L2+Hatfield,+Joel

=**UMF LESSON PLAN FORMAT**=

Grade Level: 9-Diploma Topic: American Revolution**
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2
 * Teacher’s Name: Mr. Hatfield Date of Lesson: Lesson #2

Objectives Student will understand that many different ideas and events led to the idea and execution for independence for the colonies. 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 Fact and Opinion exercise and help the students ger a good idea of how they should next progress on their project. On their laptops, the assessments should help the students rewrite their script. Working on laptops 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. 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 radio broadcast.

Technology: Students will be working on Garageband to create a podcast.

Groupings

The students will be split into groups of four by breaking into their spring partners using the seasons grouping worksheet that we completed earlier in the year. The students will then go to their seperate groups and discuss which events should be included in their individual radio broadcast. 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 Verbal: They will be making a podcast which they will each have a speaking part. Logic: Must analyze the data and present in chronological order. Interpersonal: They will go around gathering interviews. Intrapersonal: They will be alone when recording their individual reports. Naturalist: They will go outside to record ambient noises that would be heard from the era. Musical: Background music will be from the era we are studying.

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. If any Power Point slides were used they 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 using Garageband or other similar program to record their radio broadcast onto a computer. Students can use iTunes to listen and share their project with others. Final project will also be uploaded onto the class wiki.

Materials, Resources and Technology

Day 1: Laptop Textbook Writing Utensil Notebook Rubric Class Wiki Various Handouts

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.

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.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson will be the start of the unit and will help the students build a solid foundation of knowledge to be used for the following lessons. After doing this project and making the radio broadcast the students will have a deeper understanding of the American Revolution from an individual standpoint.

• 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 (Verbal, Logical, Interpersonal, Intrapersonal, natural, and musical) 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 Garageband 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 to put into their radio broadcast while they are in their jigsaw group exercise. The only part of the lesson that will be formally assessed will be the final project of the radio broadcast from a rubric that was handed to the students when I first introduced the lesson.

Teaching and Learning Sequence:

Day 1 Project Groupings Presentations

In this class the students will be challenged to complete the entire presentation, upload the project to the class wiki and at least start some of the classes presentations. When the students first settle down into their seats we will go the hook which will be to go over how simply talking about a subject and getting people’s attention about somethinjg can make a major difference. We will talk about what we are all wearing and how we chose to purchase each visible article be it by advertising, word of mouth, or just by walking past it. After the hook we will cover the project planned for the day. After initial questioning by the class they will break off into their spring partners and begin the Jigsaw group projects. (30 minutes) Where, Why, Hook, Equip, Tailor: Interpersoanal, Intrapersonal

After the Jigsaw group activity students will begin writing the first draft of their radio broadcast while gathering information on their laptop, asking questions to the teacher, and using their peers for additional information and ideas. From there I will look over the first draft and make a formative assessment to help progress their individual projects. (30 minutes) Revise, Refine, Rethink, Tailor: Naturalist, Musical

After the formative assessment the students will make the suggested changes to their radio project and begin working on their final draft of the project. If students finish their final draft before class gets out they can go ahead and record their script onto their computers using Garageband. If the student had not completed their final draft by the time class gets out it will be their homework to record their script onto their computer and upload the final project to the class wiki. (20 minutes) Experience, Tailor: Verbal, Logic

Content Notes

Jigsaw in 10 Easy Steps

The jigsaw classrom is very simple to use. If you're a teacher, just follow these steps: 1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. 2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group. 3. Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death. 4. Assign each student to learn one segment, making sure students have direct access only to their own segment. 5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. 6. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. 7. Bring the students back into their jigsaw groups. 8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification. 9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. 10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.

Philosophy Behind the Revolt

- John Locke government as a contract between governed and the government - balance of power in English constitution seen as "best" government possible - English law not based on a written document vs. colonial experience with colonial charters - "No Taxation without representation" - English believed that parliament represented the best interests of the empire so the colonists were being represented - American colonies had always been different from other colonies - English policies and laws in the Americas weren't always enforced, many royal office holders in the colonies contributed to the "looseness" of the system - Colonial legislatures viewed themselves as "in control" of their colony - Colonies didn't want to cooperate with one another - The first plan for colonial unity the "Albany Plan" was rejected but was the first result of an intercolonial conference

French and Indian War

- French and Indian War left England as supreme among 3 powers of N. America (Iroquois, French, & England) - The F/I war brought Americans into closer contact with British authority than ever before - French had better relations with Indians than any other European power - Conflicts in Europe had repercussions in the Americas - Three phases to the F/I war 1. local North American conflict - virtually all of the Indian tribes, except the Iroquois, were still allied with the French, the Iroquois were nominally allied with the English, but still feared the French and the Iroquois remained largely passive 2. Internationalization 3. Relaxation of English policies that colonists disliked - F/I effects on British: war greatly expanded E's territorial claims (about 2x) in N.America, increased Britain's debt, and increased British resentment of Americans - F/I war effects on Americans: forced to work together against a common enemy - George III comes to the empire: determined to reassert power of the monarchy, intellectually and psychologically limited

Unpopular English Taxes/Acts

- Proclamation of 1763 - supposed to give London the power to control (and slow) westward movement --> failed - Mutiny (or Quartering) Act 0f 1765 - colonists were required to help provision and maintain the army, colonists didn't object to housing and feeding troops only in making it mandatory - Sugar Act of 1764 - designed to eliminate the illegal sugar trade between colonies and the West Indies, established vice-admiralty courts in the American colonies and reduced the access of American colonists to local juries - Currency Act of 1764 - required the colonial assemblies to stop issuing paper money - Stamp Act of 1765 imposed a tax on every printed document in the colonies (repealed 1766 after riots, boycotts, and protests) --> seemed to be an ominous precedent in the eyes of the colonists - Most colonists found a way to live with or circumvent these new laws - Colonists most upset with the fact the English (as they saw it) were trying to make laws without the o.k. of local assemblies - the didn't want to set that precedent - Townshend Program 1767 : 1) disband NY assembly until it agreed to obey the Mutiny Act 2) Townshend Duties - taxes on products imported from England (repealed except for tax on tea 1770) - Declaratory Act 1766 - confirmed parliamentary authority over the colonies in "all cases whatsoever" after the repeal of the Stamp Act - Boston Massacre - poorly paid British soldiers open fire and kill some colonists who provoked them - Patrick Henry asserted that Americans possessed the same rights as the English including the right to be taxed only by duly elected officials in "Virginia Resolves" - Tea Act of 1773 gave the East Indian Co. a monopoly on tea which undercut American merchants (actually made tea cheaper). Protests to this law was larger than past protests. Boston Tea Party - took place after Bostonians failed to turn away ships laden with tea and triggered acts of resistance in other colonies - Coercive Acts or Intolerable Acts of 1774 passed in retaliation over the tea party: closed Boston harbor, royal officers could be tried in England or other colonies, reduced self-government in Mass., provided for quartering of troops in Boston --> made a martyr of Boston - Quebec Act granted political rights to Roman Catholics -- colonists feared a plot to subject colonists to the authority of the Pope