L2+Pelletier+Jennifer

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

Teacher’s Name:** **Ms. Pelletier**
 * Grade Level:** **10 Topic:** Civil War [slavery]

__**Objectives**__

 * Student will understand that** the controversy of slavery played a major role in the Civil War.
 * Student will know** about important people, such as abolitionists, Thomas Jefferson, Robert E. Lee, the Dred-Scott decision, the 14th Amendment, slave culture, and the Compromise of 1850.
 * Student will be able to** create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a slave owner, a plantation owner, a plantation mistress). Product: ComicLife

__**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.


 * Rationale:** In this lesson, students will understand the importance of slavery, a major theme in history. Slavery still happens today, all over the world. The Civil War eventually brought about the end of the slavery of African Americans in America, which was a major turning point in U.S. history.

__**Assessment**__

 * Formative (Assessment for Learning)**

Students will use peer feedback as a formative assessment. Students will assess whether they have been true to the character they chose. To do so, they will get together with a partner and share the project out loud. Students will make any revisions, taking their partner's opinion into account. Students will pass in their project ideas and drafts. The teacher will look over them and suggest any revisions, particularly any idea revisions. Then, students will refine the work.


 * Summative (Assessment of Learning)**

The product is a ComicLife presentation about slavery. The ComicLife might explain what happens to that character on a daily basis, where they live, how they dress, who their family is, who is in their family, and how they are treated. The project will include the role the character has in slavery.

__**Integration**__
1. Technology - Students will use ComicLife to explore the life of someone involved in slavery. Slavery is a serious subject, and I am hoping that ComicLife will allow students to get motivated about the project, with out dwelling on all of the horrors of slavery. Students will also use ComicLife as a way to create dialog between other characters that might be involved in their character's life; dialog seems natural in a comic.

2. This lesson will also relate to art, because it uses a creative form to make comics. This lesson will also relate to English, because students have the choice of reading the __Narrative of the Life of Frederick Douglass, An American Slave.__

__Groupings__
There will be introductory information to be explored in a Team Pair Solo. At first, the team will go over the general role in slavery that each character option has. Then students will partner up with other students interested in the same kind of character and go a little more in depth. Students will then research the rest of the project on their own.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Students will collaborate with their peers during the Team Pair Solo, as well as work with partners while rethinking and revising their work.
 * Kinesthetic:** Students will get up and move around during the Team Pair Solo and when they get together in partners to rethink.
 * Visual:** ComicLife is a very visual project. Words, pictures, color, and creativity are all involved.
 * Naturalist:** Students can use pictures of nature, as well as pictures from the Civil War Era, to use in their comic.
 * Intrapersonal:** Students will make revisions on their own, do the Solo part of the Team Pair Solo activity by themselves, and refine their work once teacher feedback has been returned to the student.
 * Interpersonal:** Students will work in groups during the Team Pair Solo and while they are in partners.


 * Modifications/Accommodations**


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


 * If students are absent on the first day, they can take the second day to research and work on their projects. Mostly, they will have missed the hook and the cooperative learning group, which they can do on their own. If students miss the second day, then they can meet with me to figure out a plan for finishing the project.**


 * Extensions**

Write a blog about one place that has slavery today. Choose a place and a corresponding story from the interactive map found at http://www.freetheslaves.net/Page.aspx?pid=375. Explain who is involved in the slavery process. Why do you think slavery still happens today?

__**Materials, Resources and Technology**__

 * Computers with internet access
 * ComicLife program on each computer
 * Video (hook): http://www.youtube.com/watch?v=lVkgDJ1CW_0&feature=related
 * pens
 * pencils
 * paper

__Source for Lesson Plan and Research__

 * Narrative of the Life of Frederick Douglass, An American Slave:** https://www.courses.maine.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1947_1%26url%3d
 * Slavery in the Civil War Era:** http://www.civilwarhome.com/slavery.htm
 * Slavery before the Civil War:** http://home.snu.edu/~dwilliam/f98/cw/slavery2.htm
 * Slavery During the Civil War:** http://www.buzzle.com/articles/slavery-during-the-civil-war.html
 * Emancipation Proclamation:** http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html
 * Abolitionism and the Dred-Scott Decision:** http://www.civilwar.com/abolition-and-slavery/abolitionism.html
 * Thomas Jefferson:** http://www.whitehouse.gov/about/presidents/thomasjefferson/
 * Timeline - Jefferson and slavery:** http://www.google.com/archivesearch?hl=en&q=Thomas+Jefferson+and+slavery&um=1&ie=UTF-8&scoring=t&ei=tHDJSa-bHpqstgf2xbSlAw&sa=X&oi=timeline_result&resnum=11&ct=title
 * Robert E. Lee -** http://www.civilwarhome.com/leebio.htm
 * 14th Amendment -** http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html
 * The U.S. Constitution -** http://www.law.cornell.edu/constitution/constitution.overview.html
 * Life on a Southern Plantation, 1854 ** - http://www.eyewitnesstohistory.com/plantation.htm
 * Slave Culture -** http://www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Slave-Society-and-Culture.topicArticleId-25073,articleId-25051.html
 * The Compromise of 1850 and the Fugitive Slave Act -** http://www.pbs.org/wgbh/aia/part4/4p2951.html

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.


 * __Slavery Today:__**


 * Interactive Map:** http://www.freetheslaves.net/Page.aspx?pid=375
 * Free the Slaves Mission Statement**: http://www.freetheslaves.net/Page.aspx?pid=284
 * Free the Slaves Guiding Principles:** http://www.freetheslaves.net/Page.aspx?pid=285
 * Slavery Today video:** http://www.freetheslaves.net/Page.aspx?pid=348
 * History of Slavery:** http://www.freetheslaves.net/Page.aspx?pid=303
 * Slavery Today, Slavery During the Civil War, Price Comparisons, etc.:** http://www.freetheslaves.net/Page.aspx?pid=301

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.//

Beachball: I will have a variety of resources. Students get to choose which character they want to explore and be really creative with that character. Clipboard: Students will have an organized process to utilize right in the beginning with the cooperative learning group. There will be specific steps that will lead to the final ComicLife project. Microscope: Students will discuss the roles of the character choices in their cooperative learning groups, then deeply explore their chosen character. Puppy: Students will be supported during this difficult lesson by utilizing a "fun" product. Students also begin as a whole, so that no one has to face the concept alone. Then students will break into pairs, and eventually move on to working by themselves.

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

Students will create a ComicLife to share with the class to understand all of the different aspects and points of view of slavery. Students will also extend to understand where slavery exists today and why. Through this lesson, students will learn about how slavery existed during the Civil War Era and how it still exists today. There are many aspects of slavery and many view points to see from. Students will use this lesson to better understand all of the aspects of slavery. Many people in the North saw slavery as wrong, but fine as long as it was not happening near them. Many people from the South, particularly slave holder, considered the way they treated their slaves to be better than how people in the North treated their wage workers. Many slaves in the South were maltreated and abused, though some were treated more fairly than others. Students need to understand that people are not filed in good or bad categories, but that there are many reasons and explanations for the actions of others.

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

I will be using technology to hook the students in, as well as organize my thoughts and find most of the resources to be used in the classroom. The students will be using technology to explore their characters and then to construct their ComicLife products.


 * Verbal:** Students will collaborate with their peers during the Team Pair Solo, as well as work with partners while rethinking and revising their work.
 * Kinesthetic:** Students will get up and move around during the Team Pair Solo and when they get together in partners to rethink.
 * Visual:** ComicLife is a very visual project. Words, pictures, color, and creativity are all involved.
 * Naturalist:** Students can use pictures of nature, as well as pictures from the Civil War Era, to use in their comic.
 * Intrapersonal:** Students will make revisions on their own, do the Solo part of the Team Pair Solo activity by themselves, and refine their work once teacher feedback has been returned to the student.
 * Interpersonal:** Students will work in groups during the Team Pair Solo and while they are in partners.

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

Students will have a formative assessment. There will be introductory information to be explored in a Team Pair Solo. At first, the team will go over the general role in slavery that each character option has. Then students will partner up with other students interested in the same kind of character and go a little more in depth. Students will then research the rest of the project on their own.

The formative assessment will be the ComicLife and accompanying presentation.

__Teaching and Learning Sequence__
3 Days:

Hook - 10 minutes Team-Pair-Solo - 40 minutes Work on Product - 80 minutes Peer Feedback and revision - 45 minutes Teacher Feedback and revision - 20 minutes (for students) Extensions - 20 minutes

My classroom will be set up in tables of four desks put together. I will assign who will be at the tables by giving everyone a slip of colored paper as they walk in the door. They will have to find the table that matches that color. A piece of corresponding colored paper will also be on the tables. I will hook my students in by using a video about slavery and how it is possible that slavery in the southern United States continued fairly far into the 20th century. Students understand that the controversy of slavery played a major role in the Civil War. Slavery is an important issue to learn about, because slavery still happens today in countries all over the world. //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// **(What) (Why) (Where) (Tailor) Verbal, Visual**

After the video hook, I will define each character type using my content notes and the sources afore mentioned. There will be introductory information to be explored in a Team Pair Solo. At first, the team will go over the general role in slavery that each character option has. Then students will partner up with other students interested in the same kind of character and go a little more in depth. Students will then research the rest of the project on their own. The information will start general, such as definitions of each character, then get more detailed, such as what roles each character played, where they might live, who their families might be, what they do for a living, how they act, etc. Students will be exploring the sources provided mostly on their own or with a partner that is interested in the same character as they are. Students will know about important people, such as abolitionists, Thomas Jefferson, Robert E. Lee, the Dred-Scott decision, the 14th Amendment, slave culture, and the Compromise of 1850. Students will use a Fact and Opinion graphic organizer to help along their thinking as they decide what character they want to explore and what that character would be like, using a Team Pair Solo. **(Experience)** **(Equip)** **(Explore) (Tailor) Visual, Naturalistic, Kinesthetic, Interpersonal, Intrapersonal, Verbal**

Students will use peer feedback as a formative assessment. Students will assess whether they have been true to the character they chose. To do so, they will get together with a partner and share the project out loud. Students will make any revisions, taking their partner's opinion into account. Students will pass in their project ideas and drafts. The teacher will look over them and suggest any revisions, particularly any idea revisions. Then, students will refine the work. Students will assess whether they have been true to the character they chose. To do so, they will get together with a partner and share the project out loud. Students will make any revisions, taking their partner's opinion into account. Students will pass in their project ideas and drafts. The teacher will look over them and suggest any revisions, particularly any idea revisions. Then, students will refine the work. Students will be able to create a project about slavery, from the perspective of someone involved in slavery (ex. a slave, a plantation owner, a plantation mistress, a slave owner) and fully describe what point of view that person might have had about slavery. Use the first person point of view. **(Rethink) (Revise) (Refine) (Facet) (Tailor) Verbal, Interpersonal, Intrapersonal, Kinesthetic**

When students have finished all revisions and have completed the final ComicLife, they will move on to the extensions. Students will write a blog about one place that has slavery today. Explain who is involved in the slavery process. Why do you think slavery still happens today? The students may use their computers and textbooks to research this, or have it come from their own experience. Acceptable sources are newspaper articles, National Geographic articles, primary sources, and any other sources that are pre-approved by the teacher. **(Evaluate) (Tailor) Verbal, Intrapersonal**


 * Content Notes**


 * 14th Amendment** - "[|The 14th Amendment] to the Constitution was ratified on July 9, 1868, and granted citizenship to “all persons born or naturalized in the United States,” which included former slaves recently freed. In addition, it forbids states from denying any person "life, liberty or property, without due process of law" or to "deny to any person within its jurisdiction the equal protection of its laws.” By directly mentioning the role of the states, the 14th Amendment greatly expanded the protection of civil rights to all Americans and is cited in more litigation than any other amendment."


 * The U.S. Constitution - 14th Amendment -**

Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Section 2. Representatives shall be apportioned among the several states according to their respective numbers, counting the whole number of persons in each state, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the executive and judicial officers of a state, or the members of the legislature thereof, is denied to any of the [|male] inhabitants of such state, [|being twenty-one years of age], and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such state. Section 3. No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any state, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any state legislature, or as an executive or judicial officer of any state, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability. Section 4. The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any state shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void. Section 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

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 * Handouts**