L6+Cooper+Marcy

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** Social Studies- E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma- "The Revolutionary Era, 1754-1783" 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. c. Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United states and the world using historical sources. To check for understanding I will read the students' blogs and comment as necessary. During the class discussion, I will call on different students to get everyone involved. During the review presentation I will check for understanding using the thumbs system. I will check the graphic organizers the students will fill out after the team section of the cooperative learning activity. Students will receive feedback on their brief description of their examples. Students' journal entry will be commented on and time allotted for adjustments. Students will be able to reflect on how the colonies united to defeat Britain and the state of that union when the war ended in a journal entry. Technology: Teacher: Timeline presentation and cartoon Students: Blogs for quick writes and journal entry Content Area: Art: Interpreting a drawing English: Writing a journal entry The cooperative learning activity in this lesson is Team, Pair, Solo. Students will break up into teams for the cooperative learning activity. Teams will be chosen by numbers I give them as they enter the room. In the team, students will complete the graphic organizer, the E- Chart. Each prong of the E will be one time period and as a group students will brain storm to find a reason during that time period for the colonists to unite or dissolve. Then the teams will split off into pairs according to the color of the number they have. I will check the organizers of the pairs to make sure all is well. As a pair, students will give examples of events that provided the reasons to unite or disband. Then the class will break up into individuals and the students will quickly fill in any missing sections by themselves. Absent Students: Students are expected to check the class wiki for any assignments and for class notes even when they are absent from class. Feel free to email me if you have any questions at any time. You are expected to work with your seasonal partners if you have questions about make up work. If problems arise please let me know so those issues can be resolved. Type II Technology: Students will use blogs to communicate their understanding. Students can comment on each others' journal entries and stories. Cartoon Laptop, Projector, Screen Blogs E-chart Timeline [] Cartoon [] Teacher: Timeline presentation and cartoon Students: Blogs for quick writes and journal entry Hook: Cartoon of the snake 5 mins Quick write about a couple questions on the board 10 mins Demonstration: Students will get up and go to different sections of the room based on the answers to the questions 5 mins Discussion of the students thoughts and the meaning 10 mins Review Presentation 20 mins Cooperative learning activity: team, pair, solo 15, 10, 5= 30 mins
 * UNIVERSITY **** OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __**** : Ms. Cooper __Date of Lesson__: 6 **
 * __ Grade Level __**** : 11 __Topic__: ** The End of Unity
 * __ Objectives __**
 * Student will understand that ** important leaders arose and unified the separate colonies toward one goal, revolution.
 * Student will know ** Sequence and Timelines: The French and Indian War, the American Revolution, and the Articles of Confederation.
 * Student will be able to do ** reflect on how the colonies united to defeat Britain the state of that union when the war ended.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale:** This lesson tells the end of the American Revolution story and how the great ideas that spurred the Revolution faded as soon as the war ended.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal:** Discussion following the hook and kinesthetic activity.
 * Logical:** Using an timeline and figuring out when events happened.
 * Kinesthetic:** Have the students go to different corners of the room according to what they think the answer to the questions are.
 * Visual:** Hook
 * Naturalist:** The geographical differences between different areas of the colonies as a reason to break apart.
 * Intrapersonal:** cooperative learning team pair solo
 * Interpersonal:** the solo section of the cooperative learning and the time to write down what they think about the hook.
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**
 * Extensions: ** Instead of the journal entry, students could rewrite the ending of the war. A few suggestions would be if the British won, if the colonists tried to take Canada too, and possibly if the colonists tried to sail over and fight on England's soil.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ 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 class agenda will be posted on the wiki ahead of class so that students will always know what we will be doing and what will follow each activity. This will help students who need to have organization in the classroom. Students that think better working in groups will like brainstorming first with a team before doing it alone. In this lesson I made sure that we had one discussion at the beginning of class, then an activity where the students were moving before the review session. Students that like to move and participate will find this helpful. students that need reason for why events occurred will like this whole lesson because that is what the lesson is, making the connections of why events occurred.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : The facet used in this lesson is reflect. Students will be able to reflect on the events preceding and occurring during the war and think about how that contributed or other factors contributed to the attitudes of the colonists when it was over. This lesson connects to the MLR by telling the end of the American Revolution story and how the great ideas that spurred the Revolution faded as soon as the war ended.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * Verbal: ** Discussion following the hook and kinesthetic activity.
 * Logical:** Using an timeline and figuring out when events happened.
 * Kinesthetic:** Have the students go to different corners of the room according to what they think the answer to the questions are.
 * Visual:** The hook
 * Naturalist:** The geographical differences between different areas of the colonies as a reason to break apart.
 * Intrapersonal:** cooperative learning team pair solo
 * Interpersonal:** the solo section of the cooperative learning and the time to write down what they think about the hook.
 * Technology:** Type II Technology: Students will use blogs to communicate their understanding. Students can comment on each others' journal entries and stories.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : To check for understanding I will read the students' blogs and comment as necessary. During the class discussion, I will call on different students to get everyone involved. During the review presentation I will check for understanding using the thumbs system. I will check the graphic organizers the students will fill out after the team section of the cooperative learning activity. Students will receive feedback on their brief description of their examples. Students' journal entry will be commented on and time allotted for adjustments. Students will be able to reflect on how the colonies united to defeat Britain and the state of that union when the war ended in a journal entry.
 * __ Teaching and Learning Sequence __**** : **

The room will be arranged with the desks in groups of 4 but all the desks are facing forward. This way it is easy to turn the desks towards each other during the team portion of the cooperative learning activity but they can also be separated for the discussion, the partners, and the individual sections of the class. Students will understand that important leaders arose and unified the separate colonies toward one goal, revolution. The reason we are learning about this today is to see an example of how people will unite to solve a problem, but when the danger has passed, they are more concerned about their own welfare. //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.// I will display the cartoon. I will have the students write the answers in their quick writes for the following questions: Figure out roughly when during the revolution that the cartoon was made. Say whether you think the cartoon was effective. Do you think it had a lasting impact? **Where, Why, What, Hook, Tailor: Interpersonal and Visual** 15 mins

After we will do a demonstration. Students will get up and go to different sections of the room based on the answers to the questions. This is just to get a general picture of the time frame in their minds. We will then discuss as a class the answers to the questions. Then I will do the review presentation based on the timeline of events so the students can see all the different sections come together in the sequence they happened. Then I will wrap up with how the colonies split and the reasons for it. We will finish class with a cooperative learning activity of team, pair, solo. Students will know Sequence and Timelines: The French and Indian War, the American Revolution, and the Articles of Confederation. To check for understanding I will read the students' blogs and comment as necessary. During the class discussion, I will call on different students to get everyone involved. During the review presentation I will check for understanding using the thumbs system. I will check the graphic organizers the students will fill out after the team section of the cooperative learning activity. **Equip, Explore, Rethink, Tailors: Kinesthetic, Logical, Verbal, Naturalist, Interpersonal, and Intrapersonal** 50 mins

After the review presentation students will break up into teams for the cooperative learning activity. Teams will be chosen by numbers I give them as they enter the room. In the team students will complete the graphic organizer, the E- Chart. Each prong of the E will be one time period and as a group students will brain storm to find a reason during that time period for the colonists to unite or dissolve. Then the teams will split off into pairs according to the color of the number they have. I will check the organizers of the pairs to make sure all is well. As a pair, students will give examples of events that provided the reasons to unite or disband. Then the class will break up into individuals and the students will quickly fill in any missing sections by themselves. Students will also write a brief description of their examples and turn it in. The facet used in this lesson is reflect. Students will be able to reflect on the events preceding and occurring during the war and think about how that contributed or other factors contributed to the attitudes of the colonists when it was over. Students' work will be checked in the pair stage for accuracy. Students will receive feedback on their brief description of their examples. Students' journal entry will be commented on and time allotted for adjustments. **Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal and Intrapersonal** 30 mins

Students will self assess using the checklist for the journal entry. Any questions the students have can be put in their blogs during their quick writes. I will also comment on students' blogs within 24 hours of the post. I will check the graphic organizers in class. The short description will be due next class period. I will pass it back the next class. The journal entry will be due the next Monday. This lesson wraps up the lessons from the entire unit. The next thing the class will do are the webquests for the performance task. **Evaluate, Tailors: Interpersonal** a week

Cartoon http://www.yestodemocracy.com/photos/uncategorized/2008/10/16/join_or_die.jpg || ** 1754-1763 ** || || [|The French and Indian War] || ** 1754 ** || June 19-July 11 || [|The Albany Congress] || ** 1763 ** || Oct. 7 || [|Proclamation of 1763] || ** 1764 ** || April 5 || [|The Sugar Act] || September 1 || [|The Currency Act] || ** 1765 ** || March 22 || [|The Stamp Act] || March 24 || [|The Quartering Act of 1765] || May 29 || [|Patrick Henry]'s "If This Be Treason" speech || May 30 || [|The Virginia Stamp Act Resolutions] || Oct. 7-25 || [|The Stamp Act Congress] || ** 1766 ** || March 18 || [|The Declaratory Act] || ** 1767 ** || June 29 || [|The Townshend Revenue Act] || ** 1768 ** || August 1 || [|Boston Non-Importation Agreement] || ** 1770 ** || March 5 || [|The Boston Massacre] || ** 1772 ** || June 9 || [|The Gaspee Affair] || ** 1773 ** || May 10 || [|The Tea Act] || Dec. 16 || [|The Boston Tea Party] || ** 1774 ** || March 31 || [|Boston Port Act], one of the "[|Intolerable Acts]" || May 20 || [|Administration of Justice Act], one of the "[|Intolerable Acts]" || May 20 || [|Massachusetts Government Act], one of the "[|Intolerable Acts]" || June 2 || [|Quartering Act of 1774], one of the "[|Intolerable Acts]" || June 22 || [|Quebec Act], one of the "[|Intolerable Acts]" || Sept. 5-Oct. 26 || [|The First Continental Congress] meets in Philadelphia and issues [|Declaration and Resolves] || Oct. 10 || Battle of Point Pleasant, Virginia (disputed as to whether it was a battle of the American Revolution or the culmination of Lord Dunmore's War) || Oct. 20 || [|The Association] (prohibition of trade with Great Britain) || Oct. 24 || [|Galloway's Plan] rejected || ** 1775 ** || Apr. 18 || The Rides of [|Paul Revere] and William Dawes || Apr. 19 || [|Minutemen] and redcoats clash at [|Lexington and Concord] "The shot heard 'round the world." || May 10 || Ethan Allen and the Green Mountain Boys seize Fort Ticonderoga || May 10 || [|The Second Continental Congress] meets in Philadelphia || June 15 || [|George Washington] named Commander in Chief || June 17 || [|Battle of Bunker Hill]: The British drive the Americans from Breed's Hill || July 3 || Washington assumes command of the Continental Army || Nov. 10-21 || Ninety Six, SC, Patriots sieged || Nov. 13 || The patriots under Montgomery occupy Montreal in Canada || Dec. 11 || Virginia and NC patriots rout Loyalist troops and burn Norfolk || Dec. 22 || Col. Thomson with 1,500 rangers and militia capture Loyalists at Great Canebrake, SC || Dec. 23-30 || Snow Campaign, in SC, so-called because patriots are impeded by 15" of snow || Dec. 30-31 || American forces under [|Benedict Arnold] fail to seize Quebec || ** 1776 ** || Jan. 1 ||  Daniel Morgan taken prisoner in attempt to take Quebec City || Jan. 15 ||  Paine's [|"Common Sense"] published || Feb. 27 ||  The patriots drive the Loyalists from Moore's Creek Bridge, North Carolina || March 3 ||  The Continental fleet captures New Providence Island in the Bahamas || March 17 ||  The British evacuate Boston; British Navy moves to Halifax, Canada || June 8 ||  Patriots fail to take Three Rivers, Quebec || June 12 ||  [|The Virginia Declaration of Rights] || June 28 ||  Sullivan's Island, SC, failed British naval attack || June 29 || [|The First Virginia Constitution] || June 28 || Patriots decisively defeat the British Navy at Fort Moultrie, South Carolina || July 1 || At the instigation of British agents, the Cherokee attack along the entire southern frontier || July 1-4 || Congress debates and revises the Declaration of Independence. See [|Chronology of the Declaration] || July 4 || Congress adopts the Declaration of Independence; it's sent to the printer || July 8 || The Declaration of Independence is read publicly || July 15 || Lyndley's Fort, SC, Patriots fend off attack by Indians and Tories dressed as Indians || Aug. 1 || Ambushed by Cherokees, Patriots are saved by a mounted charge at Seneca, SC || Aug. 2 || Delegates begin to sign The Declaration of Independence || Aug. 10 || Tugaloo River, SC , Andrew Pickens defeats Cherokees || Aug. 12? || Andrew Pickens' detachment surrounded by 185 Cherokee Indians, forms a ring and fires outward. It is known as the "Ring Fight." || Aug. 12 || Col. Williamson and Andrew Pickens defeat Cherokee Indians and burn Tamassy, an Indian town || Aug. 27 || Redcoats defeat the George Washington's army in the Battle of Long Island. Washington's army escapes at night. || Sept. 15 || The British occupy New York City || Sept. 16 || Generals George Washington, Nathanael Greene, and Israel Putnam triumphantly hold their ground at the Battle of Harlem Heights || Sept. 19 || Col. Williamson's patriots attacked by Cherokees at Coweecho River, NC || Oct. 11 || [|Benedict Arnold] defeated at the Battle of Valcour Island (Lake Champlain), but delayed British advance || Oct. 28 || The Americans retreat from White Plains, New York. British casualties (~300) higher than American (~200). || Nov. 16 || The Hessians capture Fort Washington, NY || Nov. 20 || Lord Cornwallis captures Fort Lee from Nathanael Greene || Dec. 26 || Washington crosses the Delaware and captures Trenton from Hessians || ** 1777 ** || Jan. 3 || Washington victorious at Princeton || Jan. 6-May 28 || Washington winters in Morristown, NJ || May 20 || Treaty of DeWitt's Corner, SC: Cherokees lose most of their land east of the mountains || June 14 || [|Flag Resolution] || July 5 || St. Clair surrenders Fort Ticonderoga to the British || July 27 || [|Lafayette] arrives in Philadelphia || Aug. 6 || The Redcoats, with Iroquois support, force the patriots back at Oriskany, NY, but then have to evacuate || Aug. 16 || American Militia under General Stark victorious at the Battle of Bennington, VT (actually fought in Walloomsac, New York, several miles to the west) || Aug. 23 || British withdraw from Fort Stanwix, NY, upon hearing of Benedict Arnold's approach || Aug. 25 || British General Howe lands at [|Head of Elk, Maryland] || Sept. 11 || The British win the Battle of [|Brandywine, Pennsylvania] || Sept. 16 || Rain-out at the [|Battle of the Clouds], Pennsylvania || Sept. 19 || Burgoyne checked by Americans under Gates at Freeman's Farm, NY. This is part of the "Battles of Saratoga." || Sept. 21 || [|Paoli Massacre, PA] || Sept. 26 || British under Howe [|occupy Philadelphia] || Oct. 4 || Americans driven off at the [|Battle of Germantown] || Oct. 7 || Burgoyne loses second battle of Freeman's Farm, NY (at Bemis Heights). This is part of the "Battles of Saratoga." || Oct. 17 || Burgoyne surrenders to American General Gates at Saratoga, NY || Oct. 22 || Hessian attack on Fort Mercer, NJ repulsed || Nov. 16 || British capture [|Fort Mifflin], Pennsylvania || Dec. 5-7 || Americans repulse British at [|Whitemarsh, Pennsylvania] || Dec. 19 || Washington 's army retires to winter quarters at [|Valley Forge] || ** 1778 ** || Feb. 6 || The United States and France sign the [|French Alliance] || March 7 || British General William Howe replaced by Henry Clinton || May 20 || Battle of Barren Hill, Pennsylvania || June 18 || British abandon Philadelphia and return to New York || June 19 || Washington 's army [|leaves Valley Forge] || June 28 || The Battle of Monmouth Court House ends in a draw || July 4 || George Rogers Clark captures Kaskaskia, a French village south of St. Louis || Aug. 8 || French and American forces besiege Newport, RI || Dec. 29 || The redcoats occupy Savannah || ** 1779 ** || Feb. 3 || Maj. Gen. Moultrie defeats British detachment at Port Royal Island, SC || Feb. 14 || Andrew Pickens and Elijah Clarke beat Loyalists at Kettle Creek, NC || Feb. 23-24 || American George Rogers Clark captures Vincennes (now Indiana) on the Wabash in the Western campaign || March 3 || British Lt. Col. Jacques Marcus Prevost defeats Americans under Gen. John Ashe at Brier Creek, GA || May 11-13 || Maj. General Augustin Prévost (brother of Jacques, see above) breaks his siege when American forces under Maj. Gen. Lincoln approaches || June 20 || Stono River, SC , Maj. Gen. Lincoln inflicts extensive British casualties in indecisive battle || June 21 || Spain declares war on Great Britain || July 8 || Fairfield, CT , burned by British || July 11 || Norwalk, CT , burned by British || July 15-16 || [|American "Mad" Anthony Wayne] captures Stony Point, NY || Aug. 19 || "Light Horse" Harry Lee attacks Paulus Hook, NJ || Aug. 29 || Newtown, NY , after two massacres, American forces burn Indian villages || Sept. 23 || John Paul Jones, aboard the //Bonhomme Richard//, captures British man-of-war //Serapis// near English coast || Sept. 28 || The Tappan Massacre ("No Flint" Grey kills 30 Americans by bayonet) || Oct. 9 || American attempt to recapture Savannah, GA fails || Nov.-June 23, 1780 || Washington 's 2nd winter at Morristown, NJ (the harshest winter of the 18th century) || ** 1780 ** || May 12 || British capture Charleston, SC || May 29 || British crush Americans at Waxhaw Creek, SC || June 20 || Patriots rout Tories at Ramseur's Mill, NC || July 11 || French troops arrive at Newport, RI, to aid the American cause || Aug. 6 || Patriots defeat Tories at Hanging Rock, SC || Aug. 16 || British rout Americans at Camden, SC || Sept. 25 || Benedict Arnold's plans to cede West Point to the British discovered || Oct. 7 || King's Mountain, SC: battle lasts 65 minutes. American troops led by Isaac Shelby and John Sevier defeat Maj. Patrick Ferguson and one-third of General Cornwallis's army || Oct. 14 || Washington names Nathanael Greene commander of the Southern Army || ** 1781 ** || Jan. 1 || Mutiny of unpaid Pennsylvania soldiers || Jan. 17 || Patriot Morgan overwhelmingly defeats British Col. Tarleton at Cowpens, SC || Feb. 1 || The Battle of Cowan's Ford, Huntersville, NC || March 2 || [|Articles of Confederation] adopted || March 15 || British win costly victory at Guilford Courthouse, NC || April 25 || Greene defeated at Hobkirk's Hill, SC || May 15 || Corwallis clashes with Greene at Guilford Courthouse, NC || June 6 || Americans recapture Augusta, GA || June 18 || British hold off Americans at Ninety Six, SC || July 6 || "Mad" Anthony Wayne repulsed at Green Springs Farm, VA || Sept. 8 || Greene defeated at Eutaw Springs, SC || Sept. 15 || French fleet drives British naval force from Chesapeake Bay || Oct. 19 || Cornwallis surrounded on land and sea by Americans and French and surrenders at Yorktown, VA || ** 1782 ** || March 20 || [|Lord North] resigns as British prime minister || July 11 || British evacuate Savannah, GA || Nov. 30 || British and Americans sign preliminary Articles of Peace || Dec. 14 || British leave Charleston, SC || ** 1783 ** || April 19 || Congress ratifies preliminary peace treaty || Sept. 3 || The United States and Great Britain sign the Treaty of Paris || Nov. 25 || British troops leave New York City || Dec. 23 || Washington resigns as Commander ||
 * Content Notes**
 * [[image:file:///C:%5CUsers%5CMarcy%5CAppData%5CLocal%5CTemp%5Cmsohtml1%5C01%5Cclip_image001.jpg width="450" height="300" caption="http://www.yestodemocracy.com/photos/uncategorized/2008/10/16/join_or_die.jpg"]] ||
 * Timeline of the Revolutionary War**
 * Reflection: **