L5+Hatfield,+Joel

=**UMF LESSON PLAN FORMAT**=

Teacher’s Name: Joel Hatfield Date of Lesson: Lesson #5 Grade Level: 9-Diploma Topic: American Revolution

Objectives Student will understand that that the Revolution looked and played out differently depending on ones economic standing and one's beliefs at the time were. Student will know what were some of the major events that led to the American Revolution. Student will be able to analyze the major events that led to Revolution.

Maine Learning Results Alignment

Content Area - Social Studies - E. History Standard Label - E1 Historical knowledge, concepts, themes, and patterns. 9-Diploma. 3. The Revolutionary Era 1754-1783.-Students understand major eras, major enduring themes, and historic influences in U.S. and world history, including the roots of Democratic philosophy, ideals, and institutions in the world. Grade Level Span – Grade 9 - Diplomas Performance Indicator(s) - a. Explain that history includes the study of the past based on the examination of primary and secondary sources. Rationale: This lesson will help students get a better understanding of how the American Revolution took shape and evolved the way it did.

Assessment

Formative (Assessment for Learning)

Both the first and final drafts will be reviewed and assessed by the students working group and the teacher. The first draft will not be officially graded. Students will count on one another for peer assessment and to help build their projects. The teacher will go around the groups while they are initially performing their Persuasion Chart exercise and help them with finding the events that should and should not make their master list for their blog. Students should be able to work on their blogs in class on their lap tops which will make assessment easier for the teacher and make it convenient for students to help each other throughout the project.

Summative (Assessment of Learning)

The final project will be assessed by a rubric that will be given out on the same day of the assignment and a peer evaluation. For each section of the rubric the student will receive a certain number of designated points for the assignment that will ultimately contribute to the students’ final grades in the class. If project is not completed on time then the students' will be able to finish the project and present during the next class period at a cost of 10% of completed grade. Assessment will give the teacher a relative idea of what information needs to be better presented to the students and what other areas of the assignment could use a different approach.

Integration

English: Proper grammar and good sentence structure will be expected in the blog.

Type II Technology: Students will be using their laptops and the internet to research their blogs.

Groupings

The students will be split into groups of four by breaking into their fall partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their separate groups and discuss which events should be included in their individual blogs. Each group will have a designated leader who will make sure that each person speaks when it is their turn and to keep things at reasonable volume. There will also be a time keeper, who will let the group know how much discussion time they have left.

Differentiated Instruction

Strategies

Linguistic: Students will be in debates for most of the lesson. Logical: Must piece together evidence for both sides of the argument. Spatial: Students can create a chart or graph to help explain their argument. Bodily-Kinesthetic: Students will be moving from table to table. Interpersonal: Students will be debating with other students throughout. Intrapersonal: Students will create their wiki by themselves.

Modifications/Accommodations

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absent students: If a student is absent for the day they will be able to look at the class wiki online to see what is going to be due the next class period. The blogs will be uploaded onto the class wiki also. The student is expected to at least to attempt the listed homework and complete as much as they can. There will be no consequences if the work comes in incomplete from the student not understanding the information but if the students understands the information then the work should be completed. When returning to school it is the students responsibility to see me to go over the lesson they missed and to ask any questions they may have over the assignments or the lesson itself. If the student is going to be absent for an extended period of time they are required to let the teacher know so that special recommendations may be made.

Extensions

Type II Technology- Students will be working on their laptops and on the internet as they try to complete their blogs. The class will also update all of their work onto the class wiki.

Materials, Resources and Technology

Day 1: Laptop Textbook Writing Utensil Notebook Rubric Class Wiki

Source for Lesson Plan and Research

I designed this lesson myself. All other information will be available from the students textbook or they can gather more information from their laptop. Graphic Organizer was found from Education Place. http://www.eduplace.com/graphicorganizer/

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: The lesson was taught with the Multiple Intelligence theory in mind and should give equal knowledge to all types of learners. Instruction can be more individualized while students are in groups and especially when they are working by themselves.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson will help the students realize how something can look entirely different depending on what side of the issue they are standing on. Due to previous lesson the students will already know the need and wants of both sides of the war.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: In this lesson I use six different learning intelligences (Linguistic, Logical, Spatial, Body-Kinesthetic, Intra personal, and Interpersonal) to better teach the wide variety of students learning styles in the class. Students also have numerous products at their disposal to help enhance their blog presentation.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Throughout the lesson I will be going over students lists of key events and ideas to put into their blogs while they are in their Persuasion Chart group exercise. The only part of the lesson that will be formally assessed will be the final project of the blog from a rubric that was handed to the students when I first introduced the lesson.

Teaching and Learning Sequence:

Day 1 Project Groupings Project Time

After the class gets settled down into their seats, which are still organized the way they were on the first day, we will attempt the hook of the class where we will compare and contrast the intolerable acts to chores. We will first make a list of common household chores on one side of the board and list the Intolerable Acts on the other side. For each of the chores we will try to see the reasoning behind it. We will do the same for the Intolerable Acts. By doing this it will help the students to see multiple sides of the arguments. (20 minutes) Hook, Why, Where, Explore, Tailor: Interpersonal, Linguistic

After initial questioning by the class we will all break into our fall season groups and work on the Persuasion Chart group exercise. By doing this exercise the groups will try to convince each other that either the British or the Colonists were more right for making the law or fighting it. Each group will play the role of the British enforcers and as a Colonist receiving the taxation. Which tax they debate and if they are British or a Colonist will be randomized by counting off by six and then by two. The goal behind this exercise is for the students to see both sides of the argument and see the reasoning behind the decision-making. (20 minutes) Rethink, Revise, Refine, Tailor: Logical, Bodily, Kinesthetic

For the rest of the class the students will be working on their blogs to evaluate the Intolerable Acts from both the colonists receiving them and the British enforcing them. The students will be working on the same acts that they were for the Persuasion Chart exercise and be the same role. While the students are working on their blogs I will be going around the class answering questions and helping the students write their blogs. If the students do not complete their blogs by the end of class their homework assignment will be to finish the blog and then upload it to the class wiki. Another homework assignment that the students will have is to comment on at least three other blogs that are not of the same subject as theirs. They must comment in one of the roles that we discussed in class; British or Colonist. (40 minutes) What, Revise, Evaluate, Tailor: Linguistic, Spatial, Intrapersonal

Content Notes: The Intolerable Acts or the Coercive Acts were names given by colonists in the Thirteen Colonies to a series of laws passed by the British Parliament in March of 1774. The acts were met with outrage and resistance in the colonies and were important developments in the growth of the American Revolution.

Four of the five acts were issued in direct response to the Boston Tea Party of December 1773. The Acts

The Boston Port Act, the first of the acts passed in response to the Boston Tea Party, closed the port of Boston until the East India Company had been repaid for the destroyed tea. Colonists objected that the Port Act punished all of Boston rather than just the individuals who had destroyed the tea, and that they were being punished without having been given an opportunity to testify in their own defense.

The Massachusetts Government Act created even more outrage than the Port Act because it unilaterally altered the government of Massachusetts to bring it under control of the British government. Under the terms of the Government Act, almost all positions in the colonial government were to be appointed by the governor or the king. The act also severely limited the activities of town meetings in Massachusetts. Colonists outside Massachusetts feared that their governments could now also be changed by the legislative fiat of Parliament.

The Administration of Justice Act allowed the governor the option of a change of venue for accused royal officials to another colony or even to Great Britain if he believed the official could not get a fair trial in Massachusetts. Although the act stipulated that witnesses would be paid for their travel expenses, in practice few colonists could afford to leave their work and cross the ocean to testify in a trial. George Washington called this the "Murder Act" because he believed that it allowed British officials to harass Americans and then escape justice. Some colonists believed the act was unnecessary because British soldiers had been given a fair trial following the Boston Massacre in 1770.

The Quartering Act applied to all of the colonies, and sought to create a more effective method of housing British troops in America. In the previous act, the colonies had been required to provide housing for soldiers, but colonial legislatures had been uncooperative in doing so. The Quartering Act allowed a governor to house soldiers in other buildings if suitable quarters were not provided. While many sources claim[citation needed] that the Quartering Act allowed troops to be billeted in occupied private homes, this is a myth. The act only permitted troops to be quartered in uninhabited houses, outhouses, barns, or other buildings. Although many colonists found the Quartering Act objectionable, it generated the least protest of the Intolerable Acts.

The Quebec Act was a piece of legislation unrelated to the events in Boston, thus not one of the Coercive Acts, but the timing of its passage led it to be labeled as one of the Intolerable Acts. The act enlarged the boundaries of the Province of Quebec and instituted reforms generally favorable to the French Catholic inhabitants of the region, although denying them an elected legislative assembly. The Quebec Act offended a variety of interest groups in the British colonies. Land speculators and settlers objected to the transfer of western lands previously claimed by the colonies to a non-representative government. Many feared the establishment of Catholicism in Quebec, and that the French Canadians were being courted to help oppress Americans

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