L2+Grivois,Timothy


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


 * Teacher’s Name:** Mr. Grivois
 * Date of Lesson:** 2 - Perspective
 * Grade Level:** 9/10
 * Topic:** The distinctive qualities distinguishing modern U.S. Democracy from 1815 Democracy & the progression of the system.

__**Objectives**__

 * Student will understand that** the roots of democracy in the United States set the standard for the growth
 * Student will know** the differences and similarities of the United States as they know it today and how it was originally structured
 * Student will be able to** c ompare & contrast early U.S. government structure with the modern day system.

__**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 insight into the evolution of democracy in the United States and be able to apply that understanding to the machinations of the current system, as well as the historical implications of the government structure.

__Assessment__ Students will address any concerns in understanding democratic processes in peer groups. Students will work in groups to create Observation Charts outlining the main differences and similarities in list form. Observation Charts will be distributed from group to group and students will add information as they see fit, originals will be returned and reviewed.
 * Formative (Assessment for Learning)**

Students will create Glogster posters that distinguish the differences and similarities between modern democracy and early U.S. democratic structure. Glogster posters will be graded via rubric with specific majority of points available for a small presentation/explanation of rationale; any answer that can be justified clearly and logically will be acceptable as a correct answer.
 * Summative (Assessment of Learning)**

__Integration__
 * Technology:** Students will have access to online resources outlining democratic structure, and use laptops in group format in order to consolidate opinions and information. Students will use Glogster for their final presentations, and presentations will be available as a resource to the class after presentations in digital artifact form. Available resources will be hyperlinked to the class and be widely available.
 * English:** Students will present their findings in report form using proper grammatical structure, and logical progression of ideas.
 * Logic:** Students will analyze the structure of democracy using traditional analytic techniques, the same techniques used by scientists in order to assess experimental results.

__Groupings__
Students will work in groups to create Observation Charts outlining the main differences and similarities in list form. Observation Charts will be distributed from group to group and students will add information as they see fit, originals will be returned and reviewed. Students will pair up to share ideas and critique the comparisons, and students will address any concerns in understanding democratic processes in peer groups.

__Differentiated Instruction__ **Verbal:** Students will engage in an open discussion forum regarding different ancient democracies. **Logical:** The logic behind democracy will be discussed and analyzed through historical texts. **Visual:** Posters will be created to showcase the structures of both the U.S. and historical democracies. **Intrapersonal:** Students will read several historical accounts of ancient democracies and do a personal response entry. **Interpersonal:** Students will work in partners to analyze comparisons and work in peer groups for review purposes. **Naturalist:** Students will engage in the above mentioned discussion in an open-forum outside setting.
 * 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 have access to online resources outlining democratic structure, and use laptops in group format in order to consolidate opinions and information. Students will use Glogster for their final presentations, and presentations will be available as a resource to the class after presentations in digital artifact form. Available resources will be hyperlinked to the class and be widely available.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Glogster Website
 * Primary Source Documents
 * Observation Chart Graphic Organizers
 * Textbook
 * LCD Projector
 * Whiteboard/Markers
 * Tutorial for Glogster

__Source for Lesson Plan and Research__
http://govdocs.library.arizona.edu/research/govstructr.html http://www.usa.gov/Agencies/federal.shtml http://www.fec.gov/pages/brochures/pubfund.shtml http://www.earlyamerica.com/

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //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:** Students will be able to experience new and varied ways of learning through a diverse schedule and curriculum. Through the comparison of United States modern day structure with more archaic and developmental architectures, students will be able to make connections with history in their lives today. By creating relevant and coordinating lesson plans that reach students on a more than superficial level, the curriculum will assist students in creating mastery. Social and Cultural development will be fostered through real-world comparisons, while emotional growth will be triggered through interpersonal activities.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will become well acquainted with the intricacies of United States government structure in both early U.S. history and the present day. I will address the needs of students on a case-by-case basis, while understanding that this information can be presented to them in a truly relevant way. In the current political climate that exists in the U.S. today, students are becoming more aware of the ramifications that exist within government structure. The curriculum goals will be presented such that they align with real-world cultural and political goals, so that students do not only attain mastery of the content, but are able to make connections to their own lives. Multiple Intelligences will be addresses and the information will be presented in a specifically tailored manner to maximize the range of learning available to students.

**Verbal:** Students will engage in an open discussion forum regarding different ancient democracies. **Logical:** The logic behind democracy will be discussed and analyzed through historical texts. **Visual:** Posters will be created to showcase the structures of both the U.S. and historical democracies. **Intrapersonal:** Students will read several historical accounts of ancient democracies and do a personal response entry. **Interpersonal:** Students will work in partners to analyze comparisons and work in peer groups for review purposes. **Naturalist:** Students will engage in the above mentioned discussion in an open-forum outside setting.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Type II Technology:** Students will be able to use Glogster presentations to showcase their mastery of the subject and content matter, while creating digital presences for the class to observe and learn from. Instruction will be presented via Type II technology using Glogster as well as Inspiration to further mastery of those tools, while providing an adequate and intensive graphic organization utility with room for adaptation and growth.

**Formative (Assessment for Learning)** Students will address any concerns in understanding democratic processes in peer groups. Students will work in groups to create Observation Charts outlining the main differences and similarities in list form. Observation Charts will be distributed from group to group and students will add information as they see fit, originals will be returned and reviewed. Students will self-assess not only for content development and mastery, but for cultural and social learning. Students will be expected to understand the context in which they are learning the information, and acknowledge the dynamics created by a modern and diverse political and governmental climate.
 * //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 Glogster posters that distinguish the differences and similarities between modern democracy and early U.S. democratic structure. Glogster posters will be graded via rubric with specific majority of points available for a small presentation/explanation of rationale; any answer that can be justified clearly and logically will be acceptable as a correct answer. Students will be graded on logical progression as well as skill-building, while being assessed on participation within in-class discussions.

__Teaching and Learning Sequence__
Day 1: 8:00-8:15: Read an excerpt from the United States Constitution that has recently come into play in modern U.S government, and has had extensive use in the past. 8:15-8:30: Introduce the lesson using the timeline created in the previous lesson, address span of events to be covered. 8:30-8:50: Break intro groups, discuss the facts about modern U.S. structure that each student already knows and then introduce additional information. 8:50-9:20: Using Observation Charts, outline the main differences and similarities between previous and current U.S. structure, and end with the Glogster tutorial

Day 2: 8:00-8:30: Reformation of groups to self-assess current situation with presentation and address any content-based concerns. 8:30-8:45: Allow students additional time to work on Glogster presentations. 8:45-9:20: Students will present Glogsters to the entire class with time for question and answers regarding the reasoning for their distinguishing qualities.

The classroom will be arranged traditionally in rows at first, to create a new dynamic. I will relate the position of the desks to the position of the United States in its early years, and then promptly rearrange the desks to show that U.S. wished to break from tradition at this point in its evolution. Students will understand that the position of the United States has evolved over time, and that it has had a profound effect on the development of the country in general. The manner in which the United States has grown is the key factor in determining the outcome of the new nation, and students will be shown that progression over time. The modern day structure of the United States is largely based on the changes made throughout history, and should be understood as such. Students will be expected to attain continued mastery of the sequence of events that took place during this time period, with additional concept and contextual evidences than with the previous lessons. To begin, students will be introduced to several provisions in the U.S. Constitution that maintain relevance to this day, specifically sections that have been in debate recently. Students will understand that the roots of democracy in the United States set the standard for the growth. Students will understand the differences and similarities of the United States as they know it today and how it was originally structured. 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. **(Hook, Where, Why, What, Tailor). ** Visual learners will benefit from the hardcopy documents they receive, while kinesthetic learners will benefit from the movement and relation of the U.S. position to shifting physicality.

Students will know the structure of early U.S. democracy and that of the current U.S. These structures will be outlined in regards to nearly every quality and intricacy on a general level, with several concepts being introduced on a more in-depth scale (such as political party structure, bicameral legislature, and executive process). I will deliver instruction by making my presence known throughout the lesson, especially having changed desk structure several times to line up with the changing climate in the country. I will relate the information in the context of students daily lives, for example, through the changes being made in Augusta after the recent election. During any group work, I will circulate throughout the classroom and check that students are on the right tracks, while answering any questions on the material. I will check for understanding by asking questions of the students themselves, and making myself available for any and all queries. Students will work in groups to create Observation Charts outlining the main differences and similarities in list form and be able to peer review these graphic organizers to create constructive feedback and definitive bases for their Glogster presentations **(Equip, Explore, Tailor).** Logical learners will benefit from the structured discussion and work, while visual learners will benefit from the graphic organization activities.

 Students will pair up to share ideas and critique the comparisons in review groups, and understand the information in the context of the present day. By relating information to their own lives, students will find relevancy and be motivated to find a level of mastery unattainable with irrelevant information. Students will address any concerns in understanding democratic processes in peer groups. By reflecting on their lives under the current structure and hypothesizing how different their lives would be under a previous structure, students will gain an appreciation for the material itself and perhaps address existential intelligence. Observation Charts will be distributed from group to group and students will add information as they see fit, originals will be returned and reviewed. By rotating the peer review process, groups will refrain from falling into similar pitfalls in the academic process, and newfound perspectives will assist the products in becoming their most final form. Students will be grouped into three roles; administrator, editor, and facilitator, wherein each student will have the chance to be each position. Administrators will assess the structure of the organizers, while editors will check the information, and facilitators will be in charge of cross-group collaboration. Students will be expected to submit products to me before finalization so that I may check for proper structure and information, as well as relevancy **(Experience, Rethink/Revise, Rethink/Refine).**

 After final product is handed in and Glogster presentations have been made, students will be afforded the chance to self-assess through small post-work surveys. When graded checklists are handed back to students they will be able to ask questions of myself regarding any expectations that were misunderstood, and changes can be made accordingly. I will grade projects on a checklist during the presentations themselves, so feedback will be almost immediate. This information and presentation will lead directly into the next assignment, as well as falling under the parameters of lesson one (The timeline) as a guide. Students will be able to reconvene in their small groups and provide peer-to-peer feedback, with a chance to fill out a checklist of their own to compare to the one I will be using to grade their assignments. If large disparities are visible, I will be sure to recheck my assessment process. Homework assignments throughout this process will consist of further research, and work on the project itself, so will remain very relevant **(Evaluate).**

[|The Enduring Vision], Fifth Edition  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 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**

 Chapter 7: Launching the New Republic, 1789-1800 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.

 Chapter 8: Jeffersonianism and the Era of Good Feelings, 1801-1824 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;"> Chapter 9: The Transformation of American Society, 1815-1840 <span style="font-family: Arial,Helvetica,sans-serif;">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;">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;">In addition to the textbook, for this lesson several other sources of information will be used; <span style="font-family: Arial,Helvetica,sans-serif;">http://govdocs.library.arizona.edu/research/govstructr.html <span style="font-family: Arial,Helvetica,sans-serif;">http://www.usa.gov/Agencies/federal.shtml <span style="font-family: Arial,Helvetica,sans-serif;">http://www.fec.gov/pages/brochures/pubfund.shtml <span style="font-family: Arial,Helvetica,sans-serif;">http://www.earlyamerica.com/

<span style="font-family: Arial,Helvetica,sans-serif;">The Declaration of Independence will be readdressed, as well as the Constitution, Bill of Rights, and several less prominent documents.

Observation Chart Graphic Organizer Declaration of Independence (Hardcopy) Bill of Rights/Constitution (Hardcopy)
 * Handouts**