L2+Perkins,+Alexa

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __ : ** Ali Perkins **__Lesson #:__** 2 **__Facet:__** Imagine
 * __ Grade Level __ : ** 7 **__Numbers of Days:__** 3
 * __ Topic: __** The Expanding Nation


 * __ PART I: __**

-Student will understand that people have not always had equal rights and to learn from the past's mistakes. -Student will know about the Missouri Compromise, The Indian Removal act, The Black Hawk War, Nat Turner, The Compromise of 1850 and The Fugitive Slave Act. -Student will be able to understand that people have not always had equal rights and to learn from the past's mistakes.
 * __ Objectives __**

**Product:** Students will get into groups based on their MIs and create a blog written by a slave or a Native American from the 1800s


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

__Maine Learning Results__ **Content Area:** Social Studies **Standard Label:** E History **Standard:** E1 Historical Knowledge, concepts, themes and patterns **Grade Level:** 6-8 "The Expanding Nation" **Statement:** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and Various regions of the world. **Performance Indicators:** a, b, c, d

This lesson will focus on the history of equal rights between Native Americans and African Americans.
 * Rationale: **


 * __ Assessments __**

I will use quick writes to check for understanding during the lesson. The lesson will end with a quick write that will check for understanding of the content covered. The students will be given a basic question and will be given time to answer it. The quick write will include questions about the student’s comfort with using the blogs and the content.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess their work using a checklist and peers will give feedback to improve the blogs. The checklist will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will pass in a first copy of their blogs and I will give written notes to all of the groups**.** These comments will be specific to each project and the product passed in.
 * Section II – timely feedback for products (self, peer, teacher) **

Blogs: You will be divided into groups of twos and will create a collections of blog entries that could of been written by a Native American or a African American in the early 1800s. It is your job to use the content discussed in class in your blogs and to gather more information from outside sources. Your blogs should be written so that it is believable that they were actually written during this time. Have fun creating your character and making their experiences come to life!
 * __ Summative (Assessment of Learning): __**

Students will be divided into groups of twos and will create a collections of blog entries that could of been written by a Native American or a African American in the early 1800s. The blogs will help with organization for the students. The blogs will also make it so the journal entries are easy to share. Students will be able to add images, videos, and sound into their blogs.
 * __ Integration __**
 * Technology: **

**Writing-** Students will have to use writing skills to create the journal entries. **Geography-** Students will have to describe where their journal entries are taking place. **Reading-** Students will need to research and read to create content for their blogs.

Students will use two different goal reason graphic organizers to take notes in class. The goals in their graphs will be the ending of slavery and the freedom given to Native Americans. Students will be able to follow along with the discussion in class and the notes that I write on the board to fill out their graphic organizers. They will also be able to add to them from their research done outside of class or prior knowledge. These graphic organizers will help them to form their blog entries and use creditable sources.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

To create the partners for the blog project, the students will find someone who they share the same MI with. The students will know their MIs based on the survey taken on the first day of class. If anyone does not share a MI with another student or there are uneven numbers, I will pair the remaining students up. This project will be done in partners and a group of three, if needed.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

**Interpersonal:** Each student goes around the room and names a right they feel they take for granted. **Naturalist:** Take a walk outside and observe how different life would be if they were denied the rights Native Americans and slaves were. **Visual:** Create a collage that represents life for Native Americans or slaves in the 1800s. **Musical:** Listen to a collection of songs and chants that slaves use to create (While working on the collage). **Intrapersonal:** Create a blog that could have been written by a Native American during the 1800s. **Logical:** Do the math to find out the slave to African American ratio and the Native American to European ratio.


 * __ Modifications/Accommodations __**
 * // From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Classes will be summarized on the class wiki and all homework will be posted. I will find a few students that are willing to share their graphic organizers on the Wiki. Absent students will be assigned a specific area to research (since they missed the hook and grouping). Students will be expected to create their own graphic organizers and the posted ones to create their own embedded links onto the Google earth map.
 * Plan for accommodating absent students: **


 * __ Extensions __**


 * Type II technology: **

Students will be divided into groups of twos and will create a collections of blog entries that could of been written by a Native American or a African American in the early 1800s. The blogs will help with organization for the students. The blogs will also make it so the journal entries are easy to share. Students will be able to add images, videos, and sound into their blogs. The final blog products will give students a sense of accomplishment to see all of their writing in one place. They will be able to share their blogs with one another. The students will be able to stand in the shoes of someone from the 1800s and attempt to experience the time for them. Having the students put themselves in the Native American and African Americans place will give them a deeper understanding of all that they went through.

If gifted students need more work, they will be assigned to create an obituary for their character at the end of their blog. This obituary will challenge them to write an overview of the person’s life and their accomplishments.
 * Gifted Students: **

-Markers -White Board -Passage from Slave's journal -Laptops -Handouts -Music from 1800s -Materials to create collages (Could be on laptops) -Handouts -The Book -Projector
 * __ Materials, Resources and Technology __**

The goal reason was found on. // []  //
 * __ Source for Lesson Plan and Research __**

Info on the Missouri Compromise: // [] //

Info on Indian Removal act- // [] //

Story of Black Hawk war- // [] // // [] ///

Nat Turner biography- // [] //

Info to end lesson and go over the Compromise of 1850: // [] //

The book, //Narrative of the Life of Fredrick Douglas//, By Fredrick Douglas


 * __ PART II: __**


 * __ Teaching and Learning Sequence __ (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

__ Day One: __ -Begin with hook. Once students are settled and attendance is taken, I will read the students a passage from //Narrative of the Life of Fredrick Douglas.// Once I am finished I will give the students a moment to think about the reading and then we will discuss any thoughts or feelings they may have. (30 Mins) -Proceed with a discussion with the class about The Missouri Compromise, The Indian Removal Act, and The Black Hawk War. (55 Mins) -End with Quick Write (5 Mins)

Assignments: Read over // incoln.lib.niu.edu/blackhawk // and then fill out work sheet.

__Day Two:__ -We will begin by taking a silent walk through the school and outside. Before leaving I will ask the students to keep in mind all of the human rights that they see. We will then come back and discuss what they saw. (20 Mins) -Set up blogs and pick partners (10 mins) -Explain blog project and show the rubric (15 mins) -Discuss Nat Turner, The Fugitive Slave act, and The Compromise of 1850 (35 Mins)

Assignments: Begin forming ideas for Blog and writing entries

__Day Three:__ -We will begin by going around the room and each student will name a right they feel they take for granted and why. (15 mins) -Explain and create collages on the laptops that describe the differences in Native American and African Americans from the 1800s and now. While students work on these we will listen to music from the time period (30 Mins) -Bring class back together and answer any questions about the blogs (5 mins) -Give students time to work on the blogs in class and go around and create the teacher comments (20 mins) -Peer review checklist and quick write (10 mins)

Assignments: Finish blog project and turn in during the next class.

The classroom will be set up using the perimeter set up. This way all of the students can see the board, each other, and me.

Students will understand that without the changes made in the 1800's Native Americans and people of color enabled them to live a free and independent life. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world//**.** To understand that people have not always had equal rights and to learn from the past's mistakes**.** Begin with the hook. Once the students are seated as the please, I will read to them a passage from a journal written by a slave in the 1800s. After reading the passage we will have a moment of silence and then discuss any impressions it left on the students. **Where, Why, What, Hook Tailors:** Verbal, visual, bodily, naturalist, intrapersonal and interpersonal.

Students will know about the Missouri Compromise, The Indian Removal act, The Black Hawk War, Nat Turner, The Compromise of 1850 and The Fugitive Slave Act (see notes). As I tell stories of the events in the 1800s that affected the Native Americans and African Americans, the students will use the goal reason map to organize their notes and thoughts. I will show them how to use the graph and have an example on the board for them to follow. I will encourage students to underline key words, places, and people. The first few events I will use a persuasion map on the board that they can follow along with and copy. After the first or second event is covered I will use the board but not in the map form, so they will have to do it on their own. After each event is covered I will check in with them using thumbs/up down. This will be a discussion-based lesson. Students will be encouraged to ask questions and I will ask questions to the students as I explain each event. After covering each event we will have a quick "recap" of the event and I will use thumbs up or down to check for understanding. If there are any thumbs down, we will retrace the lesson to the confusion. Example questions asked in class: How would you feel as a Native American in the 1800s? Where would they be today without change? What impact did Nat Turner have? Where do we see slavery in current time? When we discuss each event/place we will look at where is relative to the other areas. We will discuss how this impacted their value or how it impacted the nation socially. They will come up with the major effects that these events had on change and use examples to back up their reasons. Students will be able to share their graphic organizers with each other, which will enable them to come up with new ideas and work to create their blogs. **Equip, Explore, Rethink, Revise, Tailors:** Visual, Interpersonal, verbal, naturalist and logical.

After completing this project and lesson, students should have a good understanding of how the events created change for the Native Americans and African Americans. Students will gain a very deep understanding of the events they decide to focus on in their blogs and will learn a lot about the others from the lesson and the other presentations. The groups will be made based on the MIs students reveal in the quiz on the first day of class. The groups will be made into groups of two and a group of three is needed. The students will work together to create the blogs as they please. Students will assign each other a specific task to cover.

Students will be able to imagine how challenging life would be for Native Americans with out the changes made in the 1800s. I will use quick writes to check for understanding. After each event is taught I will check in with the students using thumbs up/down. If a student has a thumb down we will retrace the lesson to where they got lost. We will not move on until all thumbs are up. At the end of all of the classes I will pass out a quick write questions and ask them to answer in a short paragraph. I will review the responses each day and use them to form/reform the next class. Asking questions in class will also help to check for understanding. All students will be asked questions equally. The students MIs will form the groups. Students will assign each other a specific task to cover. Students will have time during class to peer edit another lesson. This will give them ideas for their own lessons and a deeper understanding. Students will receive a checklist from their peers, which they can use to improve their blogs. Students will be given two copies of the checklist so they can use one for their own projects as well. The teacher will give written feedback to all of the groups. In class they will also have a period of time that they can work in their groups and use their peers feedback. As they are doing this, I will come around and spend time with each group. I will look though their projects and have a discussion about them with the groups. Students will have time to ask specific questions about their projects at this time. Before moving onto the next group, I will write down my comments so they can use them for a reference. The student’s final presentation and projects will receive a grade with a list of comment that uses positive specific feedback. **Explore, Experience, Revise, Refine, Tailors:** Visual, verbal, interpersonal, naturalist, logical, intrapersonal.

Students will use peer review checklists during class. They will also use the same checklist to self-review their projects. I will give the written comments during class three and have a discussion with all of the groups. The final project and presentation will receive a grade and comments. Students will be able to make corrections to their projects and show them to me outside of class for a higher grade. Their final grades for the project will be given at the end of day one of lesson two. This project will lead into the next lesson. **Evaluate, Tailors:** Visual, verbal, interpersonal, logical, intrapersonal.

Students will know… // Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __ Content Notes __**

**The Missouri Compromise** was an agreement passed in 1820 between the pro-slavery and anti-slavery factions in the United States Congress, involving primarily the regulation of slavery in the western territories. It prohibited slavery in the former Louisiana Territory north of the parallel 36°30 ′ north except within the boundaries of the proposed state of Missouri. Prior to the agreement, the House of Representatives had refused to accept this compromise, and a conference committee was appointed. A bill to enable the people of the Missouri Territory to draft a constitution and form a government preliminary to admission into the Union came before the House of Representatives in Committee of the Whole, on February 13, 1819. James Tallmadge of New York offered an amendment (named the Tallmadge Amendment), that forbade further introduction of slaves into Missouri, and mandated that all children of slave parents born in the state after its admission should be free at the age of 25. The committee adopted the measure and incorporated it into the bill as finally passed on February 17, 1819, by the house. The United States Senate refused to concur with the amendment, and the whole measure was lost. During the following session (1819–1820), the House passed a similar bill with an amendment, introduced on January 26, 1820 by John W. Taylor of New York, allowing Missouri into the union as a slave state. The question had been complicated by the admission in December of Alabama, a slave state, making the number of slave and free states equal. In addition, there was a bill in passage through the House (January 3, 1820) to admit Maine as a free state. The Senate decided to connect the two measures. It passed a bill for the admission of Maine with an amendment enabling the people of Missouri to form a state constitution. Before the bill was returned to the House, a second amendment was adopted on the motion of Jesse B. Thomas of Illinois, excluding slavery from the Missouri Territory north of the parallel 36°30 ′ north (the southern boundary of Missouri), except within the limits of the proposed state of Missouri.

Political impact- Divided country in half. Free vs. slave.

Outcome: In the //Dred Scott v. Sandyford// case in 1857, the Supreme Court ruled that Congress did not have authority to prohibit slavery in territories, and that those provisions of the Missouri Compromise were unconstitutional.

President Andrew Jackson signed the Indian Removal Act into law on May 28, 1830. The act authorized him to negotiate with the Indians in the Southern United States for their removal to federal territory west of the Mississippi River in exchange for their homelands. While Native American removal was, in theory, supposed to be voluntary, in practice great pressure was put on Native American leaders to sign removal treaties. Most observers, whether they were in favor of the Indian removal policy or not, realized that the passage of the act meant the inevitable removal of most Indians from the states. Some Native American leaders who had previously resisted removal now began to reconsider their positions, especially after Jackson's landslide re-election in 1832. Affected tribes included the Cherokee, Chickasaw, Choctaw, Creek, and Seminole.

How this effected the Native Americans: The Choctaw, Cherokee, Chickasaw, Creeks, and Seminoles signed treaties agreeing to leave their homes in the southeast and move west. Their travels were marked by outbreaks of cholera, inadequate supplies, bitter cold, and death from starvation and exhaustion. The Cherokees' march was a forced one under the direction of the United States army, and it came to be known as the "Trail of Tears" or, in their own term, "The Place Where They Cried." Removal was a tragedy as thousands of people were forced to leave behind their homes, livestock, crops, and places that had spiritual significance for them.

Black Hawk War- Cite for students to look at- []

Story- Determined to resist the growing presence of Anglo settlers on traditional tribal lands, the Sauk warrior Black Hawk is drawn into war with the United States. Called Ma-kea-tai-me-she-kea-kiak by his people, Black Hawk was born in 1767 in the village of Saukenuk in the present-day state of Illinois. He quickly earned a reputation as a fierce and courageous fighter in the frequent skirmishes between the Sauk and their principle enemy, the Osage. By the early 1800s, however, Black Hawk began to realize that the real threat to his people was the rapidly growing numbers of white people streaming into the region. In 1804, representatives of the Sauk and Fox (Mesquakie) Indians signed a treaty that ceded all of their territory east of the Mississippi River to the United States. Black Hawk, however, maintained the treaty was invalid and had been signed by drunken Indian representatives. In 1816, he reluctantly confirmed the treaty with his own signature, but he later said he did not understand that this meant he would someday have to cede his home village of Saukenuk on the Rock River. As the U.S. Army built more forts and droves of settlers moved into the territory during the next 15 years, Black Hawk grew increasingly angry. Finally, in 1831, settlers began to occupy the village of Saukenuk, an area that would later become Rock Island, Illinois. Regardless of the provisions of the 1804 treaty, Black Hawk refused to leave his own home. He began to prepare for war. Early in 1832, General Edmund P. Gaines arrived in the area with a sizeable force of U.S. soldiers and Illinois militiamen. Initially, Black Hawk withdrew his large band of warriors, women, and children to the west side of the Mississippi. On April 5, however, he led them back into the disputed territory, believing that other Indian forces and the British to the north would support him in a confrontation. The following day, a large army of soldiers caught up to Black Hawk and his followers near the Rock River of northern Illinois. When neither the British nor his Indian allies came to his support, Black Hawk attempted to surrender. Unfortunately, one of his truce bearers was killed in the confusion, and the Black Hawk War began. In May, Black Hawk's warriors won a significant victory that left the Americans badly demoralized. As subsequent generations of Indian fighters would learn, however, the mighty force of the U.S. government was relentless. On August 2, U.S. soldiers nearly annihilated Black Hawk's band as it attempted to escape west across the Mississippi, and Black Hawk finally surrendered. Casualties in the 15-week war were grossly one-sided. An estimated 70 settlers or soldiers lost their lives; estimates for the number of Indians killed are between 442 and 592. Black Hawk was captured and incarcerated for a time in Fortress Monroe, Virginia. In order to demonstrate the futility of further resistance to the powerful Americans, Black Hawk was taken on a tour of the major eastern cities before being relocated to an Iowa Indian agency. He lived the remaining six years of his life under the supervision of a Sauk chief who had once been his enemy. Unlike Black Hawk, the Sauk chief had cooperated with the United States government.

Nat Turners Bio- Leader of a slave insurrection. Born October 2, 1800 in Southampton County, Virginia. He was born on the Virginia plantation of Benjamin Turner, who allowed him to be instructed in reading, writing, and religion. Sold three times in his childhood and hired out to John Travis (1820s), he became a fiery preacher and leader of African-American slaves on Benjamin Turner's plantation and in his Southampton County neighborhood, claiming that he was chosen by God to lead them from bondage. Believing in signs and hearing divine voices, Turner was convinced by an eclipse of the Sun (1831) that the time to rise up had come, and he enlisted the help of four other slaves in the area. An insurrection was planned, aborted, and rescheduled for August 21, 1831, when he and six other slaves killed the Travis family, managed to secure arms and horses, and enlisted about 75 other slaves in a disorganized insurrection that resulted in the murder of 51 white people. Afterwards, Turner hid nearby successfully for six weeks until his discovery, conviction, and hanging at Jerusalem, Virginia, along with 16 of his followers. The incident put fear in the heart of Southerners, ended the organized emancipation movement in that region, resulted in even harsher laws against slaves, and deepened the schism between slave-holders and free-spoilers (an anti-slavery political party whose slogan was ‘free soil, free speech, free labor, and free men’) that would culminate in the Civil War.

__Great info on the Compromise of 1850, fugitive slave act and events that led up to it: (great way to sum up events)__

Henry Clay, U.S. senator from Kentucky, was determined to find a solution. In 1820 he had resolved a fiery debate over the spread of slavery with his Missouri Compromise. Now, thirty years later, the matter surfaced again within the walls of the Capitol. But this time the stakes was higher -- nothing less than keeping the Union together.

There were several points at issue:

¥ The United States had recently acquired a vast territory -- the result of its war with Mexico. Should the territory allow slavery, or should it be declared free? Or maybe the inhabitants should be allowed to choose for themselves?

¥ California -- a territory that had grown tremendously with the gold rush of 1849, had recently petitioned Congress to enter the Union as a free state. Should this be allowed? Ever since the Missouri Compromise, the balance between slave states and free states had been maintained; any proposal that threatened this balance would almost certainly not win approval.

¥ There was a dispute over land: Texas claimed that its territory extended all the way to Santa Fe.

¥ Finally, there was Washington, D.C. Not only did the nation's capital allow slavery, it was home to the largest slave market in North America.

On January 29, 1850, the 70-year-old Clay presented a compromise. For eight months members of Congress, led by Clay, Daniel Webster, Senator from Massachusetts, and John C. Calhoun, senator from South Carolina, debated the compromise. With the help of Stephen Douglas, a young Democrat from Illinois, a series of bills that would make up the compromise were ushered through Congress.

According to the compromise, Texas would relinquish the land in dispute but, in compensation, be given 10 million dollars -- money it would use to pay off its debt to Mexico. Also, the territories of New Mexico, Nevada, Arizona, and Utah would be organized without mention of slavery. (The territories’ inhabitants would make the decision later, when they applied for statehood.) Regarding Washington, the slave trade would be abolished in the District of Columbia, although slavery would still be permitted. Finally, California would be admitted as a free state. To pacify slave-state politicians, who would have objected to the imbalance created by adding another free state, the Fugitive Slave Act was passed.

Of all the bills that made up the Compromise of 1850, the Fugitive Slave Act was the most controversial. It required citizens to assist in the recovery of fugitive slaves. It denied a fugitive's right to a jury trial. (Cases would instead be handled by special commissioners -- commissioners who would be paid $5 if an alleged fugitive were released and $10 if he or she were sent away with the claimant.) The act called for changes in filing for a claim, making the process easier for slaveowners. Also, according to the act, there would be more federal officials responsible for enforcing the law.

For slaves attempting to build lives in the North, the new law was disaster. Many left their homes and fled to Canada. During the next ten years, an estimated 20,000 blacks moved to the neighboring country. For Harriet Jacobs, a fugitive living in New York, passage of the law was "the beginning of a reign of terror to the colored population." She stayed put, even after learning that slave catchers were hired to track her down. Anthony Burns, a fugitive living in Boston, was one of many who were captured and returned to slavery. Free blacks, too, were captured and sent to the South. With no legal right to plead their cases, they were completely defenseless.

Passage of the Fugitive Slave Act made abolitionists all the more resolved to put an end to slavery. The Underground Railroad became more active, reaching its peak between 1850 and 1860. The act also brought the subject of slavery before the nation. Many who had previously been ambivalent about slavery now took a definitive stance against the institution.

The Compromise of 1850 accomplished what it set out to do -- it kept the nation united -- but the solution was only temporary. Over the following decade the country's citizens became further divided over the issue of slavery. The rift would continue to grow until the nation itself divided.

-Goal Reason Graph
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**

There is a lot of organization used to create the blogs and goal-reason graphs.
 * //__ Learning Styles __//**
 * // Clipboard: //**

Students will need to dig deep into the content found in the 1800s. They will need to think about what it was like to live during this time.
 * // Microscope: //**

When discussing the ways these people were treated in the 1800s, our class will have to be very compassionate and thoughtful. It is a lot to think about and a lot to imagine. It takes a supportive and caring classroom to discuss these topics.
 * // Puppy: //**

In this class we will use a lot of different learning styles to learn about the events and emotions. The class will constantly be moving from one thing to another.
 * // Beach Ball: //**

**//Formative://** I will use quick writes to check for understanding during the lesson. The lesson will end with a quick write that will check for understanding of the content covered. The students will be given a basic question and will be given time to answer it. The quick write will include questions about the student’s comfort with using the blogs and the content. The questions will be specific and will help me to plan for the next lesson. My goal with the quick writes if for the students to be able to share with me what they are learning and if it interests them. I want them to be able to ask any questions or let me know about anything that is unclear to them.

**//Summative://**

You are a Native American or a slave living in the 1800s. Create a series of blogs entries as if they were your journal. Write down specific events, places you visit, people you meet, or anything else significant. Maybe you are a Sauk Indian that is fighting to be able to grown your corn on your families’ land that was recently taken over by Abraham Lincoln and his band of new comers. Or maybe you are a slave living in Vermont when the Missouri Compromise is passed and you are set free. Either way creates a blog that is engaging and realistic. We will all share our favorite blog entries in class. Worth 20 points.

**__Rationale:__**

The blog project will test the students overall understanding of the events that included geography in the 1800s. They will receive peer checklists; self check lists, and comments from the teacher before passing in this project. Their final grade will be detailed and will enable them to see what they did right and wrong. During class, I will use thumbs up and quick writes to check for understanding during the lesson. The lesson will end with a quick write that will be fun and engaging. The question proposed will include questions about the student’s comfort with using the blog site and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see thumbs down I will retrace the lesson to what they did not understand.

**//Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**

**//Content Knowledge://** Student will understand that people have not always had equal rights and to learn from the past's mistakes. Student will know about the Missouri Compromise, The Indian Removal act, The Black Hawk War, Nat Turner, The Compromise of 1850 and The Fugitive Slave Act. Students will be able to imagine how hard life would have been for a Native American or African American growing up in the 1800s.

**__MLR or CCSS:__**

__Maine Learning Results__ **Content Area:** Social Studies **Standard Label:** E History **Standard:** E1 Historical Knowledge, concepts, themes and patterns **Grade Level:** 6-8 "The Expanding Nation" **Statement:** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and Various regions of the world. **Performance Indicators:** a, b, c, d

**//Facet://**

In this lesson, Students will really be asked to analyze and come up with causes and effects. They will have to look at the relationships between the events of the 1800s and how they effect today. They will learn about how freedom was fought for and the events that occurred in the process.

**//Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

**//MI Strategies://** Visual: Use charts and graphic organizers for arranging notes about the class discussion about geography. Logical: Use math to figure out how far Texas, Florida, California and the Great lakes are from one another. Verbal: Time to talk with one another about the effects land has on change. Bodily: Arrange into a "map" of the different areas of the US that were fought over. Musical: As the student’s talk with one another about the effects land has on change, I will play music from the time period. Interpersonal: Time to talk with partners about the effects land has on change. Naturalist: Create a list of geological features that would make specific places in the US valuable. Intrapersonal: Create a written list of reasons of why Texas, Florida, California and the Great Lakes were fought over.

**//Type II Technology://** In partners, students will be assigned to create a journal that was written by either an African American or Native American in the 1800s. They will use a blog to post all of their entries. The blog will enable them to use spell check and organization. The blogs will be easily accessible to share with the rest of the class. The blogs will also enable the students to use pictures, sound, and video in their entries.

**//Rationale://** This lesson targets all learning types. It uses visuals on the board and in the student’s notes. It encourages logical students to use math and science to analyze ratios. It gives musical students a chance to relate their strengths to the 1800s. It uses both group work and class work. Students also give feedback to each other and themselves. It also targets naturalist learners during our walk in class three. The final project gives all of the intelligences a chance to use their strengths to produce a blog with links and enhancements.

**//__NETS STANDARDS FOR TEACHERS__//** **1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.** a. Promote, support, and model creative and innovative thinking and inventiveness this lesson promotes students to think outside of their everyday life. They need to put themselves in someone else's shoes and explain what it might feel like. This lesson pushes students and gets them thinking about real life situations. They need to prove to their audience what life in the 1800s was really like for these people. In order to create these stories they need to know the content to make them realistic. The students will be encouraged to have fun with this project and to be creative. There is a lot of freedom in this project and it is up to the students to take advantage of this.

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

**//Rationale://**

**2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.** a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources This lesson mixes technology with a concept that is usually done on paper. Creating a journal is personal and in depth. Students will be working with a partner who shares the same MI, and their projects will probably reflect this. There are many different ways students can complete this project using the different MIs. Students can use the digital tools as they please as well. They can include as many outside sources into their blogs as they want to. The blogs give them the freedom to create a journal that would be personal to their character.

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.