Public Enlightenment and Propaganda.What was the aim of this office?

6. Define the term Aryan according to Nazi doctrine.

7. When was the first concentration camp established in Germany?

8. When were the concentration camps liberated (freed)?

9. About How many people were taken to concentration camps?

10. List the 3 main purposes of concentration camps:1.

2.

3.

11. Describe a Jewish Ghetto.

Suggested Resources:

http://www.ushmm.org/


14/23

Name:_____________________________ Date:___________________ Period:_______

Webquest: Benito Mussolini

Directions: Read through the questions below before going to the websites for answers.That way you will know what to look for. As you surf the web, answers the questions.

The answers may not be in the same order as the questions.


1.What was Benito Mussolinis official title after 1936?

2. Define Fascism.

3. What is the role of a worker in a Fascist state?

4. What is the position of religion in the Fascist state?


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5. Who were the squadristi or the Blackshirts as they were sometimes called?

6. What was Mussolinis attitude toward Italian youth? What was the OperaN

azionaleBalilla?

7. What does the acronym OVRA stand for? What was its purpose?

8.How did Mussolini use Propaganda to promote his regime?

9. Was Mussolini successful in achieving his ideal of all within the state, none outside

the state, none against the state. Explain.


Mussolinis definition of Fascism:http://www.fordham.edu/halsall/mod/mussolini-fascism.html

The 25 Points of the National Socialist Party Platform in 1922http://www.fordham.edu/halsall/mod/25points.html


16/23

Name:_____________________________ Date:___________________ Period:_______

Webquest: Joseph Stalin

Directions: Read through the questions below before going to the websites for answers.

That way you will know what to look for. As you surf the web, answers the questions.The answers may not be in the same order as the questions.


1.Who was the Man of Steel?

2. How did Stalin become the leader of Russia after the death of Lenin?

3. In what ways did Stalin try to change agriculture and industry in the Soviet Union?

4. How did Stalin try to eliminate opposition in the 1930s?


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5. What were some of the tactics used by Stalin to maintain his control over the SovietUnion?

6. What was the Great Purge (also known as the Great Terror)?

7. What was the NKVD?

8. What was the Gulag?

9. Stalin relied on propaganda to create a cult of personality. Explain.


18/23

Name:_____________________________ Date:___________________ Period:_______

Webquest: Mao Zedong




1. Who was Mao Zedong and how did he become leader of the Chinese CommunistParty?

2. Define Communism.

3. What was the Long March? How did it help Mao Zedong to solidify his control of theChinese Communist Party?

4. What was the Great Leap Forward?


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5. How did the Great Leap Forward affect the common people of china?

6. What was the Cultural Revolution?

7. Who were the Red Guards and what was their role in the Cultural Revolution?

8. Discuss the cult of personality surrounding Mao Zedong.

9. Mao remains a controversial figure to this day. Explain.


20/23

Name:_____________________________ Date:___________________ Period:_______

Webquest: Pol-Pot (Saloth Sar)




1. What country did Pol Pot lead? What was the name of this country under Pol-Pot?

2. What events allowed Pol Pot and the Khmer Rouge to come to power? How was the

United States involved in these events?

3. What was the Khmer Rouge?

4. Define Guerrilla War.


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5. What is the significance of Pol-Pot saying, This is Year Zero? What happened as aresult of this declaration?

6. What categories of people were among the Khmer Rouges supposed enemies?

7. Define Genocide.

8. When Pol-Pot came to power, the Khmer Rouge executed thousands of teachers. Whatwere the major goals of the new educational system?

9. Name the youth organization under Pol-Pot. What did they do?

10. Describe a day in the life for millions of Cambodian people under the Khmer Rouge?

11.What caused the collapse of the Khmer Rouge Government?

Suggested Resources:www.americaninstituteforhistoryeducation.org

http://www.unitedhumanrights.org/Genocide/pol_pot.htmhttp://www.historyplace.com/worldhistory/genocide/pol-pot.htm


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Name:_____________________________ Date:___________________ Period:_______

Webquest: Kim Il-Sung (Kim Song Ju)




1. What country did Kim Il-Sung lead?What does DPRK stand for?

2. What does Kim Il-Sung mean?

3. Define autocracy.

4. What was Kim Il Sungs motivation for his actions prior to the Korean War?

5. How did Kim Il-Sung use propaganda to create a cult of personality?


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6. How did Kim Il-Sung control information and other forms of media? (Hint: Thinkabout literacy.)

7. What is juche?

8. What is the Stunted Generation?

9. What are North Korean Gulags? Discuss the conditions.


http://news.bbc.co.uk/2/hi/country_profiles/1131421.stm

http://www.strategicstudiesinstitute.army.mil/pdffiles/pub644.pdf

http://www.msnbc.msn.com/id/3071466/ns/us_news-only_on_msnbccom/

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Tech Integrated Lesson Plan