L3+Cox,+Daniel

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Civil War and Reconstruction**

 * =**Objectives**:= ||
 * **Student will understand** Confederacy's inability to trade during the Civil War led to their ultimate failure. ||
 * **Student will know** how the trade relations during the Civil War compare and contrast to the current trade deficits and how that is impacting the current war efforts in Iraq and Afghanistan. ||
 * **Student will be able** decide if the South had better trade relations with France and England what impact that would have made during the Civil War. ||

E1: Historical Knowledge, Concepts, Themes, and Patterns Grade 9- Diploma "Civil War and Reconstruction" 1850-1877 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy ideals and institutions in the world**. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and future.
 * =**Maine Learning Results Alignment**= ||
 * **//Maine Learning Results//: Social Sciences-E History


 * Rationale:** The students will want to understand the reasoning behind the trade difficulties in the South during the Civil War and the impact that they had on the outcome of the war. By applying this information the current budget deficit students will have a better understanding of how the United States has slipped further into a trade deficit and what impact that could have on their lives. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * Students will pass in their Tree graphic organizer with the highlighted sections to see what they knew or thought they knew prior to the start of the lesson and compare that to what is newly learned information. ||
 * **Summative** (Assessment of Learning)
 * Blog entry in their blog account reflecting what they learned during the class and why they think it will apply to the real world and what impact their learning will have on their lives. ||

= = __English __- group and classroom discussion __Technological __- web search on trade goods and value during the Civil War __Mathematics __- calculating the monetary amounts gained through trade, calculating the overall effectiveness of crops in the South. ||
 * =**Integration**= ||


 * =**Groupings**= ||
 * Students will self-segregate into two groups in the classroom. This arrangement will be set up as the students enter the class and will allow for the discussion and lecture on trade and how it impacted the Southern economy during the Civil War. ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * __Linguistic __****: ** class and group discussions
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Logical: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> analyzing graphs and information regarding trading and trade deficits
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Spatial: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> studying graphs
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Kinesthetic: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> moving into groups
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Musical: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> playing ‘Money’ as part of the hook
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Interpersonal: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> group work, class discussion
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Intrapersonal: __**<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> blog activity, assessing impact on themselves ||
 * **Modifications/Accommodations**
 * I will review students IEP, 504 or ELLIDEP and make appropriate accomodations. Students that miss any class instruction time will be responsible for contacting the teacher to receive any handouts and to ensure that they are comfortable with the material covered. The student will be further responsible for getting any notes missed from a fellow student. If an assessment is missed the student will contact the teacher to ensure the assessment, or an alternative assignment, is made up as soon as possible to ensure the student maintains pace with the class. ||
 * **Extensions**
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Student expectation is to maintain a weekly blog that they will update throughout the semester over all topics covered in class. Students will have to look at the price of cotton at the outset of the war and compare with the price of oil at the outset of the conflict in Iraq and blog about any similarities they note. The students will be able to draw clear parallels to their lives and how they are being impacted with how the lives of Southerners were impacted by the Civil War. ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Laptops-one per student Wireless internet network Textbook Notebooks Pens/Pencils <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Syllabus <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Blogspot.com <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Student Blog Spreadsheet Tree graphic organizer Student manila folders <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Ipod with ‘Money’ loaded ready to play <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Stereo speakers <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">LCD projector ||
 * =Materials, Resources and Technology= ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Trade embargo and blockade] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|King Cotton] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Cotton trade article <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|History Channel blog] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">[|Brief overview of Confederacy] <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> ||
 * =Source for Lesson Plan and Research= ||

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">This standard will be addressed by using of a Tree graphic organizer which they will put previous learning on one side of the organizer as an informal assessment of where each students’ learning weaknesses are. This will also allow the students a visual representation of what they have learned through class discussions and internet searches. This is a good way for students to have a sense of accomplishment through a no penalty assessment. The summative assessment of utilizing a blog entry of what they learned and how they can apply this new learning to their lives will allow the students the opportunity to self-reflect and analyze as well as potentially think of changes that they can make in their lives. ||
 * =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:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">This standard will be addressed through the students working in groups and providing peer feedback as well as class feedback. Students will be encouraged to share their thoughts and feelings in an open atmosphere. Students will be given material that not only is reflective in nature but also current and applicable to their everyday lives and situations. By assessing the trade issues in the Confederacy the students will gain a better perspective to how the current cost of conflict in Iraq and Afghanistan are driving the United States’ economic downturn. They will be able to link the prospect of war with the negative consequences to the people and the economy, not solely the death toll. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Standard Four will be addressed through internet research and the ability to get more material for the students to address and evaluate as they consider the larger theory of how the economy and war are linked. Through research and extensive reading, the instructor can better focus the discussions during the class on events and not emotions that brought about the trade deficits and the collapse of the Confederate economy. Through evidence examination there can be parallels drawn between the current economic crisis and the crisis facing the people living in the Confederacy which will allow the students to more accurately associate with the struggles of living in the Confederacy, whether or not you believed in the institution of slavery. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Standard Five will be addressed through the use of the internet and the application of various software that will allow for a closer examination of trade and trade values during the Civil War. Students will be expected to perform internet searches that yield information that they can utilize to input into spreadsheets for analytical information. They will then be responsible for looking at how the current economic forecasts are being impacted by the conflicts in Iraq and Afghanistan and what that will mean in both short-term and long-term effects for the students. This will drive the students to better understand how the Confederacy was so greatly impacted by the lack of trade and the cost of war. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:**

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Attendance/Students settle in <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Listen to the song <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Clarifying questions/concerns from Lesson 2 <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Begin role-play of North and South <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Transition role-play to England and South <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Review summative assessment <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> Preview Lesson 4 <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">Students will enter the classroom while the song ‘Money’ is playing to find the class in the usual horseshoe arrangement. This will help set the tone for the concept of the class discussion which will be money, both in modern terms and during the lead in to the Civil War. The students will understand that the current trade deficit and that of the Confederacy have close similarities and we will explore those during class. Following attendance and passing back the assessments from Lesson 2, time will be given to the students to discuss and clarify any issues from that assessment. Students will be given time to take out their tree organizer and begin filling in what they know regarding the trading that took place prior to the Civil War and what impact they think it had along the left hand branches, leaving the right open for new information. **Where, Why, Hook, Equip, Explore, Experience, Rethink, Evaluate Tailor: Linguistic, Kinesthetic, Musical, Interpersonal, and Intrapersonal **(15 minutes) || <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">As the lesson progresses the students that are acting as the North will act as England and again the South has to establish a trade relationship with them. The students from both the ‘Confederacy’ and ‘England’ will be instructed to keep in mind what goods the South would need in order to wage war against the North. ‘England’ will be given two different scenarios when considering trade negotiations. The first will be the actual historical events where England rebuffs the Confederacy because of slavery and begins pushing the Egyptian colony to produce more cotton, which by today’s standard is a more highly regarded blend of cotton. The second scenario to be considered will be what if the Egyptian colonies had not been able to produce the cotton in the demand needed and England would have been forced to continue a trade relationship with the Confederacy. These differing scenarios will force both the ‘Confederacy’ and ‘England’ to look at each other in a different light and change their approach on how they negotiate with each other for the best price and for the best exchange of goods for each. **Why, Equip, Experience, Rethink, Revise, Tailor: Linguistic, Logical, Interpersonal, and Intrapersonal** (25 minutes) <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> The class will close with a wrap up discussion on trade and what that meant to the Confederacy and clarify any lingering questions. Introduction will be given to Lesson 4 and letting the students know we will be discussing battles during the next class period. Instruction will be given that their blog entry as their summative assessment will be due prior to the start of the next class. **Where, Why, Equip, Experience, Tailor: Linguistic, Interpersonal, Intrapersonal** (10 minutes) ||
 * =Teaching and Learning Sequence:= ||
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda: __**
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda: __**
 * __<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Agenda: __**
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">After the conclusion of the discussion on the assessment and Lesson 2, I will explain to the class the rationale that half of the class is going to be North and the other half would be portraying the South. The students will then be split down the middle of the horseshoe and instructed to move into the larger group and face each other with the middle of the floor open. The half that is portraying the South will be required to attempt to establish a trade relationship with the North. We will begin discussing what crops would have been useful to the North and what they have to trade back to the South for those goods. This will help to bring into context the tense but necessary relationships that existed prior to the start of the Civil War. **Why, What, Equip, Rethink, Revise, Tailor: Linguistic, Logical, Spatial, Kinesthetic, Musical, Interpersonal, and Intrapersonal** (30 minutes) ||

= =