L5+Grivois,Timothy


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


 * Teacher’s Name: Mr. Grivois**
 * Date of Lesson: 5 - Interpret**
 * Grade Level: 9/10**
 * Topic: P rimary and secondary source documents significant to U.S. growth & history **

__**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 & The groundwork for the present day United States was established by early government figures and events.
 * Student will know** 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.
 * Student will be** aware of the period documents that are responsible for United States government structure and their significance.

__**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:** Throughout their education and lives, students will encounter references and notations regarding many significant documents that have shaped or molded the history of the United States in different ways. By becoming acquainted with these documents on a more than superficial level, students will have an advantage during future encounters wherein they are expected to use or analyze them.

__**Assessment**__
Students will create concept charts that outline the different sections of several documents and the main bullet points deemed most significant. These charts will be used again later to ensure proper formation of summative assessment. Students will work in jigsaw groups; 5 students who have analyzed different documents will convene to compare and contrast analyses and these comparisons will be used as the basis for summation.
 * Formative (Assessment for Learning)**

Students will be able to critique primary and secondary sources outlining the growth and progress of the U.S. government and economy via a series of blog entries cataloging analysis progression. Students will maintain this blog after doing some preliminary analysis and selecting several target sources and documents. Blogs will be graded via completion and review process wherein student and teacher meet and outline the ideas presented on a case-by-case basis.
 * Summative (Assessment of Learning)**

__**Integration**__
**Logic:** Analyses will follow a logical and progressive structure so that every document is examined using the same criteria.
 * English: ** Document analysis will be structured grammatically under good writing guidelines.

__Groupings__
Students will work in jigsaw groups; 5 students who have analyzed different documents will convene to compare and contrast analyses. Small groups will be assigned to each documents, with each member of the group having a specific task in the analysis. Members of the small group will also be online feedback partners who will provide comments and assistance in the individual analysis portion that will take place over a series of blog entries.

__**Differentiated Instruction**__
**Verbal:** Students will work in groups at points to communicate different ideas about significance. **Logical:** Analyses will follow a logical and progressive structure so that every document is examined using the same criteria. **Visual:** Hard copies of each document to be analyzed will be distributed so that students can work with them on their own time; documents will also be projected and virtually highlighted by instructor during class. **Musical:** Schoolhouse Rock videos regarding Bill of Rights will be watched in class. **Interpersonal:** Students will be able to share their analyses with other students and receive feedback and ideas. ** Naturalist: ** Early documents regarding environmental policies will be analyzed.
 * 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.

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. Students will be expected to transfer skills learned during this exercise throughout the unit.
 * Extensions**

** Type II Technology: **

Students will complete blogs for their summative assessments. 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. Students will be expected to transfer skills learned during this exercise throughout the unit.

__**Materials, Resources and Technology**__

 * Laptop
 * Blog Website
 * Textbook containing period context
 * LCD Projector & Screen
 * Whiteboard/Markers
 * Handouts regarding some specific events
 * Index cards for peer review
 * Graphic Organizer
 * Tutorial for Blogging

__Source for Lesson Plan and Research__
http://www.ourdocuments.gov www.loc.gov/rr/program/bib/ourdocs/PrimDocsHome.html //www.law.ou.edu/hist// www.loc.gov/rr/program/bib/ourdocs/Ghent.html http://webs.wofford.edu/byrnesms/1812.htm

__**Maine Standards for Initial Teacher Certification and Rationale**__
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. 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. Students will be pushed to exit their comfort zones as far as technology is concerned.
 * //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, 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. Document analysis is a valuable and necessary skill for students wishing to pursue higher education, and they will benefit from the process. Students will be well equipped to continue in the unit as they continue to encounter primary sources.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Verbal: **Students will work in groups at points to communicate different ideas about significance.** Logical: **Analyses will follow a logical and progressive structure so that every document is examined using the same criteria.** Visual: **Hard copies of each document to be analyzed will be distributed so that students can work with them on their own time; documents will also be projected and virtually highlighted by instructor during class.** Musical: **Schoolhouse Rock videos regarding Bill of Rights will be watched in class.** Interpersonal: **Students will be able to share their analyses with other students and receive feedback and ideas.** Naturalist: ** Early documents regarding environmental policies will be analyzed. **

** Type II Technology: **

Students will complete blogs for their summative assessments. 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. Students will be expected to transfer skills learned during this exercise throughout the unit.

**Formative (Assessment for Learning)** Students will create concept charts that outline the different sections of several documents and the main bullet points deemed most significant. These charts will be used again later to ensure proper formation of summative assessment. Students will work in jigsaw groups; 5 students who have analyzed different documents will convene to compare and contrast analyses and these comparisons will be used as the basis for summation.
 * //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 be able to critique primary and secondary sources outlining the growth and progress of the U.S. government and economy via a series of blog entries cataloging analysis progression. Students will maintain this blog after doing some preliminary analysis and selecting several target sources and documents. Blogs will be graded via completion and review process wherein student and teacher meet and outline the ideas presented on a case-by-case basis.

__Teaching and Learning Sequence__
Day 1: 8:00-8:15 – Copies of the Bill of Rights will be distributed, and several current court cases that involve specific sections will be discussed (Hook). 8:15-8:30 – Small groups will form and be assigned specific document sections to analyze 8:30-8:45 – Groups will rotate and begin second analysis 8:45-9:00 – Groups will rotate back and begin synthesis 9:00-9:20 – Blog tutorial will be presented and blogs will be set up

Day 2: 8:00-8:20 – Students will respond to previous night’s blog entry 8:20-8:40 – Students will reform groups and different class syntheses will be passed out 8:40-9:00 – Class will reform into larger group and have discussion regarding importance of documents 9:00-9:20 – Blog entries will be shared in the group and feedback will be given for future entry techniques

Students will understand that the roots of democracy in the United States set the standard for the growth and development of the country & the groundwork for the present day United States was established by early government figures and events. Students will be aware of the period documents that are responsible for United States government structure and their significance. 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. 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. Copies of the Bill of Rights will be distributed for students to read with particularly relevant sections addressed in class by instructor (Where, What, Why, Hook, Tailor): Visual, Logical

Students will know the important notes and key aspects of several U.S government documents created in the period between 1783-1815 and the manner in which they affect the modern government structure. I will check for understanding by having conversations with groups and individual students. The content is visible in the content notes given below. I want students 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. Different MI's will be addressed by the different ways we approach the information, and the context itself. (Equip, Tailor): Visual, Verbal

Students will create concept charts that outline the different sections of several documents and the main bullet points deemed most significant. Students will work in jigsaw groups; 5 students who have analyzed different documents will convene to compare and contrast analyses. Small groups will be assigned to each document, with each member of the group having a specific task in the analysis. 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 document sections, and then synthesize it with their group. After each student has researched two documents, groups will shift and students will synthesize their events with different groups and receive input. Evidence of learning will be observed by me, the instructor. Members of the small group will also be online feedback partners who will provide comments and assistance in the individual analysis portion that will take place over a series of blog entries. (Explore, Experience, Rethink, Revise, Refine, Tailor): Logical, Visual, Verbal

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 is comprehensive and combined from previous lessons it becomes very important that students have a firm grasp on it. Quick 1-on-1 student/teacher conferences will be had halfway during the process, while each blog entry done by students will be responded to by classmates and the instructor alike to provide helpful and constructive feedback. (Evaluate, Tailor): Kinesthetic, Interpersonal, Intrapersonal

[|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. <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; margin: 0px; padding: 0px;"> Chapter 6: Securing Independence, Defining Nationhood, 1776-1788 <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; 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; font-weight: normal; margin: 0px; padding: 0px;"> Chapter 7: Launching the New Republic, 1789-1800 <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; 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; font-weight: normal; margin: 0px; padding: 0px;"> Chapter 8: Jeffersonianism and the Era of Good Feelings, 1801-1824 <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; 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; font-weight: normal; margin: 0px; padding: 0px;"> Chapter 9: The Transformation of American Society, 1815-1840 <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; 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; font-weight: normal; 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.


 * Handouts**
 * Document Analysis**