L6+Grivois,Timothy


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


 * Teacher’s Name: Mr. Grivois**
 * Date of Lesson: 6 - Apply**
 * Grade Level: 9/10**
 * Topic: Historical significance of a specific significant event in U.S. history**

__**Objectives**__

 * Student will understand that** 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 able to** attain in-depth knowledge of an event that has shaped United States history to this day

__**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:** By studying and researching a specific event in U.S. history on a thorough and intimate level, students will begin to foster mastery of the time period, as well as begin to develop critical thinking and analysis skills and abilities. These abilities will serve them well in the future and will be used several times throughout their education.

__Assessment__ Students will create Time Order chart breaking down their selected event into several subsections (causes and mini-events)**.** Groups will be created to work on Time Order charts, and one member of each group will be selected to participate in a class wide mini-presentation with a question and answer period, so that the class understands which groups are working on what event. Time Order charts will be used as basis for summative screenplay/script and be handed in as additional information.
 * Formative (Assessment for Learning)**

Students will be able to design and present an analysis and outline of a specific political event of the period with lasting effects via an iMovie newscast video outlining a teacher-approved event (or section of a large event). Newscast will be presented to class with question & answer period in the context of the assessment to follow. Students will be graded via rubric which will be widely available in both digital and hardcopy formats so that no confusion presents itself. Students will be able to showcase mastery via content knowledge and level of comfort with the material.
 * Summative (Assessment of Learning)**

__**Integration**__
**Logic:** Information about the event will be presented in a logical progressive structure.
 * English: ** Students will be expected to provide a screenplay of their program, and scripts will be structured with proper grammar and storyboard progression.

__Groupings__
Groups will be created to work on Time Order charts, and one member of each group will be selected to participate in a class wide mini-presentation with a question and answer period, so that the class understands which groups are working on what events. Students will select groups to work on Time Order charts and for the eventual iMovie presentation. Small groups will rotate the members who participated in the question and answer period and take specific information about other groups events and styles for their own projects.

__**Differentiated Instruction**__
**Verbal:** Students will be able to discuss and interpret events in small groups. **Logical:** Information about the event will be presented in a logical progressive structure. **Visual:** Students will be able to use whatever graphics and visual aides in the iMovie presentation. **Kinesthetic:** Students can re-enact events and subevents in the iMovie presentation and act in various roles. **Intrapersonal:** Students will have to film segments of the iMovie and get a chance to try out every different job involved in the process. **Interpersonal:** Presentations will require the cooperation of the entire class in order to create the projects, participate in the judging process, and share information between groups to foster complete understanding of the event sequence.
 * 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 use iMovie 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.
 * Extensions**

** Type II Technology: **  Students will use iMovie 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.

__**Materials, Resources and Technology**__

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

__Source for Lesson Plan and Research__
Lesson Plan and Research sources are variable; using list of process resources will require on-the-fly research on the part of the instructor. • 1791 - Bill of Rights ratified (see ratification timeline) • 1791 - First Bank of the United States chartered • 1792 - U.S. presidential election, 1792: George Washington reelected • 1793 - Eli Whitney invents cotton gin • 1793 - Fugitive Slave Act passed • 1794 - Whiskey Rebellion • 1794 - Battle of Fallen Timbers • 1795 - Treaty of Greenville • 1795 - Jay Treaty • 1795 - 11th Amendment ratified • 1796 - Tennessee, formerly part of North Carolina, becomes the 16th state • 1796 - Pinckney's Treaty • 1796 - Treaty of Tripoli • 1796 - U.S. presidential election, 1796: John Adams is elected president, • 1797 - XYZ Affair • 1798 - Alien and Sedition Acts • 1798 - Kentucky and Virginia Resolutions • 1799 - Charles Brockden Brown's novel Edgar Huntly published • 1799 - Fries's Rebellion • 1799 - Logan Act • 1800 - Library of Congress founded • 1800 - U.S. presidential election, 1800:Jefferson and Burr tie in the Electoral College. • 1801 - Thomas Jefferson elected president by the House of Representatives • 1801 - President Adams appoints John Marshall Chief Justice • 1803 - Marbury v. Madison (5 US 137 1803) leads to the Judiciary Act of 1789 • 1803 - Louisiana Purchase • 1804 - 12th Amendment ratified • 1804 - New Jersey abolishes slavery • 1804 - Burr–Hamilton duel (Alexander Hamilton dies) • 1804 - Lewis and Clark set out • 1804 - U.S. presidential election, 1804: Thomas Jefferson reelected president • 1807 - Embargo Act of 1807 • 1807 - Robert Fulton invents steamboat • 1808 - U.S. slave trade with Africa ends • 1808 - U.S. presidential election, 1808: James Madison elected president • 1809 - Non-Intercourse Act (March 1) • 1810 - Fletcher v. Peck(10 US 87 1810) first U.S. Supreme Court invalidation of state legislature • 1812 - War of 1812, an offshoot of the Napoleonic Wars, begins • 1812 - Daniel Webster elected to the United States Congress • 1812 - U.S. presidential election, 1812: James Madison reelected president • 1814 - British troops burn Washington, D.C. but are forced back at Baltimore • 1814 - Treaty of Ghent settles War of 1812 • 1815 - Battle of New Orleans • 1817 - James Monroe inaugurated • 1817 - Rush–Bagot Treaty • 1817 - Harvard Law School founded • 1819 - Panic of 1819

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.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. 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. Students will be served by the newfound skills they will master during the research and presentation process, and carry those skills throughout their academic careers.
 * //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. By analyzing a specific event, the students content knowledge will be expanded, while they attain mastery on a small level to bolster their confidence with the material. By having intimate knowledge of a specific part of history, other historical events can be viewed in the context of that very event. By linking events together, students will gain an appreciation for the importance and significance shared between these occurrences.
 * //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 and interpret events in small groups.** Logical: **Information about the event will be presented in a logical progressive structure.** Visual: **Students will be able to use whatever graphics and visual aides in the iMovie presentation.** Kinesthetic: **Students can re-enact events and subevents in the iMovie presentation and act in various roles.** Intrapersonal: **Students will have to film segments of the iMovie and get a chance to try out every different job involved in the process.** Interpersonal: **Presentations will require the cooperation of the entire class in order to create the projects, participate in the judging process, and share information between groups to foster complete understanding of the event sequence.**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

** Type II Technology: **

Students will use iMovie 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.

**Formative (Assessment for Learning)** Students will create Time Order chart breaking down their selected event into several subsections (causes and mini-events)**.** Groups will be created to work on Time Order charts, and one member of each group will be selected to participate in a class wide mini-presentation with a question and answer period, so that the class understands which groups are working on what event. Time Order charts will be used as basis for summative screenplay/script and be handed in as additional information.
 * //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 design and present an analysis and outline of a specific political event of the period with lasting effects via an iMovie newscast video outlining a teacher-approved event (or section of a large event). Newscast will be presented to class with question & answer period in the context of the assessment to follow. Students will be graded via rubric which will be widely available in both digital and hardcopy formats so that no confusion presents itself. Students will be able to showcase mastery via content knowledge and level of comfort with the material.

__Teaching and Learning Sequence__
Desks will be in U-Shape arrangement for student sample viewing, arrange into specific group setup during reflection and paired work sessions, remain in groups for next section of lessons.

Day 1: 8:00-8:10 – Present my student sample (Hook) and tell students about summative assessment 8:10-8:30 – Review Timelines from Lesson 1 and compile a list of significant events to compare to supplied list 8:30-9:00 – Break into groups and begin work on Time Order charts after choosing specific events and outline project format 9:00-9:20 – Present tutorial on iMovie

Day 2: 8:00-8:30 – Reform groups and finish Time Order charts, Select specific events and begin to rotate members of groups between groups to share ideas 8:30-9:20 – Work on iMovie storyboard/script, finish outside of school on location

Day 3: 8:00-9:20 – Present iMovies of class, synthesize main ideas after each movie and hold question and answer period, self assessment and reflection

Students will understand that the groundwork for the present day United States was established by early government figures and events. Students will attain in-depth knowledge of an event that has shaped United States history to this day. 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. Present my student sample of the End of the War of 1812/Treaty of Ghent. 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. (Where, What, Why, Hook, Tailor): Visual, Auditory

Students will know the ins and outs of several key events in the time period from 1783-1815, selecting one to explore and research for a final project that displays mastery of the subject and context. 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. Having had adequate preparation throughout the unit, students will be responsible for most of the research into their event. (Equip, Tailor): Kinesthetic, Logical

Students will create Time Order chart breaking down their selected event into several subsections (causes and mini-events). Groups will be created to work on Time Order charts, and one member of each group will be selected to participate in a class wide mini-presentation with a question and answer period, so that the class understands which groups are working on what events. Students will select groups to work on Time Order charts and for the eventual iMovie presentation. Small groups will rotate the members who participated in the question and answer period and take specific information about other groups events and styles for their own projects. 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. (Explore, Experience, Rethink, Revise, Refine, Tailor): Interpersonal, Intrapersonal

Students will create journal entries regarding the project and their progress, as well as the group dynamic. iMovies will be graded with two different rubrics, regarding product and presentation of the material to the class. 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. The product should be a culmination of the entire unit, using the final products from each lesson to give the students a solid base of content knowledge (Evaluate, Tailor): Visual, Auditory

<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.


 * Handouts**