L3+Grivois,Timothy


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


 * Teacher’s Name:** Mr. Grivois
 * Date of Lesson:** 3 - Self-Knowledge
 * Grade Level:** 9/10
 * Topic:** Students will understand the position of the United States on a global scale and the manner in which other countries interpret the U.S.

__Objectives__
 * Student will understand that** the development of the United States into a world power had a profound effect on a global and historical scale.
 * Student will know** the position of the United States on a global scale in relation to politics, economics, and foreign relations.
 * Student will be able to** discuss in partners different ideas for the trickle-down chart and upon completion will be able to compare work.

__**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 understand the position of the United States on a global scale and the manner in which other countries interpret the U.S. in the context of history, and in context of the modern United States political and economic structure and climate. Comparisons will be drawn between the two time periods to create a connection of relevancy.

__**Assessment**__
Students will create a trickle-down chart outlining lasting effects in the categories of economics, politics, and culture. Trickle-down charts will be compared and synthesized for one class-wide chart that can be used between and among groups for the creation of podcast subjects. Peer review groups will read transcripts of first draft podcasts and give feedback. Students will self-assess throughout the entire process to assure that mastery is the goal while bolstering the fundamentals of historical analysis and comparison.
 * Formative (Assessment for Learning)**

Students will submit a GarageBand Podcast responsive analysis to the U.S. position as a newly formed global power in 1815. Podcasts will be graded via rubric giving points for hitting specific benchmarks in the analysis. Podcasts will be available digitally and widely distributed amongst the class as study guides for future assessments and information wells for different lesson projects and assignments.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Musical:** Students will be able to create a podcast showcasing their musical talents if they so desire; points for the podcast will be given in the category of creativity, so this is a potential outlet for musical talent.
 * English:** Students will have to present a written justification and transcript of their podcast so they will have to utilize writing ability and grammar mastery to do so adequately.
 * Technology:** Students will use GarageBand for their summative assessment, and make their project available as a digital artifact.

__Groupings__
Students will partner up to create trickle-down charts, as well as discuss the different qualities of the content, and how they plan on going about creation of the podcast. The entire process of this lesson is in group form. Students will have a group or partner throughout this lesson, though they will switch quite a few times to gain newfound perspective and information, rather than stay with one person who may have made the same mistakes.

__**Differentiated Instruction**__
**Verbal:** Students will engage in a debate regarding the strength of the United States during the period. **Logical:** Students will construct a fact-based argument regarding one position or the other for the above mentioned debate. **Visual:** Students will analyze the presented chart based on visual statistics. **Intrapersonal:** A personal reflection piece will be assigned regarding political affiliations both historical and current. **Interpersonal:** Students will work with partners or groups for discussions. **Kinesthetic:** Students will act out a cultural tradition that originated in the period and still remains today
 * 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 use GarageBand for their summative assessment, and make their project available as a digital artifact. They will use laptops as research tools, as well as utilize several online resources they will be given. In addition to using given resources, students will be expected to contribute a new online resource for the instructor and class to use in the future. Students will make these resources available for homework the first night of the lesson.
 * Extensions**

__**Materials, Resources and Technology**__

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

__Source for Lesson Plan and Research__
http://usinfo.state.gov/products/pubs/oecon/homepage.htm http://factfinder.census.gov/bf/_lang=en_vt_name=DEC_2000_SF3_U_DP3_geo_id=01000US.html http://www.nber.org/ http://www.america.gov/publications/books/history-outline.html http://edsitement.neh.gov/tab_lesson.asp?subjectArea=3 http://www.animatedatlas.com/timeline.html

__**Maine Standards for Initial Teacher Certification and Rationale**__
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; 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 aware of the intricacies of modern diplomacy.
 * //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 understand the position of the United States on a global scale and the manner in which other countries interpret the U.S. The sequence of events ranging from 1783-1815 specifically regarding the development of the United States will be bolstered and put in perspective with real world application. 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. 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.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Verbal: **Students will engage in a debate regarding the strength of the United States during the period.** Logical: **Students will construct a fact-based argument regarding one position or the other for the above mentioned debate.** Visual: **Students will analyze the presented chart based on visual statistics.** Intrapersonal: **A personal reflection piece will be assigned regarding political affiliations both historical and current.** Interpersonal: **Students will work with partners or groups for discussions.** Kinesthetic: **Students will act out a cultural tradition that originated in the period and still remains today**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

Students will use GarageBand for their summative assessment, and make their project available as a digital artifact. They will use laptops as research tools, as well as utilize several online resources they will be given. In addition to using given resources, students will be expected to contribute a new online resource for the instructor and class to use in the future. Students will make these resources available for homework the first night of the lesson.
 * Type II Technology:**

**Formative (Assessment for Learning)** Students will create a trickle-down chart outlining lasting effects in the categories of economics, politics, and culture. Trickle-down charts will be compared and synthesized for one class-wide chart that can be used between and among groups for the creation of podcast subjects. Peer review groups will read transcripts of first draft podcasts and give feedback. Students will self-assess throughout the entire process to assure that mastery is the goal while bolstering the fundamentals of historical analysis and comparison.
 * //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 submit a GarageBand Podcast responsive analysis to the U.S. position as a newly formed global power in 1815. Podcasts will be graded via rubric giving points for hitting specific benchmarks in the analysis. Podcasts will be available digitally and widely distributed amongst the class as study guides for future assessments and information wells for different lesson projects and assignments.

__Teaching and Learning Sequence__
Agenda: 2 Day Teaching Time

Day 1: 8:00-8:20 - Presentation of chart containing comparative statistics to class including relevant information progression from 1783 until now. 8:20-8:40 - Analysis of the U.S. position in the current day system 8:40-9:00 - Tutorial for GarageBand 9:00-9:20 - Trickle-down groups are formed and begin to analyze the differences in fundamental areas

Day 2: 8:00-8:20 - Groups reconvene and continue discussion of material 8:20-8:40 - Podcast drafts are created and submitted for peer review 8:40-9:00 - Drafts are analyzed and passed back 9:00-9:20 - Work on Podcasts begin and are expected to be passed in electronically that night

Students will understand the position of the United States on a global scale and the manner in which other countries interpret the U.S. Students will understand that the development of the United States into a world power had a profound effect on a global and historical scale. 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. I will p resent a chart containing comparative statistics relating the position of the U.S. on an a global economic scale both past & present. Students will understand the subtleties and differences in fundamental areas and how they have evolved over time. Students will work in groups for certain exercises to orient different intelligences. A personal reflection piece will be assigned regarding political affiliations both historical and current for intrapersonal learners.**(Where, What, Why, Hook, Tailor).**

Students will know the position of the United States on a global scale in relation to politics, economics, and foreign relations. Students who are unaware of the United States current political affiliations will be enlightened, hopefully by other students with interests in politics. I will attempt to create a basic understanding of the fundamental concepts amongst students with as little interruption as possible; if available, I will call on student resources and perform a "circle the sages" type of group exercise. If not possible, I will introduce another teacher willing to share their own perspective on politics that stands in direct contrast to mine, which can add humor to the lesson **(Equip, Tailor).**

Students will create a trickle-down chart outlining lasting effects in the categories of economics, politics, and culture. Students will partner up to discuss modern ramifications of early U.S. establishment. Students will be able to discuss in partners different ideas for the trickle-down chart and upon completion will be able to compare work and Trickle-down charts will be compared and synthesized for one class-wide chart that can be used between and among groups for the creation of podcast subjects. Peer groups will be formed for reflective activities as well; I will attempt to create an environment wherein students feel as comfortable working with each other as with myself. **(Explore, Experience, Rethink, Revise, Refine, Tailor).**

Podcasts will be graded via rubric giving points for hitting specific benchmarks in the analysis; peer review groups will read transcripts of first draft podcasts and give feedback. Podcasts will be available for review throughout the unit by the whole class in a digital format. Podcasts can be amended throughout the unit if students keep up to date with current events that give them newfound perspective. Peer review groups will convene regularly throughout the lesson in order to facilitate self-reflection and knowledge. Rubrics will be widely available for student reference throughout the lesson and unit **(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. <span style="font-family: Arial,Helvetica,sans-serif;"> Chapter 6: Securing Independence, Defining Nationhood, 1776-1788 <span style="font-family: Arial,Helvetica,sans-serif;"> 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;"> Chapter 7: Launching the New Republic, 1789-1800 <span style="font-family: Arial,Helvetica,sans-serif;"> 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;"> Chapter 8: Jeffersonianism and the Era of Good Feelings, 1801-1824 <span style="font-family: Arial,Helvetica,sans-serif;"> 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; http://usinfo.state.gov/products/pubs/oecon/homepage.htm http://factfinder.census.gov/bf/_lang=en_vt_name=DEC_2000_SF3_U_DP3_geo_id=01000US.html http://www.nber.org/ http://www.america.gov/publications/books/history-outline.html http://edsitement.neh.gov/tab_lesson.asp?subjectArea=3 http://www.animatedatlas.com/timeline.html

Trickle-Down Chart Statistics Page
 * Handouts**