L1+Cooper+Marcy

** COLLEGE **** OF EDUCATION ****, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * UNIVERSITY **** OF MAINE AT FARMINGTON **
 * __ Teacher’s Name __**** : Ms. Cooper __Date of Lesson__: 1 **
 * __ Grade Level __**** : 11 __Topic__: ** Compare the Leadership of the Founding Fathers
 * __ Objectives __**
 * Student will understand that ** important leaders arose and unified the separate colonies toward one goal, revolution.
 * Student will know ** important people: Thomas Hutchinson, George Washington, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, Thomas Jefferson, Nathan Hale, Phillis Wheatley, Paul Revere, William Dawes, John Trumbull, and John Paul Jones.
 * Student will be able to do ** compare the roles of different leaders of the revolution.
 * __ Maine __****__ Learning Results Alignment __**
 * Content Area ** Social Studies- E. History

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. The class will report out what they came up with for each leader and as a class missing information will be filled in. Students will have an opportunity to revise their product after evaluating it from the webquest rubric. During different points in the teaching segment students will be checked for their understanding. If all the students have cell phones with texting capabilities then they can text me on a scale from 1-5, 1 being they do not understand and 5 being they really get it. If that is not the case then I'll do a thumb check, thumbs up for understanding and thumbs down if they do not get it. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have. Webquest- do the webquest about which revolutionary leader was the "American of the Year." Students will be assessed from the rubric that is on the webquest. The end project of the webquest is a plaque that will be awarded to the leader they chose. They do have an option instead to be in a group of three and make a skit. Each person would have to want a different leader to win the award and in the skit each student will act as if they are the leader and explain why they deserve the award. Teacher- Show pictures of different leaders and different items relevant to lecture. Using music for introduction to skit. Using and explaining the Webquest and commenting on the students' blogs. Student- using a computer to complete the Webquest, to blog, research, and readings. Music: introduction music and the discussion of how effective it was and what music adds to scenes or life. Students will use the list of websites and research different revolutionary leaders in a cooperative learning group called a jigsaw. Students will be grouped by the numbers I give them. Groups with five students are set up. Each group member is assigned a revolutionary leader to research, learn, and then to teach to his group members. To aid learning and get a broader perspective students across the class working on the same sub-section get together to decide what is important and how to teach it. In each expert group and in the original group a time keeper will be assigned so students can finish on time. After practice in these "expert" groups the original groups reform and students teach each other. Students will pick out the most important information of each leader's life. The events, personal experience, personal beliefs, and the choices or deeds that the leader made. Students will fill out a graphic organizer with the information they gather from the expert groups and the original groups. 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. Four Column Chart handout Laptops for each student Individual desks or tables Costumes and willing colleagues music clip Craft supplies I need the graphic organizer for the students to fill out. I need the laptops for the students to research. The individual desk or tables so the students can form groups. The costumes and willing colleagues are for the hook. The music clip is for the introduction of the revolutionary leaders and for students with musical intelligences. The craft supplies are for the students to use to make their plaque. [] (webquest) Links for Jigsaw: Resources on Thomas Paine [] [] [] [] Resources on Thomas Hutchinson [] [] [] [|http://www.mass.gov/?pageID=mg2terminal&L=7&L0=Home&L1=State+Government&L2=About+Massachusetts&L3=Interactive+State+House&L4=History+Resources&L5=Governors+of+Massachusetts&L6=Royal+Colony+of+Massachusetts+(1692-1774)&sid=massgov2&b=terminalcontent&f=interactive_statehouse_govs_hutchinson&csid=massgov2] Resources on George Washington [] [|http://memory.loc.gov/cgi-bin/query/r?ammem/mgw:@field(DOCID%2B@lit(gw200022])) [] [] Resources on Patrick Henry [] [] [] [] Resources on Sam Adams [] [] pages 1,2 [] pages 3,4 [] pages 5,6 Resources on Lord North [] [] [] [] Resources on John Adams [] [] [] Resources on William Dawes [] [] [] [] Homework Readings: [] [] [] Handouts [] Teacher- Show pictures of different leaders and different items relevant to lecture. Using music for introduction to skit. Using and explaining the Webquest and commenting on the students' blogs. Student- using a computer to complete the Webquest, to blog, research, and readings. Day 1 Hook: Teacher skit 10 mins Quick write on the students' blog. 5 mins Mini discussion about music 5 mins Jigsaw expert groups 25 mins, original groups 15 mins discussion for Jigsaw 10 mins Introduction for Webquest ( []) and student decide partners or solo. 10 mins Day 2 [|Webquests] 80 mins
 * Standard Label ** E1. Historical Knowledge, Concepts, Themes, and Patterns
 * Grade Level Span ** Grade 9-Diploma- "The Revolutionary Era, 1754-1783"
 * Performance Indicator(s) ** 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.
 * Rationale ** This lesson covers the leaders of the American Revolution and what they did to fight for the democratic ideals they believed in.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology ** :
 * Content Area:** English: writing, reading, and speaking English during class.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Verbal: ** The hook with the presenters will appeal to the verbal learners.
 * Logical:** The class agenda is displayed to show how class time is organized and time "time keepers" in the different jigsaw groups will be assigned and this will appeal to logical learners.
 * Kinesthetic:** Kinesthetic learners will appreciate moving around to form groups and doing webquest on a laptop.
 * Visual:** The teachers dressed up as revolutionary leaders is quite the visual.
 * Intrapersonal:** Students will work together collaboratively during the jigsaw activity.
 * Interpersonal:** Individuals will think about and choose the American of the Year according to them, on the webquest.
 * Musical:** I will play a part of a symphony as the teachers enter. After I will have a mini discussion of when the music was created and whether or not the music was effective as a good introduction.
 * Modifications/Accommodations **
 * // I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //**
 * Extensions ** Once the students complete the webquest they will write a paragraph about what they learned, a paragraph of why they chose the American of the Year, and a final paragraph about why they think I had them do this assignment. They will post this to the class blog page and will comment on their classmates' entries. Time for a small discussion will be allowed the next class.
 * __ 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 can go as in depth as they want in their analysis of the leaders and what criteria they believe is deserving of the title "American of the Year." For the creative students the plaque can be as creative and decorative as they wish. Student can also work in teams of 3, partners, or individuals; whichever is most comfortable for the student.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * Rationale ** : The facet of understanding that I use in this unit is Perspective. In this lesson students will compare different revolutionary leaders. This ties into the MLR by reiterating the beliefs and ideas of democracy that each leader held. Please see attached content notes for more specific material.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** :
 * Verbal: ** The hook with the presenters will appeal to the verbal learners.
 * Logical:** The class agenda is displayed to show how class time is organized and time "time keepers" in the different jigsaw groups will be assigned and this will appeal to logical learners.
 * Kinesthetic:** Kinethetic learners will appreciate moving around to form groups and doing webquest on a laptop.
 * Visual:** The teachers dressed up as revolutionary leaders is quite the visual.
 * Intrapersonal:** Students will work together collaboratively during the jigsaw activity.
 * Interpersonal:** Individuals will think about and choose the American of the Year according to them, on the webquest.
 * Musical:** I will play a part of a symphony as the teachers enter. After I will have a mini discussion of when the music was created and whether or not the music was effective as a good introduction.
 * Technology**:
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The class will report out what they came up with for each leader and as a class missing information will be filled in. Students will have an opportunity to revise their product after evaluating it themselves from the webquest rubric. Students will be given feedback from the teacher using the rubric that is on the webquest about their final product. Students will have the opportunity to make a few last adjustments before the plaque is scored. The webquest will be scored with the rubric attached. My students will do quick writes on their blogs either during class or for homework and I'll check those and comment or answer any questions they have.
 * __ Teaching and Learning Sequence __**** : **

The classroom will be set up in a U-shape for this lesson, looking at the chart given to us it would actually be a perimeter. This will allow for the room necessary for the hook. Students will still be able to see the board during the teaching session. Then during the jigsaw activity they can congregate in groups at different points on the U. The class will begin with the hook. A few questions will be written on the board and students will be given time to write down a quick response. Then a class discussion will follow about first the music and then what the students thought about what was said by the guests. I will break the groups up into the jigsaw activity. The men that will be studied in this section of the lesson are Thomas Hutchinson, George Washington, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, and William Dawes. Four of the men will be covered in this section the other four will be done the next day. In the topic specific groups each student will have a different website and that student will write down important information in the four column chart from that site. Then in the group will share with each other. And they will share back in their original groups. At this point, all the students have information in each of the columns. Then as a class we will discuss anything the students are missing and they can write it down. Students will write a blog entry about the similarities of the leaders and another blog with the differences between the leaders. At this point we will switch gears and I will introduce the webquest, []. After we go over it, students can decide whether they want to work in groups, pairs, or individually. The rest of class students can work on the webquest. The next class will start with a recap over the blogs the students did for homework. Then the jigsaw over the other four leaders. The class will end with the students have completed the plaque and have assessed themselves with the rubric. 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 study examples of leadership and how get others to follow you. //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.// Dress up colleagues. Have a few other teachers dress up as a couple key revolutionary leaders. Have them talk to the class explaining what they did or what they are famous for. Perhaps argue a bit. **Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal, Verbal, Visual, Musical, Kinesthetic** 160 mins

Students will know important people: Thomas Hutchinson, George Washington, Thomas Paine, Patrick Henry, Sam Adams, Lord North, John Adams, Thomas Jefferson, Nathan Hale, Phillis Wheatley, Paul Revere, William Dawes, John Trumbull, and John Paul Jones (see attached content notes). After the class discussion, I'll collect the quick write papers the students wrote out. When I check for understanding, if all the students have cell phones I'll have them text me a number 1-5, 1 is completely lost and 5 is they get it. According to the where the students are in their understanding, I will re-explain the information, or let the majority of the class move on and help out a few students individually, or if the whole class understands then I will continue. If not then I'll do a thumb check, up or down signally if they understand. The content is from different websites, listed above. **Equip, Tailor: Interpersonal, Visual,** 20 mins

Students will organize the information using a Four Column chart. Students will brain storm the ideas of the lesson using a jigsaw. During this time the students will gain knowledge from the reading. They will analyze it to find the important points to write down. They will comprehend it in order to explain it to their classmates. The facet students will understand is perspective. Students will be able to compare the roles of the different leaders of the revolution. They will write down the information for each leader on the organizer. From their students can draw conclusions about what the leaders had in common and what were the main differences. We will do this as a class discussion and the students will write more about it later on their own in blog entries. The students will comment on each others blogs to add more information. They will receive feedback from me on their blogs and on their webquest product. I will break students into groups of four by the four students that are sitting nearest each other. I will assign each of them a revolutionary leader and the students with the same revolutionary leader will work together to fill that box in on their chart. A member of each team will be designated the time keeper and keep an eye on the clock to make sure the work gets done. Then the students will return to the original groups and teach their classmates. The class will report out what they came up with for each leader and as a class missing information will be filled in. Students will have an opportunity to revise their product after they self evaluate it from the webquest rubric. The teacher will then evaluate the work according to the same rubric after which the student will be given a last opportunity to fix the mistakes.**Explore, Experience, Revise, Rethink, Refine, Tailors:** **Logical**, **Intrapersonal, Verbal, Interpersonal,** 70 mins

Students will grade their product from the webquest using the rubric on the webquest before turning it in. I will provide feedback during class about what important details the students are missing. I will also comment on students' blogs within 24 hours of the post. I will return the webquest rubric with feedback on it the next day so the students can make changes before I score it. When I score the final products I will get them back to students within a week. Students will be assigned to write 2 blogs for homework to cement the comparison of the four leaders discussed in class. They will also be assigned background readings for the next new topic, which will be due the 3rd day of class. Students will be given time in class to work on the webquest but the assignment must be complete by the due date and can be taken home for homework. **Evaluate** 3 days Thomas Paine Events: Common sense: Influenced by the Boston Tea Party and Lexington and Concord. It was effective because of the signing of the declaration so shortly after and the number of loyalist reactions. Labeled as a anti-monarchist by England for the Rights of Man pamphlet, jailed in France for denouncing the killing of Louis 16th, and hated for his religious views in America, he died in New York and only a few people went to his funeral. Personal experience/beliefs: Born in England. He failed out of school, failed at the family business, failed out of the navy, and failed as a tax collector. He met Ben Franklin and went to Philadelphia. Throughout most of his life, his writings inspired passion, but also brought him great criticism. He communicated the ideas of the Revolution to common farmers as easily as to intellectuals. He was staunchly anti-slavery, and he was one of the first to advocate a world peace organization and social security for the poor and elderly. But his radical views on religion would destroy his success. He challenges the idea that just because we are used to the idea or the tradition- is it right? Choices/Deeds: Became a journalist, pamphlets: Common Sense 1776 (separation from England), The Crisis 1776-1783( inspired the army, read by more people than watch the superbowl), The Rights of Man 1791-1792 (in support of the French Revolution), Age of Reason 1794-1796 ( anti-church) He used media to convince the masses.
 * Content Notes **

Thomas Hutchinson Events: James Otis (orator for the revolution), turned public oppinion against Hutchinson. He was deeply [|Loyalist] and resisted the gradual movement toward independence from the British crown. He was convinced that the rebellious spirit was only the work of such patriot hotheads as [|Samuel Adams], for whom he developed a deep enmity. Because many Bostonians considered that he had instigated the repugnant [|Stamp Act] of 1765, a mob sacked his splendid Boston residence that year, destroying a number of valuable documents and manuscripts. Barely escaping with his life, the embittered Hutchinson from that time on increasingly distrusted the "common sort" and __secretly__ __advised__ Parliament to pass repressive measures that would emphasize that body's supremacy over the colonies. However, when the [|Boston Massacre] exploded into the hearts and minds of the people on March 5, 1770, and Hutchinson was //__acting__// governor at the time, no degree of certainty that he had done everything in his power to prevent it could soften the blow, and he felt impelled to administer the letter of the British law and thus became more and more unpopular.He wrote to Lord Hillsborough, Secretary of State for the Colonies in England, that "the killing of five townsmen by the soldiers, in a scene of great confusion, was without doubt the most catistrophic thing that could have happened. "Boston is pitched into perfect frenzy," he wrote, "and the Province as a whole is on the edge of civil war." Personal Experience/beliefs: He was viewed as a symbol of loyalty to Britain. He tried to keep the colonies in line by appealing to England to give concession to the colonists demands and to help keep order before it takes a sizable force to do so. He was a loyalist to the end. He allowed a tea shipped to be docked and that resulted in the Boston Tea party. He was replaced by General Gage, a military governor, and Hutchinson went to London where lived out the rest of his life. Choices/ Deeds: American Governor for the Massachusetts colony and had to deal with the rebels in Boston. He attended the Albany Congress in 1754( to unite the colonies) He was appointed governor in 1771. In a series of private letters, Hutchinson expressed his support for firm action against disruptive forces in Massachusetts. This correspondence, sometimes called the “Hutchinson Letters,” fell into his opponents' hands in England and was turned over to [|Benjamin Franklin], who was then serving as an agent in London. Franklin sent the papers to radical leaders in the colony in return for a pledge of confidentiality; despite that promise, the letters were read publicly by Samuel Adams. At that point Hutchinson lost all political effectiveness, but he persisted in office. Five days after the Boston Massacre and under the pressure of Adams and his Sons of Liberty, Hutchinson gave the order and the last of the Royal troops left Boston. [|John Adams] wrote that Hutchinson was "chargeable before God and man with our blood. The soldiers were but passive instruments, were machines, neither moral nor voluntary agents in our destruction . . . You were a free agent. You acted coolly, deliberately, with all that premeditated malice, not against us in particular but against the people in general, which in the sight of the law is an ingredient in the composition of murder. You will hear further from us hear after."

George Washington Was in the military in the French and Indian War but couldn't advance because he was a colonial. He walked in to the 2nd Continental Congress in full military apparel so they made him head of the Continental Army. He was always trying to get supplies for his men. He had a quiet kind of leadership and was considered a legend in his own day. He refused a kingship that was readily offered to him and opted for 2 terms as a president.

Patrick Henry- almost solely responsible for swaying the vote at the 2nd Continental Congress with his Give me Liberty or give me death speech.

Sam Adams- leader of the mob, dock workers, and the poor followed him. Head quartered in Boston. Responsible for the sacking of Hutchinson's house, the Boston Massacre (pitting the mob-one of the mob leader's son was killed, against the British), and the Boston Tea Party

John Adams- he helped acquit the soldiers on trial for the Boston massacre. helped advocate for the Declaration of Independence. signed the treaty for peace that ended the Revolutionary war.

Lord North- Prime Minister of Great Britain from 1770 to 1782. A former Lord of the Treasury, he focused on economic problems for the first part of his reign. He thought to make an example of Massachusetts by coming down hard on the insurrection there. An example was the Tea Act, which so angered American colonists that they dumped 342 crates of tea into Boston Harbor. But his experiment backfired. Not only did the Massachusetts colonists fight back, but the rest of the colonies also caught the revolutionary fire. War was declared, and the fighting began. North continued to serve as prime minister throughout the war, managing the affairs of the country from home while his armies fought in the field afar. He tried to resign several times during the war, but King George III would not accept the resignation. Finally, a year after Yorktown, while peace negotiations were dragging on, North resigned for good.

William Dawes- In 1775, before the battle of Lexington, William Dawes and Paul Revere were dispatched to rouse the country. Samuel Prescott joined them enroute. They ran into a British patrol and Revere was captured. Dawes and Prescott got away. Revere was held, but convinced the British that they were too late, the people were already aware and getting ready to defend themselves. His captors confirmed that he was indeed telling the truth and released him.
 * Reflection: **