L1+Pelletier+Jennifer

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** **Ms. Pelletier Lesson 1:** Describe the geographical locations of the North and South throughout the war, including any important events.
 * Grade Level:** **10 Topic:** Civil War [event locations]

__**Objectives**__

 * Student will understand that** the North and the South had differing opinions about themselves and each other.
 * Student will know** about the Dred - Scott decision, the Compromise of 1850, the Kansas - Nebraska Act, and Agriculture vs. Manufacturing,Confederates vs. the Union.
 * Student will be able to** describe the geographical locations of the North and South throughout the war, including any important events. Product: Google Earth.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 10 - **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 world and the implications for the present and future. In this lesson, students will analyze key events and geographical locations by creating a map with Google Earth that shows the key events of the Civil War and describes what happens at each location.
 * Rationale:**

__**Assessment**__

 * Formative (Assessment for Learning)**

Students will assess themselves using a progress report. The report will demonstrate how far students have progressed near the end of the first day with their Google Earth projects. Please see attached form.


 * Summative (Assessment of Learning)**

The product is a Google Earth tour with accompanying event explanations of what happened. There must be a total of 12 locations and explanations. I will use a rubric for this assignment. The rubric will include whether they have all 12 locations and all 12 explanations, whether they site their sources and correctly, and whether they put the tour in chronological order. Their product should reflect their learning about the series of events during the Civil War.

__**Integration**__
1. Technology - Students will use Google Earth to get a real picture of where the Civil War took place and what those locations look like to day. Students also get a chance to better understand that the Civil War actually happened. The pictures and tours available on Google Earth allow the locations and events of the Civil War to become more relatable to students.

2. This lesson also relates to English, because students have to describe what happened during major battles and events of the Civil War.

__Groupings__
The cooperative learning group will be a jigsaw. Students will receive a piece of paper with a number and a color on it. All number ones will get together and all the twos, ect. Each group will get information about a specific. required event that occurred during the Civil War. They will take ten or 15 minutes to go over the information and then five minutes to discuss what was important. After that, new groups will form according to color. Each new group should have a member from each number (ex. a number one, two, and three). Each member will then proceed to teach the group what they have learned. A discussion will follow.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Students will be giving each other feedback. They have to communicate during the Jigsaw.
 * Logical:** Students will go through a process with the Jigsaw and through each location, because the tour must be in order.
 * Kinesthetic:** Google Earth makes the students feel as if they are actually at the location and students will be moving around in their Jigsaw groups.
 * Visual:** Google Earth is all about using pictures to form a three dimensional planet Earth.
 * Naturalist:** Pictures of nature, including plants, mountains, and trees can be found on Google Earth.
 * Intrapersonal:** Students will individually evaluate themselves, as well as work alone for most of the project.
 * Interpersonal:** The Jigsaw will be in a group, as well as partner up to revise their work and give feedback.
 * Musical:** Music can be added appropriately to Google Earth if the student desires and does so appropriately.


 * Modifications/Accommodations**


 * (** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)**

The first day will be spent mostly researching and writing about the events. After coming back on the second day, students will need to pay attention to how to use Google Earth, which will be presented on the second day. To smooth out the process, students will get a how-to sheet about Google Earth and any handouts from the day before. On an individual level, the teacher will discover when the student can get the project done and go from there. To get caught up, the student(s) may need to work with a classmate for a few minutes or get after school help.

If a student misses the second day, class time can be spent finishing up research researching, but more important is learning how to use Google Earth. Students will receive a how-to page for it, but the student may need help from the teacher or classmates. Since the students have three days to work, the student will still have the next day to work.

If a student misses the third day, which will mostly be a work and revision day, the student will need to conference with the teacher to revise and come up with a play about when the project can get done.


 * Extensions**

Pick three of your locations. Look at the pictures you found on Google Earth. How do these locations look today? Are their homes there? Buildings? Trees? How is the location being used? How do you think the area must have changed? What important goings-on might happen there?

__**Materials, Resources and Technology**__

 * Google Earth tutorial
 * Google Earth program on each computer
 * Computers with internet access
 * Information sources
 * Handouts
 * Papers with a color and a number on them for group determination
 * Google Earth Video Tutorial: http://video.google.com/videosearch?hl=en&q=google+earth+tutorial&um=1&ie=UTF-8&ei=FFDiSdCZJYrGtAPZ5uS4CQ&sa=X&oi=video_result_group&resnum=4&ct=title#

__Source for Lesson Plan and Research__

 * Dred - Scott Decision: http://www.historyplace.com/lincoln/dred.htm
 * Compromise of 1850: http://www.pbs.org/wgbh/aia/part4/4p2951.html
 * Kansas - Nebraska Act : http://www.historyplace.com/lincoln/kansas.htm
 * Agriculture vs. Manufacturing, Confederates vs. the Union, graphs and some maps, etc.: http://www.teacheroz.com/Civil_War_Causes.htm
 * To compare all of the above information, I would use the following text books:

Roark, James L., Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, Alan Lawson, and Susan M. Hartmann. The American Promise: A Compact History, Volume I To 1877. Third ed. Vol. I. Boston: Bedford/St. Martin's, 2007.

Davidson, James W., William E. Gienapp, Christine H. Heyrman, Mark H. Lytle, and Michael B. Stoff. Nation Of Nations A Narrative History Of The American Republic. Fifth ed. Vol. I. New York: McGraw-Hill College, 2005.

__**Maine Standards for Initial Teacher Certification and Rationale**__
go to class 9 and follow and fill in, specific to the lesson - specific 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.//

This lesson demonstrates standard three because it allows students to choose five of their own events to research. It also allows students to choose any three of their locations and describe what they are like today. Paper directions will be given to students on how to navigate Google Earth. The lesson is organized because students must have their events in chronological order on their tour. There will be a discussion on specific events in class when students get into their cooperative learning groups. Each student will describe in detail what happened at each location during the Civil War. Students will be comfortable because they will be working with technology and will be working with groups and partners. When giving feedback, students will be expected to use the sandwich technique, meaning that peers will mention something the student did right, what they could improve on, and then either a solution or something else the student did right or well.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

For this lesson, I chose the Explain facet of understanding. Students will be able to describe the geographical locations of the North and South throughout the war, including any important events. This meets the MLR because students will be able to describe important events, identify important locations regarding the Civil War, and be able to explain how the Civil War progressed. Connections from event to event can be made to piece together the major issues of the war. This lesson is the first of the unit, so it will be used as a base to explore the big ideas behind the war. Once students know and can explain what happened during the war, they can start exploring why the war happened in the first place.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

I will utilize technology by showing a short video about how to use Google Earth to my students, and then I will show them a few more things on Google Earth myself. I intend to show a few particular places in my hook, which is also a Google Earth video, such as the Great Wall of China, the school that I am teaching at, the Statue of Liberty and Disney World in Florida. I will also utilized the unique technology of Rubistar when making my rubrics.


 * Verbal:** Students will be giving each other feedback. They have to communicate during the Jigsaw.
 * Logical:** Students will go through a process with the Jigsaw and through each location, because the tour must be in order.
 * Kinesthetic:** Google Earth makes the students feel as if they are actually at the location and students will be moving around in their Jigsaw groups.
 * Visual:** Google Earth is all about using pictures to form a three dimensional planet Earth.
 * Naturalist:** Pictures of nature, including plants, mountains, and trees can be found on Google Earth.
 * Intrapersonal:** Students will individually evaluate themselves, as well as work alone for most of the project.
 * Interpersonal:** The Jigsaw will be in a group, as well as partner up to revise their work and give feedback.
 * Musical:** Music can be added appropriately to Google Earth if the student desires and does so appropriately

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

There will be a pre-assessment: What do you know about the Civil War? The formative assessment will allow student to evaluate themselves on how far they are in the completion of their project. The summative assessment, as in the Google Earth tour and explanations of events, should demonstrate what the students learned and how the war evolved.

__Teaching and Learning Sequence__
Hook - 15 minutes Tutorial - 15 minutes Cooperative Learning Groups - 45 minutes Project - 120 minutes Partners - 20 minutes Extensions - 10 minutes

For this lesson, students will be grouped in sets of four. There will be four desks pushed together and plenty of space between the group tables. Students will each have a laptop, so the teacher will need room to move around among them, helping them progress and keep on task. I will hook the students in with a short tour from Google Earth. It will start with a picture of the school, such as Mount Blue high school, then pan out to other places, including the statue of liberty, Disney World in Florida, and the Great Wall of China. I will then explain that we will be using Google Earth to find and describe the location of several events of the Civil War. For this lesson, students will understand that the North and the South had differing opinions about themselves and each other. The idea that the North and the South saw each other differently was a crucial reason for the Civil War. Students will be able to describe the geographical locations of the North and South throughout the war, including any important events. Students will also understand that the idea that the North and the South saw each other differently was a crucial reason for the Civil War. This lesson meets this MLR: 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 world and the implications for the present and future. **(Where) (What) (Why) (Hook) (Tailor) Interpersonal, Visual, Logical, Musical, Naturalist**

Students will know about the Dred - Scott decision, the Compromise of 1850, the Kansas - Nebraska Act, and Agriculture vs. Manufacturing, Confederates vs. the Union.We will start with a cooperative learning group. The cooperative learning group will be a jigsaw. Students will receive a piece of paper with a number and a color on it. All number ones will get together and all the twos, etc. Each group will get information about a specific, required event that occurred during the Civil War. They will take ten or 15 minutes to go over the information and then five minutes to discuss what was important. After that, new groups will form according to color. Each new group should have a member from each number (ex. a number one, two, and three). Each member will then proceed to teach the group what they have learned. A discussion will follow. Students will then go on to research the other events on their own, using the sites and texts approved by me and mentioned above in the source section. Students will use a clock graphic organizer to keep track of their notes on what they are learning and what they want to add to their project. I need to make sure that students know to site their sources! There are 12 places for notes on this clock, which is perfect, because there are 12 required locations. At the end of the first day of this lesson, I will collect these notes and go over them. Students will receive them and have a chance to work on them more after the Google Earth Explanation is finished for the next day. **(Equip)** **(Explore) (Tailor) Verbal, Logical, Kinesthetic, Interpersonal**

Students will be able to describe describe the geographical locations of the North and South throughout the war, including any important events. On the second day, students will learn how to use Google Earth. The students will watch a tutorial. Students will be given a few minutes just to explore Google Earth. Then, if they have finished their 12 location explanations, they may move on to finding those locations on Google Earth and recording their tour. If they have not finished, students will work on their explanations. When students are finished explaining their locations and events, they will also make sure to put the events in date order. The tour must be recorded from the earliest event to the latest. Students will have a place on their clock for the date of each event or they should make a place. This particular step will be checked using the formative assessment to be given out at the end of each class. Then, students will partner up with their summer partner (seasonal partners being determined at the beginning of the year), where each student will review their partner's project and give appropriate feedback. This may be done in a number of ways. Students may have to read their project as it is so far out loud. Instead, students may print out their project and switch with their partner and read silently, then discuss when both are finished, taking a few notes on what each said. I may give students a choice on this, depending on how the class had been going so far and their noise level. Students will use their formative assessment to check one more time for spelling and grammatical errors, proper quotation marks and proper citations, and to make sure that their responses are clear, concise, and accurate. Students will have one more day to finish up their projects. Students will make sure that they have chosen the correct locations in the correct order using a progress report. Students will partner up and review each other's project and give appropriate feedback. Students will site the sources that they used to describe what happened at each location, make sure they have properly used any quotations, and make sure their explanations are clear, concise, and accurate teacher feedback. Students will make sure they have uncovered all of the ideas by using the checklist provided. **(Rethink)** **(Evaluate)** **(Revise) (Refine) (Tailor) Naturalist, Interpersonal, Intrapersonal, Musical, Visual**

Students will use a rubric to self assess. It will be the same rubric that I use to grade their product. Connections from event to event can be made to piece together the major issues of the war. This lesson is the first of the unit, so it will be used as a base to explore the big ideas behind the war. Once students know and can explain what happened during the war, they can start exploring why the war happened in the first place. **(Tailor) Intrapersonal**


 * Content Notes**

All information will be gathered from these sources:


 * Dred - Scott Decision: http://www.historyplace.com/lincoln/dred.htm
 * Compromise of 1850: http://www.pbs.org/wgbh/aia/part4/4p2951.html
 * Kansas - Nebraska Act : http://www.historyplace.com/lincoln/kansas.htm
 * Agriculture vs. Manufacturing, Confederates vs. the Union, graphs and some maps, etc.: http://www.teacheroz.com/Civil_War_Causes.htm
 * To compare all of the above information, I would use the following text books:

Roark, James L., Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, Alan Lawson, and Susan M. Hartmann. The American Promise: A Compact History, Volume I To 1877. Third ed. Vol. I. Boston: Bedford/St. Martin's, 2007.

Davidson, James W., William E. Gienapp, Christine H. Heyrman, Mark H. Lytle, and Michael B. Stoff. Nation Of Nations A Narrative History Of The American Republic. Fifth ed. Vol. I. New York: McGraw-Hill College, 2005.

See attachments.


 * Handouts**

Formative Assessment: see attached sheet