L6+Oliver,+Nicholas

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 11 Topic: Russian Revolution Wrap-up**

 * =**Objectives**:= ||
 * Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. ||
 * Student will know about the Bolsheviks being in power and the death of the royal family. ||
 * Student will be able to make meaning of why the revolution happened. ||

E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "The Russian Revolution 1917" 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. a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results Social Studies- E. History**

Rationale: The students will learn about the aftermath of an event that lead to the rise of communism in the world. These events lead to many major issues in the United States since the end of the World War, one of which is the Red Scare. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will use the persuasion map to come up with the overall reason why the revolution happened. We will talk about the reasons as a class. Then, the students will self-assess using the checklist and revise their answer. ||
 * **Summative** (Assessment of Learning)
 * Students will create a digital story where they talk about the key points that led to the Russian Revolution and why they were important in the overall scheme of things. ||

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 * =**Integration**= ||
 * Technology- Students will use their laptops to take notes. The presentation to the class will be given through the teacher's laptop and be projected at the front of the class. The students will use iMovie or a program similar to that in order to create their final performance task. ||

Students will work alone while they take notes. For the performance task, each student will have a partner and they will work as equal collaborators on the project. Anything less than equal work will be noted and dealt with accordingly. ||
 * =**Groupings**= ||

> **Musical:** Using music in the presentation. Music may be played while learning and working on the material as well. > **Interpersonal:** Presentation is with partners. > **Intrapersonal:** Students will come up with ideas on their own for the project. > **Naturalist:** Students will go outside and do some outdoor scenes for the presentation. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Linguistic: ** Students will speak during the presentation to the students about their project.
 * Logical-Mathematical: ** Students will analyze and come up with their ideas for why the Bolshevik Revolution occurred based on all the information they have received.
 * Spatial: ** The students will see the Persuasion Map and write their notes down on it.
 * Bodily-kinesthetic: ** Students will move around in their presentation, not just sit down.
 * Bodily-kinesthetic: ** Students will move around in their presentation, not just sit down.
 * **Modifications/Accommodations**
 *  I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference. ||
 * **Extensions**
 * The students will be engaged during the lesson because of the use of their laptops to take notes and because of their ability to create a digital story using their computers. They will be able to grab images and music following the Fair Use guidelines and insert them into their product. ||

Laptops Writing Implements Lined Paper End-of-Unit Test Jeopardy Questions WebQuest Persuasion Map Content Notes (teacher only) ||
 * =Materials, Resources and Technology= ||

Graphic Organizer: Persuasion Map- http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf
 * =Source for Lesson Plan and Research= ||

Content Notes: http://www.spartacus.schoolnet.co.uk/RUSnovemberR.htm http://www.spartacus.schoolnet.co.uk/RUSnationalities.htm http://www.spartacus.schoolnet.co.uk/RUScivilwar.htm http://www.historyguide.org/europe/lecture5.html WebQuest: http://students.umf.maine.edu/~olivernd/russianwebquest/index329.html.html ||


 * =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 teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. Students will be getting a brief overview of what happened after the year of 1917 in Russia, including the death of the royal family and the Bolsheviks coming to power. The rest of the lesson will be used to help the students work on the WebQuest. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** Linguistic learners will learn by speaking during the presentation to the students about their project. Bodily-kinesthetic students will move around in their presentation, not just sit down or stand in one place. Musical learners will use music in their presentation. Music may be played while learning and working on the material as well. Interpersonal learners will learn well because they will work with a partner. Intrapersonal students will be able to come up with ideas on their own for the project. Naturalist learners will be able to go outside and do some outdoor scenes for the presentation. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Pre-assessment, presentation, partner work, and the performance task will help the gauge the students' learning of the subject matter. Students will take a 10-question quiz after handing in their completed performance task. Students will be able to show further mastery at the portfolio conference at the end of the unit. ||

Students will be seated in a "U" in order to see the board and the images that will be displayed. Music will be played in the background. I will attempt to hook the students by asking them if they see any current situations that looking like they are following the path Russia took over 150 years ago. After spending some time with the hook, I will go into the lesson. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. //Students will 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.// (15 minutes) **Where, What, Why, Hook. Tailor: Linguistic, Spatial, Music.** || After the hook, I will talk about the Bolsheviks being in power and the death of the royal family. I will check for understanding by having the students come up with which events they think caused the most change by themselves using a Persuasion Map. (40 minutes) **Equip. Tailor: Spatial, Linguistic, Logical-Mathematical.** || Students will use a Persuasion Map when they work alone. As a class, we will talk about our reasonings and decide which reason or reasons are the best. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (15 minutes) **Explore, Experience, Rethink, Revise. Tailor: Interpersonal, Intrapersonal, Linguistic.** || After being assigned or choosing partners the students will be able to begin thinking of ideas for their digital story. With their partner they will go to the site of the WebQuest- http://students.umf.maine.edu/~olivernd/russianwebquest/index329.html.html- and start work on it. After the completion of the WebQuest and presentation of the digital stories, the students will play a review game and the day after they will take an end-of-unit test. I will provide feedback after the digital stories are graded so they can improve upon them for the portfolio conference. Aside from the performance task and unit test, there will be no homework. After making adjustments to their thinking after the first five lessons, the students will have finalized their ideas on what caused the most change in Russian history. By the next class day, all work and grades will be given back to the students to start work on the portfolio conference. On the class before the end-of-unit test there will be a game of Jeopardy to help the students review. The end-of-unit test will be the very next class day. (10 minutes) **Evaluate. Tailor: Bodily-Kinesthetic, Naturalist, Interpersonal.** ||
 * =Teaching and Learning Sequence:= ||

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