L2+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:** Self-Knowledge
 * Grade Level:** 11 **Topic:** McCarthyism/Red Scare **Product:** Comic Life

__**Objectives**__

 * Students will understand that** **there are enduring themes occurring before, during and after the Post-War period in the U.S.**
 * Students will know** **important events and people that affected the time period.**
 * Students will be able to do** **analyze how evidence is used to support multiple interpretations**

__**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 major enduring themes and historical influences in the U.S.

__**Assessment**__
I will meet with teams to go over their outlines to make sure they are on the right track. We will also discuss the grading rubric prior to the beginning of the project.
 * Formative (Assessment for Learning)**

For this lesson, students will be creating a comic life. Students will utilize what they have learned about political cartoons to create their own about a topic of their choice. Alternatively, students can hand draw a cartoon if they wish. This project will demonstrate students' ability to analyze different facets of this period of the Cold War. Students will be graded using a rubric (which will include a self-assessment).
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: During this lesson students will be exploring the features of ComicLife to create their final product. Students will also be using a graphic organizer in order to complete an activity where they will be analyzing a political cartoon.


 * Art:** Students will utilize the creative skills learned in art in their ComicLife.

__Groupings__
Students will be working on their projects in groups of 3 or 4. I will determine the members in each group based on their performance in the previous lesson and on individual learning styles.

__**Differentiated Instruction**__

 * Strategies**

**Linguistic:** Students will be using written material or speeches to narrate their cartoon. **Logical:** Students can reference statistics to get a point across in their cartoon. **Spatial:** Students will be using images and drawings in their ComicLife product. **Musical:** Students can reference themes in musical pieces that support their theme. **Interpersonal:** Students are working co-operatively in groups to design their products. **Intrapersonal:** Students can relate events to their personal lives.

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

Students will learn how to utilize ComicLife in a variety of ways by viewing online tutorials. They will also learn how to organize their ideas in a logical order to be presented in a cartoon.
 * Extensions**

__**Materials, Resources and Technology**__

 * Student laptops
 * Projector/Screen for sharing student products
 * Textbook
 * Chalkboard
 * Cartons printed out

__Source for Lesson Plan and Research__
The main resource for this lesson will be the lesson plan set up by EDSITEment: http://edsitement.neh.gov/view_lesson_plan.asp?id=689

This lesson will need to be tweaked a little bit in order to shorten the amount of time it will take.

Additionally, I will use the textbook cited below: Kennedy,David M. The American Pageant. 13th ed. Boston: Houghton Mifflin, 2006.

Student Sources: http://www.apl.org/history/mccarthy/biography.html http://www.spartacus.schoolnet.co.uk/USAmccarthy.htm http://www.spartacus.schoolnet.co.uk/USAhuac.htm

__**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 knowledge of this standard because it will be appealing to different learning styles. For example, it will appeal to "beach ball" learners because they will be able to use their creativity to create their political cartoon. It will also appeal to "clipboard" learners because students will need to be able to organize their thoughts in order to fit into a cartoon format.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** This lesson demonstrates my knowledge of the standard because I have based it on a particular facet of understanding. This lesson is meant to allow students to demonstrate self knowledge because through studying the Red Scare and creating their product they will understand the feelings that surrounded this time period and greatly influenced why these events occurred.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** This lesson demonstrates my knowledge of this standard because I am making use of both Type II technology as well as differentiated instruction/assessment. To create their product, students will be using ComicLife as a Type II technology. This offers students a large amount of freedom to express what they have learned based on their preferred intelligence. I will also be using multiple intelligences throughout the lesson in order to accommodate for as many students as possible.


 * //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 understanding of the standard because I plan to utilize the benefits of assessment throughout the lesson. Before starting the lesson I will begin a classroom discussion to assess how much students already know about the topic. For formative assessment, I will be meeting with groups while they are working on their projects to assess what they learned from the initial lesson. This will also ensure that students are on the right track for their political cartoon. Finally, their product will be graded using a rubric to make sure students have reached an understanding of the key understandings.

**__Teaching and Learning Sequence__** Day 1: Introduction (5 minutes) Hook (5 minutes) Discussion following hook to pre-assess (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 minutes) Lesson on Red Scare/McCarthyism. Analyze reasons it occurred, common themes with other historical events, etc. (35 minutes) Give more information on project and assign groups (5 minutes) Allow time for students to meet with groups to divide work (10 minutes)

Homework: Reading, begin brainstorming for ComicLife and finding resources.

Day 2: Students meet with groups to begin designing their ComicLife. Students may go to the library or other places in the school if necessary (45 minutes) Break from group work to continue lesson/discussion (25 minutes) Continue working in groups (10 minutes)

Homework: Complete ComicLife.

Day 3: Presentations (All period or until they are finished)

For this lesson, my classroom will remain set up in groups in order to accommodate for group work and class discussions. The goal of this lesson will be for students to understand enduring themes occurring throughout this time period and their connection to other events. This is important for students to know because historical themes are present all around us and for events like the red scare we should have a better knowledge of their roots so they are not repeated. The state standard students will be working to demonstrate is that they are able to understand that historical sources are used to support multiple interpretations of events. They will demonstrate this in their cartoons by using the sources given to them in order to display their own interpretations of the Red Scare. I will use student samples from other classes as the hook for this lesson. In addition, I found a student sample online where a song was set to the Pokemon theme song, the quality is a little shoddy, however, so I'm not sure if I would be able to use it. MIs used in this lesson: Interpersonal (group work), Spatial (comiclife), logical (connecting events), musical (hook).

In order to complete the final task of this lesson, students will need to know about important events and people that affected this time period. In addition, in order to complete the product, students will create a political cartoon using ComicLife demonstrating their interpretation of the events studied. Therefore students will need to learn how to use ComicLife to an extent that will allow them to create their product. As a class, we will be looking at different student samples as well as utilizing the online tutorials. Students' final tasks will demonstrate their ability to analyze how information is used to support multiple interpretations. The lesson I found based itself on the analysis of propaganda and newspaper cartoons in order to gain a better idea of the way Americans looked at Communists. Students will be able to look at these sources in order to analyze their implications along with an activity. This activity will act as the formative assessment for this lesson, giving me a better idea of student understandings. MIs used in this lesson: Spatial (comiclife), logical (analysis of information).

Students will work in their assigned groups to complete an activity using the cartoon clippings. Groups will choose one of the cartoons and fill in the graphic organizer describing who the target audience was, who would have created it, why it was created and so on. Group discussion will then follow so that students hear interpretations of each cartoon studied. Groups will be set up in a "jigsaw" fashion as students will work in groups and then share their information with the entire class. Students will show evidence of learning by creating their own political cartoon after studying the ones given to them. Students will have the opportunity to meet with me prior to completion in order to give them an opportunity to rethink or revise if necessary. MIs used in this lesson: Interpersonal (group work).

Following completion of students' products, students will fill out a self-assessment form that will be on the back of their rubrics. This will allow students to provide me with feedback regarding the project as well as share their feelings on how they thought they did. It will also be important to return feedback to students before the next lesson begins so they know where they stand in terms of the unit. MIs used in this lesson: Intrapersonal (self-assessment).

Information for lecture can be found in The American Pageant, beginning on page 888. In addition, online sources (posted above) will be used as references.
 * Content Notes**

Here is a list of the cartoons students will be analyzing:

> http://www.loc.gov/rr/print/swann/herblock/images/s03380u.jpg > http://www.loc.gov/rr/print/swann/herblock/images/hblock2.jpg > http://www.loc.gov/rr/print/swann/herblock/images/s03399u.jpg > http://www.loc.gov/rr/print/swann/herblock/images/hblock7.jpg > http://www.loc.gov/rr/print/swann/herblock/images/hblock4.jpg > http://www.loc.gov/rr/print/swann/herblock/images/s03493u.jpg > http://www.loc.gov/rr/print/swann/herblock/images/hblock5.jpg > " http://www.loc.gov/rr/print/swann/herblock/images/s03479u.jpg
 * [|"It's Okay—We're Hunting Communists"]:
 * [|"Fire"]:
 * [|"You Read Books, Eh?"]
 * [|"Say, Whatever Happened to 'Freedom-from-Fear'?"]
 * [|"You Mean I'm Supposed to Stand on That?"]
 * [|"Nothing Exceeds Like Excess"]:
 * [|"Have a Care, Sir"]:
 * [|"I Have Here in my Hand...:]

Each group will be assigned a cartoon to analyze. They will record their findings on this graphic organizer. Students will then discuss their findings with the class so everyone gets to hear about each comic.


 * Handouts**
 * Graphic organizer
 * Outline of intro
 * Rubric/Self assessment
 * Cartoons