L1+Towle,Matthew+Raymond


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


 * Teacher’s Name:** Mr. Towle **Lesson:** 1 **Facet:** Perspective
 * Grade Level:** 11 **Topic:** Democracy vs. Communism **Product:** PreZentit

__**Objectives**__

 * Student will understand that the concepts/nuances of the Post-War U.S. affect the world today.**
 * Student will know key factual information regarding political relations during the Post-World War II time period.**
 * Student will be able to decide how the roots and evolution of democratic ideals and constitutional principles are present/affecting.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History. E1 Historical Knowledge, concepts, themes and patterns. Grade 9-Diploma "World War II and Post-War U.S. 1931-1961." Students understand major eras, major enduring themes and historic influences in the U.S. and world history, including the roots of democratic philosophy, ideals and institutions in the world


 * Rationale:** Students will understand how the themes and concepts of the Post-World War II era are lasting and are still affecting current events in the world today.

__**Assessment**__
Student groups will meet with the teacher to go over a checklist that will ensure that they are on the right track.
 * Formative (Assessment for Learning)**

For this lesson students will be creating an interactive presentation using the online tool PreZentit. With this presentation, students will demonstrate their understandings of the differences between democratic and communistic ideals. Students will be graded based upon a rubric that they will be given upon assignment of this project.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: During this lesson we will explore the many features of PreZentit, an interactive presentation creator. Students will also be using a graphic organizer to map out their ideas before committing them to their presentations.


 * Art:** Students will utilize skills learned in Art classes to creatively format their presentations. **English:** They will also use English skills to properly write narrative for the presentation.

__Groupings__
Students will be assigned to groups of four for this project. Two students will be assigned to research democracy and two will be assigned to research communism. This will include both in-class and at home work to fill in their graphic organizers to be prepared to map out the presentation in class. Students will then collaborate to map out and create their presentation products based on chosen roles. There will be a facilitator to manage the group's work, a recorder or scribe who will take notes of what the group is doing, a time keeper to keep the group on task and a process observer to aid in efficiency.

__**Differentiated Instruction**__
**Musical:** Students will have the opportunity to use music/sounds/rhythm to explain their ideas related to democracy and communism as opposed to just using words and pictures. **Kinesthetic:** Students can be act as historical figures during their presentation that coincide with their ideas regarding democracy and communism. **Spatial:** Students will be using pictures in their presentations and can incorporate their graphic organizers as well in order to compare the ideals of democracy and communism. **Logical:** Students can incorporate a time-line of sequential events into their presentation to help to emphasize their points comparing and contrasting democracy and communism. **Linguistic:** Students can add a speech given by an historical character relevant to the tensions between democracy and communism. **Interpersonal:** Students are working in groups on their projects to combine their ideas about democracy and communism.
 * Strategies**

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


 * Absent:** Absences during this lesson can be made up outside of class. Students can meet with me following an absence to receive any work that is necessary as well as a summary of what was done during class.

During this lesson we will explore the many features of PreZentit, an interactive presentation creator. Students will also be using a graphic organizer to map out their ideas before committing them to their presentations.
 * Extensions**

__**Materials, Resources and Technology**__

 * Projector/Screen
 * Handouts -- Graphic Organizers, Information Sheets
 * Whiteboard
 * Markers

__Source for Lesson Plan and Research__
Lesson ideas: http://www.schoolhistory.co.uk/lessons/coldwar/index.htm

Democracy links: http://www.merriam-webster.com/dictionary/democracy http://plato.stanford.edu/entries/democracy/ http://www.state.gov/g/drl/democ/ http://www.britannica.com/EBchecked/topic/157129/democracy

Communism links: http://www.merriam-webster.com/dictionary/communism?show=0&t=1285776418 http://www.marxists.org/archive/marx/works/1847/11/prin-com.htm http://www.allaboutphilosophy.org/communism.htm http://www.britannica.com/EBchecked/topic/129104/communism

Graphic Organizer - http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf

Kennedy,David M. The American Pageant. 13th ed. Boston: Houghton Mifflin, 2006.

__**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:** This lesson demonstrates my competency in this standard by teaching through a variety of learning styles. For one, students will have a variety of sources to utilize as well as the freedom to make a creative presentation for their product. I will also provide proper structure as well as clear procedures and expectations for students who prefer organization. I plan to provide students with comfortable groups where they will not be afraid to share their ideas with each other.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson demonstrates my competency with the standard because I planned my lessons with the facets of understanding in mind. After this lesson, students will be able to gain //perspective// of important concepts behind democracy and communism and differentiate between the two. Students will create a presentation that demonstrates that they can relate the ideas behind democracy and communism to other situations in order to gain a better understanding of both ideals.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** This lesson demonstrates my competency with the standard because I am implementing differentiated instruction as well as Type II technologies into the lesson and product. By incorporating as many of the eight intelligences as possible, students will have a greater opportunity to learn and understand the big ideas and essential questions. In addition, if I allow students to demonstrate their understanding by using different intelligences (rather than only focusing on one intelligence) they will be able to show what they have learned in a way that is specific to them, yet still shows their understanding of the big ideas and essential questions.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** This lesson demonstrates my competency with this standard because I will be using a variety of assessment methods to help students throughout their lesson and with the product. While groups are working on their research and projects I will be meeting with each group to assess their work and make sure they are on the right track. In addition, prior to presenting their products, students will be given the opportunity to self assess their work by checking the product rubric. This will give them the opportunity to make any necessary changes to enhance the quality of their product. Following the presentation, students will be graded on their final products as well as their presentation.

__Teaching and Learning Sequence__
Day 1: Pre-assessment to see what students already know about the time period (10 minutes) Hook, students will be introduced to the topic (5 minutes) Introduction of final project as well as an introduction to the material that will be covered and the expectations for the lesson (15 mintues) Begin lesson on political relations and tensions during the Cold War (35 minutes) Give more information on project and assign groups (5 minutes) Allow students to break up into groups and divide research amongst each other. Students may begin research if time allows (10 minutes)

Homework: Continue research and be prepared to share your finding with your group.

Day 2: Collaborate in groups, combine everyone's research using a "jigsaw" type activity (15 minutes) Determine what information is lacking and continue research (20 minutes) At this point students should be beginning work on their presentations. While students are working on their presentations I will be going around to meet with every group to check for understanding and make sure that they are on the right track for the project (25 minutes) If time allows, we will begin presentations (20 minutes)

Day 3: Students begin/finish presentations. Presentations should not be more than around 10 minutes so this should take no more than half of the class period.

My classroom will be arranged in clusters of desks to accommodate for group work on the project. This will also help for group/class discussions throughout the lesson. Students will understand that the concepts/nuances of the Post-War U.S. affect the world today. Students should know this information because core political views today are affected by the Cold War conflict. Students will be required by the state standards to understand major enduring themes and historic influences in the U.S. and world history during the 1945-1961 time period including the roots of democratic philosophy ideals and institutions in the world. In order to draw students into the lesson, I will show them a clip from the 1980s Olympics "miracle on ice" hockey game between the U.S. and the U.S.S.R. to show how it became an arena for democracy vs. communism. This will show students how the political tension between the two countries culminated in a ways that did not only include war. MIs used in this lesson: Interpersonal (group activities), logical (knowledge of key facts), linguistic (introduction lecture), kinesthetic (hockey reference).

In order to complete the final task, students will need to know key factual information regarding political relations during this time period. We will explore this information following the video by looking at the ways in which opposing countries got along during this time (i.e. arms race, space race, ice hockey, etc.). While exploring this information, students will fill in their graphic organizers so that they have a reference point to begin working on the final product. A lot of the ideas for my lesson plan came from this website which includes information on all of the major events during the Cold War. This website provides interactive diagrams that offer plenty of rich information to provide background information to students regarding political relations during the Cold War. MIs used in this lesson: logical (knowledge of key facts), spatial (use of graphic organizers).

Following the introductory lesson students will begin exploring the resources provided to gather information for the project. Students will be focusing on the major differences between democracy and communism and then analyzing how these differences created such a large amount of tension during this time period. Students will be asked to relate these events to real life situations in order to promote higher-order thinking. Their presentations will include information about both political ideals as well as personalized examples. Students will be able to decide how the roots and evolution of democratic ideals and constitutional principles are present/affecting and demonstrate this understanding in their presentations. This will be summatively assessed using a rubric that students will be given at the beginning of the project. Throughout the project, while students are working in groups, I will be walking around meeting with each group to answer any questions and make sure they are on the right track (checklist fashion). This will give students the opportunity to revise and refine their work before they begin presentations. MIs used in this lesson: intrapersonal (relating events to personal experiences), all intelligences can be utilized in some way in creating the presentation.

Following their projects, students will hand in a self-assessment that will be printed on the back of their rubric. This way I can take into consideration the students opinions on the project as I am grading each of them. It is very important to give students timely feedback so they will actually take it into account so I will make sure I grade them as quickly as possible. This lesson will connect to the next one because the following lesson has to do with enduring themes and focusses on the Red Scare. This connects because during this first lesson, students are exploring the differences between democracy and communism and the second lesson has to do with how America has viewed these differences in the past. MIs used in this lesson: intrapersonal (self-assessments).

The goal of this lesson is for students to know key factual information regarding political relations during the Post-World War II time period. The main resource for information in the introduction lecture comes from the American Pageant: -Chapter 36: Covers 1945-1952, Post-War world decisions, domestic changes, Korean War, Red Scare, the Cold War begins. -Chapter 37: Covers 1952-1960, Eisenhower years, cultural changes, civil rights, Cold War continues in the Middle East. -Chapter 38: Covers 1960-1968, Kennedy years, space race, Vietnam War.
 * Content Notes**

As well as this website: http://www.schoolhistory.co.uk/lessons/coldwar/index.htm This website includes information on nearly all major events throughout the Cold War.


 * Handouts**
 * Graphic organizer
 * Outline of introduction lecture
 * Rubric/Self-Assessment