L4+Grivois,Timothy


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Mr. Grivois
 * Date of Lesson:** 4 - Empathy
 * Grade Level:** 9/10
 * Topic:** United States Democratic Structure and Origins

__**Objectives**__

 * Student will understand that** t he roots of democracy in the United States set the standard for the growth and development of the country
 * Student will know** the reason why early U.S. politicians and officials created a democracy, and the evolution of the system from its inception to its modern form
 * Student will be able to** create a Venn Diagram comparing U.S. democratic structure to that of an historically significant ancient democracy

__**Maine Learning Results Alignment**__
__//Maine Learning Results:// Social Studies //- E. History//__ __//E1 Historical Knowledge, concepts, themes and patterns//__ __//Grade 9-Diploma// **"Nation Building 1783-1815"**__ __//Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.//__


 * Rationale:** As a resident of the United States and a denizen of its democratic structure, students should understand the origins of that government system, as well as the ramifications it has that affect them on a day to day basis.

__Assessment__ Students will create a Venn Diagram comparing U.S. democratic structure to that of an historically significant ancient democracy**.** Brainstorming groups will be put together to create support systems in the comparison process**.** Throughout the process students will self-assess and work in groups to relate the democratic position of the U.S. in previous incarnations until today, and how that has affected U.S. citizens over time.
 * Formative (Assessment for Learning)**

Students will create ComicLife Narrative creating comparison in story form. Students will be given exit cards during the comparison process in order to assess position and progress. ComicLife narratives will be graded on a rubric outlining expectations and specific point requirements**.** ComicLife narratives will be kept as digital artifacts to be review before the test assessment at the end of the semester, and some test questions will be based off them.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Logic:** Students will be tested on their rationalization abilities when making assessments about democracy and comparisons between modern and previous incarnations. Using skills from lesson 3, students will make these rationalizations.
 * Mathematics:** Students will learn the democratic process of the Greeks using their number based logic structure.

__Groupings__
Students will be creating Venn Diagrams in groups, and be able to perform reflective tasks throughout the lesson with a partner or small group. ComicLife narratives will be created and presented in groups as well. Exit cards will be shared in a forum format at the end of the lesson, and group feedback will take place. An open discussion will facilitate higher order thinking in the summation of this lesson.

__**Differentiated Instruction**__
**Verbal:** Students will be able to discuss the differences and similarities between democracies in a group discussion. **Logical:** Students will read logical arguments for and against democracy by philosophers. **Visual:** Venn Diagrams will be created in group processes to display and compare information. **Kinesthetic:** Students will be able to participate in an open forum discussion in Roman style, standing and using body language to express a point. **Intrapersonal:** Students will be able to decide which historical democracy they felt was strongest and pick partners based on their personal choice. **Interpersonal:** Groups will be formed to create Venn Diagrams and work on ComicLife narratives.
 * Strategies**

**Modifications/Accommodations** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

**Absent/Late Policy:** Any work that is missed must be made up by students within a reasonable time period. Because this exercise will set the knowledge base for the entire course of the quarter, any information missed must be learned and mastered before new progress can be made. Being present is one of the most important requirements to fulfill group process learning. If adequate reasons for being absent are provided, work will be made up for full credit but must be completed in a timely manner.

Students will be utilizing ComicLife to complete their summative assessment assignments for this lesson. Research will be done predominantly digitally, and class will be accessing online databases to gather information regarding democracies. First-hand documents will be difficult to obtain from local academic libraries, and instead, digital copies will be procured. Students will be able to share their formative and summative assessments with each other digitally, and offer feedback over the internet using email or the class wiki page. Technology integration will come into play with presentations; hard copies will not be distributed, but rather projected in the class.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Inspiration (software)
 * Online Data Storage/Display for digital copy of ComicLife
 * Textbook containing period context
 * LCD Projector & Screen
 * Whiteboard/Markers
 * Handouts regarding some specific events
 * Index cards for peer review
 * Graphic Organizer
 * Tutorial for ComicLife (software)

__Source for Lesson Plan and Research__
http://video.google.com/videoplay?docid=-5959251658237547562&ei=H5KlSdvRHZTWqAKtjsCZBw http://www.dmoz.org/Society/Politics/Democracy //http://plato.stanford.edu/entries/democracy// //http://xroads.virginia.edu/~HYPER/DETOC/home.html// //http://cliojournal.wikispaces.com/The+Nature+of+Athenian+Democracy//

//__**Maine Standards for Initial Teacher Certification and Rationale**__//
//**R**//**ationale:** Students will be afforded the chance to experience many different diverse ways of learning, and in turn be able to foster growth in many different aspects. I will approach the lessons by integrating the historical context with modern day applications. By stressing the manner in which historical events have had a lasting impact and continue to do so, students will understand the importance of the content itself. Students will be able to collaborate and cooperate with their peers in this journey, and enjoy open lines of communication between each other and with myself, the instructor. I will tailor instruction to the different facets of multiple intelligences that my students present; I will strive to accomodate every learner and attempt to create the most healthy environment possible. Cultural development will be addressed by discussing the evolution of U.S. culture from the period until now.
 * Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**

The sequence of events ranging from 1783-1815 specifically regarding the development of the United States will be introduced to students, in this lesson under the pretense of comparing historical democracies to the United States. They will attain mastery of this range by continued research and exploration of the subtleties of the events, and the manner in which they have had lasting effects on the growth of the country. Primary documents outlining structure will be analyzed by students so that they may attain a complete knowledge of democratic progression throughout history. The sequence will be addressed progressively and logically in order to best reinforce continued learning. Information will be layered in order to create a sequential thought process in students so that they may trigger memory recall through interpretation of facts and historical understanding.
 * Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**
 * Rationale:**

**Verbal:** Students will be able to discuss the differences and similarities between democracies in a group discussion. **Logical:** Students will read logical arguments for and against democracy by philosophers. **Visual:** Venn Diagrams will be created in group processes to display and compare information. **Kinesthetic:** Students will be able to participate in an open forum discussion in Roman style, standing and using body language to express a point. **Intrapersonal:** Students will be able to decide which historical democracy they felt was strongest and pick partners based on their personal choice. **Interpersonal:** Groups will be formed to create Venn Diagrams and work on ComicLife narratives.
 * Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**
 * Rationale:**

Students will be utilizing ComicLife to complete their summative assessment assignments for this lesson. Research will be done predominantly digitally, and class will be accessing online databases to gather information regarding democracies. First-hand documents will be difficult to obtain from local academic libraries, and instead, digital copies will be procured. Students will be able to share their formative and summative assessments with each other digitally, and offer feedback over the internet using email or the class wiki page. Technology integration will come into play with presentations; hard copies will not be distributed, but rather projected in the class.
 * Type II Technology:**

**Formative (Assessment for Learning)** Students will create a Venn Diagram comparing U.S. democratic structure to that of an historically significant ancient democracy**.** Brainstorming groups will be put together to create support systems in the comparison process**.** Throughout the process students will self-assess and work in groups to relate the democratic position of the U.S. in previous incarnations until today, and how that has affected U.S. citizens over time.
 * Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**
 * Rationale:**

**Summative (Assessment of Learning)** Students will create ComicLife Narrative creating comparison in story form. Students will be given exit cards during the comparison process in order to assess position and progress. ComicLife narratives will be graded on a rubric outlining expectations and specific point requirements**.** ComicLife narratives will be kept as digital artifacts to be review before the test assessment at the end of the semester, and some test questions will be based off them.

__Teaching and Learning Sequence__
Agenda: 3 Day Teaching Time

Day 1: 8:00-8:20 - Read accounts of Greek and Roman philosophers on democracy without citing the details; ask for reactions to extremist views, then reveal authors. 8:20-8:40 - Group discussion and pre-assessment of students current views and knowledge of the origins of democracy. <span style="font-family: Arial,Helvetica,sans-serif; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">8:40-9:00 - Brainstorming groups will be put organized to analyze documents reflecting base of democracy. <span style="font-family: Arial,Helvetica,sans-serif; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">9:00-9:20 - Students will select which historical democracy they wish to compare to the United States democracy.

Day 2: 8:00-8:20 - Research into the intricacies of historical democracy will begin, solitary work at first. 8:20-8:40 - New groups will convene among students selected same historical democracy. 8:40-9:00 - Modern U.S. democracy will be discussed. 9:00-9:20 - Tutorial for ComicLife & introduction to summative assessment.

Day 3: 8:00-8:40 - Work on and Finalize ComicLife projects 8:40-9:00 - Roundtable discussion of differences between democracies 9:00-9:20 - Presentation of ComicLife projects

Students will understand that the roots of democracy in the United States set the standard for the growth and development of the country**.** Students will understanding the ancient origins of United States democracy by comparing it to several historical democracies**.** Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. I will r ead conflicting accounts of democracy from Greek and Roman philosophers, without citing the authors (hopefully, students are surprised by the opinions) and then a discussion will ensue analyzing the reactions. We will discuss the use of democracy in the modern day, and the reasons behind the founding fathers selecting that particular governmental system. <span style="font-family: Arial,Helvetica,sans-serif;">**(Where, What, Why, Hook, Tailor).**

Students will know the reason why early U.S. politicians and officials created a democracy, and the evolution of the system from its inception to its modern form. Most students do not understand the exact reasoning why the United States is structured the way it is; that dynamic will be addressed. The origins of democracy itself will be introduced to students, starting with the Greek system and the reception it received in its first workable form. The different types of democracy will then be introduced, including Athenian, Roman, Religous, Non-partisan, and Social. The pros and cons of severeal systems will be analyzed in groups, and students will field questions from myself and each other regarding why our system is effective or ineffective <span style="font-family: Arial,Helvetica,sans-serif;">**(Equip, Tailor).**

Students will create a Venn Diagram comparing U.S. democratic structure to that of an historically significant ancient democracy. Brainstorming groups will be put together to create support systems in the comparison process. Students will be able to pick partners or small groups in order to create Venn Diagram with, with each reviewing product. Students will work in groups to create ComicLife narrative, based on their experiences with Venn Diagram groups. Venn Diagrams will explore the progression between ancient democracies and the current U.S. system, and will be supplemental information during in-class discussions. Groups will convene regularly throughout the formative and summative assessments in order to assure mastery. <span style="font-family: Arial,Helvetica,sans-serif;">**(Explore, Experience, Rethink, Revise, Refine, Tailor).**

Students will be given exit cards during the comparison process in order to assess position and progress. Students will be able to share their opinions on the unit, as well as their opinions on the democracy itself. They will be able to share their specific political affiliation if they are so inclined, or their position regarding U.S. democracy and its effectivity or ineffectively. ComicLife narratives will be graded on a rubric outlining expectations and specific point requirements. ComicLife projects will be stored digitally for the rest of the unit and some questions on the summative assessment test may include specific references to the presentations. ComicLife projects should be in the form a narrative, and should be passed in with a storyboard; rubrics will be widely available for students so that any clarification may take place prior to submission <span style="font-family: Arial,Helvetica,sans-serif;">**(Evaluate).**

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"><span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[|The Enduring Vision], Fifth Edition <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Paul S. Boyer, University of Wisconsin, Madison <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Clifford E. Clark, Jr., Carleton College <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> et al. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> will be used as the textbook for this class; sections of chapter 6, 7, 8 and 9 will be used during this unit. <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Chapter 6: Securing Independence, Defining Nationhood, 1776-1788 <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> The United States have established themselves as a sovereign nation but is unable to reconcile their position with many other countries, and government structure is shaky and imbalanced. A second conflict with Britain looms while the U.S. strives to find an identity.
 * Content Notes**

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Chapter 7: Launching the New Republic, 1789-1800 <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> The United States is developing into a world power but is coming to grips with the conflicts that the reality of being one brings. War and strife highlights the development of the nation into a viable and self-sustaining republic while the structure of the government is hammered out into a working and functional machine.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Chapter 8: Jeffersonianism and the Era of Good Feelings, 1801-1824 <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> The United States is finally established and continues to evolve into a world power, while governmental struggles have given way to economic and global conflicts. American society develops into its own unique demographic and begins to set trends across time and place.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Chapter 9: The Transformation of American Society, 1815-1840 <span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> The American people begin to understand themselves as completely independent, and the American identity begins to develop. Conflict has hardened government officials into making stricter policies, while American media finally has evolved into a living machination.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> Students will be expected to use hyperlinks provided above in source material when provided with them to further research their events. The textbook will provide an overview and some details; many specific pieces of information will be found by students and then explained in class. No information in the period is off-limits and students themselves will determine the most valuable pieces of information through research. However, instructor will offer guidance and insight into the most significant pieces and encourage students to look into the events that hold the most depth.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0px; padding: 0px;"> In addition to the textbook, for this lesson several other sources of information will be used; http://video.google.com/videoplay?docid=-5959251658237547562&ei=H5KlSdvRHZTWqAKtjsCZBw http://www.dmoz.org/Society/Politics/Democracy http://plato.stanford.edu/entries/democracy http://xroads.virginia.edu/~HYPER/DETOC/home.html http://cliojournal.wikispaces.com/The+Nature+of+Athenian+Democracy


 * Handouts**