L1+Grivois,Timothy


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


 * Teacher’s Name:** Mr. Grivois
 * Date of Lesson**: 1 - **Explain.**
 * Grade Level:** 9/10
 * Topic:** The sequence and progression of events in United States history from 1783-1815.

__Objectives__
 * Students will understand that** the roots of democracy in the United States set the standard for the growth & development of the country and that the groundwork for the present day United States was established by early government figures and events
 * Students will know** the sequence and timeline of events from 1783-1815 and the lasting effects those events have had on U.S. history
 * Students will be able to** exhibit basic understanding of the Historical Events impacting the U.S. from 1783-1815 and express mastery via a product (Inspiration Timeline).

__**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:** Students will gain perspective on the day-to-day intricacies of current political structure in the United States as well as the origins and lasting effects of the country during its' early growth period & inception.

__Assessment__
 * Formative (Assessment for Learning)**
 * Students will check and recheck sequence in three-minute review groups and ** receive input and correctional information.
 * During the finalization process of the timeline construction, each group will compare their timelines among themselves and present them to me to check clarity, sequence, and logic **

Students will create a virtual timeline of the major historical events taking place between 1783 and 1815 using the graphic design program Inspiration. The timeline should identify the sequence of events that took place with specific attention given to commonly known undertakings. Each event should be labeled appropriately and give basic facts (Who, What, When, Where) using the annotation feature of inspiration. The timeline should be easily converted into an outline from which one event will be selected and elaborated on in the future. Timelines will be displayed in the classroom or digitally and be accessible to all students. Timelines will be graded via checklist.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be using online resources to do research on the time period, and collaborate in groups using laptops to furnish adequate and comprehensive information. Students will produce a virtual timeline using Inspiration and create a digital version accessible to the class. Timelines will be shared online and analyzed to create one master timeline that will be available to all students once synthesized.
 * Logic:** Timelines will be created with logical and sequential progressive techniques in order to present the material as clear and accessible as possible. Each section of the timeline will connect to each other section through justification notations.
 * English:** Each justification notation will need to be well-formed and written so that any objective third party could read and understand them to get an accurate measure of the event in history.

**__Groupings__** Students will break into three-minute review groups wherein each student will take a divided section of the timeline and present a synopsis to the rest of the group. Using these syntheses, students will create a master copy of the timeline that incorporates each of their efforts. Each student will be able to use the master copy to make revisions to their own timeline. After a class-wide synthesis has taken place, each student will retain a copy of the master timeline for further use during later lessons.

__Differentiated Instruction__ Verbal: **Group discussions will take place outlining several important events, with students given the chance to share their opinions on significance. Students will be able to have discourse on the subject matter and verbalize their opinions.** Logical: **The sequence of events that took place will be analyzed in order and designated into categories denoting overarching themes (politics, economics, culture).** Visual: **Students' timelines will be synthesized and displayed for other students to view and use, and will be widely accessible digitally for modifications.** Musical: **Period music will be introduced when relevant to specific historical events and people who had an impact during the timespan.** Intrapersonal: **Students will theorize and compare themselves to a chosen historical figure from the period, comparing themselves to the figure and doing a reflection piece.** Interpersonal: **Students will work in groups to differentiate between significant and insignificant events for the timeline.**
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/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 using online resources to do research on the time period, and collaborate in groups using laptops to furnish adequate and comprehensive information. Students will produce a virtual timeline using Inspiration and create a digital version accessible to the class. Timelines will be shared online and analyzed to create one master timeline that will be available to all students once synthesized. The potential for expansion and creativity is available for students who wish to take it to that level.
 * Extensions**

__**Materials, Resources and Technology**__

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

__Source for Lesson Plan and Research__
War of 1812 Resources: [] [] [] [] Treaty of Ghent: [] Bill of Rights: [] Treaty of Paris (1783): []

__Maine Standards for Initial Teacher Certification and Rationale__

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.//**
 * Rationale:**

The sequence of events ranging from 1783-1815 specifically regarding the development of the United States will be introduced to students. 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. 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: **Group discussions will take place outlining several important events, with students given the chance to share their opinions on significance. Students will be able to have discourse on the subject matter and verbalize their opinions.** Logical: **The sequence of events that took place will be analyzed in order and designated into categories denoting overarching themes (politics, economics, culture).** Visual: **Students' timelines will be synthesized and displayed for other students to view and use, and will be widely accessible digitally for modifications.** Musical: **Period music will be introduced when relevant to specific historical events and people who had an impact during the timespan.** Intrapersonal: **Students will theorize and compare themselves to a chosen historical figure from the period, comparing themselves to the figure and doing a reflection piece.** Interpersonal: **Students will work in groups to differentiate between significant and insignificant events for the timeline.**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

**Type II Technology:**

Students will be using online resources to do research on the time period, and collaborate in groups using laptops to furnish adequate and comprehensive information. Students will produce a virtual timeline using Inspiration and create a digital version accessible to the class. Timelines will be shared online and analyzed to create one master timeline that will be available to all students once synthesized.

Students will be given time to discuss the sequence of events in a dynamic fashion; while research is being conducted on the period and different aspects are being analyzed, students will be able to break into small groups periodically and compare notes and information. At several intervals during the class, information will be shared throughout the classroom and made accesible digitally so that students will be able to use different pieces of history to piece together the most complete understanding. The instructor will hold a conference during the research process to identify any misconceptions or false concepts that are being used by students in their research processes.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative Assessment:**

Students will be expected to complete a thorough timeline using Inspiration that will be graded via checklist upon completion of the lesson. The timeline will include a sequential presentation of many different historical events with annotations describing and outlining key aspects of each events. The timelines will be synthesized after grading into one master timeline made available to all students, and upon receiving this timeline, students will be asked to complete a self-evaluation of the final product, and their contribution to it. The timeline will be the culmination of their efforts throughout the lesson and will continue to assist them throughout the term.
 * Summative Assessment:**

__Teaching and Learning Sequence__
Total in-class time spent on Lesson 1: 240 Minutes

Day 1: 8:00-8:15: Present a wrap-up video clip of the end of the Revolutionary War 8:15-8:30: Introduce the Lesson with an outline of assignments and time period progression 8:30-9:00: Introduce Inspiration, give tutorial and handout timeline assignment 9:00-9:20: Break students into small groups and begin research of first few events

Day 2: 8:00-8:30: Present more in-depth information about first key events. 8:30-9:00: Students resume small group research and begin to create timelines. 9:00-9:20: Peer review of timeline beginnings and self-corrections.

Day 3: 8:00-8:45: Timelines are finished while instructor moves from group to group checking for understanding and misconceptions. 8:45-9:20: Entire class synthesizes finalized timeline to instructor and submits timeline assignment

The classroom will at first be arranged in a semicircle wherein everyone can see the projector for the video, and upon completion, will change into a circle. The lesson will be presented while students are in a circle so that I may see everyone and their reaction to the material. Because this first lesson is not meant to give insight into the events deeply, but rather just a basic overview of understanding, I will explain to students that the timeline is meant to be a type of guideline for the rest of the semester. They will use it close to every day while we are addressing different time periods in the class and different events. As they learn more and more details about certain events, they may add or change their timelines accordingly. Students will move the desk into small groups to begin research after the tutorial is given. The hook used will be a video that wraps-up the end of the American Revolution as we transition into the next period: the early U.S. as a budding world power **(Hook)**. Students will understand that the roots of democracy in the United States set the standard for the growth & development of the country and that the groundwork for the present day United States was established by early government figures and events **(Where).** Students will gain perspective on the day-to-day intricacies of current political structure in the United States **(Why).** 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 **(What).** Visual and Auditory learners will benefit from the video introducing the content, while kinesthetic learners will benefit from the changing classroom structure. Intrapersonal and Interpersonal learners will benefit from the different work offered, both in groups and solo, some of which will be reflectionary. Logical learners will understand the sequence of events in a progressive manner. **(Tailor).**

** Students will know the sequence and timeline of events from 1783-1815 and the lasting effects those events have had on U.S. history. I will begin by introducing students with several overarching themes that will run throughout the term; the concept of the United States as world power, the growth of the United States throughout the period, and the position of the United States as a democracy. I will then wrap up the last few events of the American Revolution as we begin to talk about the next chapter in U.S. history. (Equip)**. This first section of material is going to be largely self-taught by students. I want them to seek out the material and make it their own. That is not to say I will be absent in the process; I will be moving from group to group throughout the lesson, checking for understanding, and students will always be able to bring questions or problems to me. Students will construct a basic timeline in groups to foster basic understanding and this timeline will set the benchmark for the remainder of the lessons in the unit **(Explore).** I will check for understanding by having conversations with groups and individual students. The content is visible in the content notes given below. Different MI's will be addressed by the different ways we approach the information, and the context itself; Visual (graphic organizers), Musical (period music), Logical (sequence) Kinesthetic (classroom arrangement & content about war), Interpersonal (group work), Intrapersonal (reflections) **(Tailor).**

Students will be working in groups to research and complete their timelines, and in addition, Students will get into three-minute review groups after the lesson to confirm or debunk sequential knowledge **(Experience).** By reviewing the information with students other than the ones they have been working with to create the timelines, they will gain newfound perspective and correct misconceptions that were previously held. Students will be able to exhibit basic understanding of the historical events impacting the U.S. from 1783-1815 when this lesson is over because they will have researched many different events in order during the period. I will facilitate this by provided the context of the events, and the importance they carried and continue to carry in regards to United States history and development. Students will be grouped into small units of three or four depending on amount of students in class, and it will be the role of each student to research one event, and then synthesize it with their group. Students will then be given a different event and the same process will occur. After each student has researched two events, groups will shift and students will synthesize their events with different groups and receive input. Evidence of learning will be shown in three-minute review groups, as well as observed by me, the instructor. I will check in on their products frequently to make sure they are exhibiting the correct criteria. Students will check and recheck sequence in three-minute review groups **(Rethink/Revise).** Students will receive input and correctional information from instructor and peers before final product is submitted **(Rethink/Refine).**

Prior to handing in final products and performing final synthesis, students will reflect on their progress and the progress of others, as well as assess their own mastery of the material. (In this instance, mastery does not necessarily mean they know all the ins and outs of the period, just have a basic understanding of the sequence). During the finalization process of the timeline construction, each group will compare their timelines among themselves and present them to me to check clarity, sequence, and logic. Timelines will be graded based on a prerequisite list. **(Evaluate).** Feedback will be offered to students periodically because I will be a part of the group process as well, and the class synthesis will offer insight into the progress that every student has made. Homework assignments will be the continued reading of the material and the content, as well individual work on the timelines, so that classwork and homework will both be working towards the same goal. Because the content introduced in this lesson will be used throughout the semester, it becomes very important that students have a firm grasp on it.

Students will know the sequence and timeline of events from 1783-1815 and the lasting effects those events have had on U.S. history.
 * Content Notes**

Paul S. Boyer, University of Wisconsin, Madison  Clifford E. Clark, Jr., Carleton College  et al. will be used as the textbook for this class; sections of chapter 6, 7, 8 and 9 will be used during this unit. Chapter 6: Securing Independence, Defining Nationhood, 1776-1788
 * __[|The Enduring Vision] __**, **Fifth Edition**

Chapter 7: Launching the New Republic, 1789-1800

Chapter 8: Jeffersonianism and the Era of Good Feelings, 1801-1824

Chapter 9: The Transformation of American Society, 1815-1840 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.


 * Handouts**
 * NEED TO DO HANDOUTS**

Feedback real quick: Clip needs to be complete enough to give students a legitimate understanding. Maybe more than 15 minutes. Show evidence of learning in greater capacity; students needs opportunity to present knowledge to teacher directly. Group structure needs to be elaborated upon. Show students how material relates to future content and can be used as such Add MI's to third and fourth paragraph.