L1+Doucette,+Marie

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11-12 Topic: Analyzing different governments**
//the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system are different from of government and political systems in the world.// || the differences between a republic, democracy, aristocracy, monarchy, and dictatorship. || analyze the differences between the various types of government. ||
 * =**Objectives**:= ||
 * Student will understand that
 * Student will know
 * Student will be able to do

B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. //** a. Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world.
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results://** **Social Studies -** **// B. Civics and Government

Rationale: This lesson will make the students aware of the different types of governments. The Google Earth section will make the different government systems in the world more tangible/real and making them more aware of government that we live in. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * The teacher will give feedback on the questionnaire that the students filled out during the jigsaw activity. Information from this assessment will provide knowledge about what kind of feedback the student needs in order to understand the various types of governments. ||
 * **Summative** (Assessment of Learning)
 * Students will build a wiki page that includes the information that they gathered during their jigsaw, images from the government’s location, and a brief description of each type of government. This assessment will not be formally graded but will be assessed using the questionnaire/checklist that the students used in class. If students included all the information from their questionnaire they will receive a certain number of points for the assignment (see syllabus) that will contribute to the student’s final grade. If the criteria on the questionnaire/checklist have not been met the students will have until the beginning of the next class meeting to complete their page. ||

= = Type II technology- I will use Google Earth and Wiki. ||
 * =**Integration**= ||
 * Science- The use of Google Earth will connect to world geography.


 * =**Groupings**= ||
 * After the hook students will be divide into jigsaw groups and assigned a particular type of government. Once students are in their group I will have them pick a group leader to make sure that the group stays on task, a time keeper to keep the group aware of the time that they have left to research, a record keeper to take down the information that is found, and a researcher to run the computer as they research. After a time of research they will move into the next jigsaw group in order to share the information that they gathered. In this group they will also need to assign a group leader to make sure everyone reports on their government and time keeper to keep the group informed on the amount of time they have to report out. ||

I will use Google Earth as a type II technology in order for the students to visualize the locations of other governments around the world. I plan to use Wikispaces in both type I and type II technology. Students will record their information on their wiki page (type I) and comment on each others pages (type II). ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic:** During the jigsaw students will use their linguistic intelligence.
 * Spatial:** Google Earth will provide a visual of where these governments actually are.
 * Bodily-Kinesthetic:** As students move into their various groups they will be using their kinesthetic intelligence.
 * Interpersonal:** Group work during the jigsaw and optional pairing after will give students plenty of interpersonal experience.
 * Intrapersonal:** Students have an option of working by themselves after the jigsaw, they will also be journaling on their wiki pages.
 * Naturalist:** Google Earth will provide a connection to our planet as they view the different geographic areas. ||
 * **Modifications/Accommodations**
 * //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * If students are absent, for one reason or another, they are responsible for consulting one of their fellow classmates, me, or the class wiki in order to acquire any information that they may not have received in their absence. If students provide me with evidence (a note from a parent/guardian, a physician, a coach or another teacher) of extenuating circumstances that prevented them from contacting anyone about the assignment and/or completing the assignment, than I will gladly provide them with extra time to do the work at no peril to their grade on the assignment. The amount of time granted for an extension on an assignment may vary depending on factors such as the length of the assignment or the extenuating circumstances mentioned previously. However, if there are no extenuating circumstances involved, I will deduct one point from your participation grade for each day (not class period) that the work is not completed.
 * **Extensions**
 * **Extensions**

Class Wiki introduction Syllabus Student Wiki instruction handout a step by step guide to building lesson Wiki pages. Laptops (with wireless internet access) for research and Wiki building. Pre-assessment questionnaire on the United States. Pens and Paper Partner Builder [|Marie's Seasonal Partners.doc]
 * =Materials, Resources and Technology= ||
 * Lesson 1, Day 1

Day 2 Questionnaire/checklist [|LESSON 1 questionnaire.doc] Wiki Rubric - a rubric that will be used for every lesson in this unit Dixie Chicks music - http://www.youtube.com/watch?v=Olqn-gVz5K8 Projector screen to use with hook. Pens and paper [|Google Earth]

||

http://www.wikispaces.com/ http://earth.google.com/ ||
 * =Source for Lesson Plan and Research= ||
 * Day 1

This lesson demonstrates the Maine Standards for Initial Teacher Certification by consistently having students make the connection between content and their own background experience in the following ways: the use of a pre-assessment will provide information that will be used to adjust the lesson plans to better meet the students learning needs; the use of technology (like Wiki pages and Google Earth) will tap into students previous experiences with technology and provide a tool that they are familiar with and comfortable working with; the use of jigsaw seasonal groups will provide the students with an emotional and social environment that leans on preset relationships; and the use of peer review of the Wiki pages will allow more exposure to the content (and be used as self assessments) and provide feedback that will be used to refine their own Wiki pages (that will be used as formative assessments). || This lesson demonstrates the Maine Standards for Initial Teacher Certification by use of a pre-unit assessment to gage students prior knowledge of government and allow lesson adjustment to better meet the learning needs of the students. The theory of backwards design was used to develop this unit, keeping in mind the summative assessment, the big ideas, and the MLR as the students progress through the lesson. MI theory has been used to utilize the various students learning strengths. Student's IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. || This lesson demonstrates the Maine Standards for Initial Teacher Certification by using media and technology to in the following ways: the Internet will be used as a research tool; Wiki pages will be utilized as a student "portfolio" where they will keep document all their work, give and receive feedback, refine their work, and journal their thoughts on class content; [|Google Earth] will be used to further explore the geographical locations of the governments that they are researching; and students will use the jigsaw type groups to "teach" each other about the various government types. || This lesson demonstrates the Maine Standards for Initial Teacher Certification in a number of ways. First a pre-unit assessment will be used to gage the students previous knowledge of government types so that lessons can be adjusted to better meet the student's learning needs. A questionnaire will be provide support and guide the learner in research and will be utilized by the students as a self assessor and by the teacher as a formative assessment. Student peer review and feedback will be used to develop the students understanding of the government types. Students will journal feedback on the lesson for the teacher to use in assessing information understanding. ||
 * =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:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

Day 1 Students will enter the class and take their seats, which I will arrange in a semi-circle, facing the front of the room. This seating arrangement will allow students to easily see and hear me while I explain the syllabus, student Wikis, and the pre-test.
 * =Teaching and Learning Sequence:= ||

Agenda:
 * Syllabus
 * Class Wiki introduction handout (see attachment)
 * Student Wiki instruction hand out
 * Wiki Rubric
 * Blog instruction and set up
 * Set up partner system (see attachment)
 * Pre-assessment (see attachment
 * Pens and Paper

Students will receive a copy of the syllabus from me, which I will then explain to the class (See Syllabus). Afterwards, I will show students the class Wiki and give them a hand-out that explains how the students will go about setting up their own Wikis, which they will attach to the class artifact page (See Student Wiki Hand-out). We will set up the students Blog journals in class and link them to the class Wiki. Students will use their individual Wikis and blogs to complete the majority of the assignments in my class; therefore, students must have their Wikis and blogs set-up and ready to use by the following class period. Finally, students will complete a pre-assessment (see attached) that will not be graded, but that will allow me to gauge the students’ previous knowledge of the United States government and other government systems so that I can accurately alter my lesson plans to better cater to my students’ needs (80 minutes).

Day 2 As students enter the class room and take their seats, which I will have arranged in five groups, Dixie Chicks music will be playing. This seating arrangement will allow students to work in groups as they jigsaw the various governments. On the projector screen will be a newspaper article or video of the Dixie Chicks speaking out and the backlash from it. For my hook we will watch the Dixie Chicks video (http://www.youtube.com/watch?v=Olqn-gVz5K8) and discuss what the Dixie Chicks singer did, the reaction from our government, and the reaction from the citizens.

Agenda: [|Google Earth] In today's class students will analyze the difference between Aristocracy, Democracy, Dictatorship, Monarchy, and Republic in order to see that the processes of constitutional government in the American political system is different than in other forms of governments and political systems in the world. //Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.// As a hook I will show the students the video of the Dixie Chicks speaking. (15 min) || As the music plays in the background I will guide the class in reaction discussion about the video and how it pertains to us and our freedom of speech, how the public reacted, and how the government reacted. I will provide the class with a questionnaire/checklist that includes Republic, Aristocracy, Democracy, Monarchy, Dictatorship, which I will go over, to guide their research. At this time I will also review the Google Earth handout to clarify any questions that the students may have using this technology. (10 min) The class will be divided into jigsaw groups and each group assigned a government type and they will research specific questions on their respective governments. I will be circulating among the groups to assess understanding. They will also find examples of each of the types of government alive today. After finding the governments they will Google Earth the capitols of each one and take a snapshot (if you can) of each one to add to their Wiki page and share with the other students. As they do this I will walk around and assess the questionnaires. The students can ask clarifying questions at any time but I will specifically ask for clarifying questions before they break into the second half of the jigsaw. After this the students will break into the second jigsaw segment to "teach" or share the information that they found. After the teaching session the groups will discuss the differences that they found between the government types (this can include structure, relationship to citizens, constitution, etc.). When all the information is shared all students in the class should have a completed section on each of the types of government, a current government of each type, an image for each type for their Wiki page, and ideas of the differences between them. After information sharing is complete I will bring the class into a conversation about how the Dixie Chicks or flag burning might be viewed or disciplined in other governments. Each group will share their ideas that they discussed. Students will then work by themselves to build their Wiki pages. At this point I will refer the students to the Student Wiki handout and have students check that their Wiki spaces and Blogs are up and running. At this point we can iron out any technological difficulties. At the end of class we will discuss how different governments would react to this type of action from its citizens. For homework students will build a Wiki page that contains information on the government types from the questionnaire, quality links to each, images of each, and a brief description on the differences between each one. (55min) Students will use the questionnaire/checklist (see attached) to make sure that they have included everything that they needed to in their Wiki. At the beginning of the next class students will comment on their spring and summer partner's Wiki pages. This will allow them to self assess their own work in light of the feedback that they receive. They will then be able to revise their page and leave comments in the history log about what they changed and why. After they refine their page they will enter a blog on the content of class, what they learned, and how it could have been more interesting or a better learning experience. The feed back that I provide will include questionnaire assessment during class, answers to clarifying questions, and feedback on their finished Wiki pages. If the student still needs, or wants, to revise their page they will have until the beginning of the next class to do so for full credit.
 * Questionnaire/checklist (see attached)
 * Government type assigned
 * Jigsaw formation and research
 * Re-jigsaw for teaching
 * What, Where, Why, Hook, Tailor: Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist**
 * Equip, Tailor: Linguistic, Music, Intrapersonal** ||
 * Explore, Experience, Rethink, Revise, Tailor: Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist ** ||
 * Explore, Rethink, Revise, Tailor: Linguistic, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist**

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