L4+Perkins,+Alexa

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ali Perkins **__Lesson #:__** 4 **__ Facet: __** Make Sense of


 * __ Grade Level __**** : ** 8 **__Numbers of Days:__** 4


 * __ Topic: __** The Expanding Nation


 * __ PART I: __**


 * __ Objectives __**

Student will understand that tax changes had huge effects on the nation and other nations.

Student will know about the second bank made in the US, the Tardiff of 1916, the Financial panic of 1819, the Land Act of 1820, the Tardiff of 1828, and the Panic of 1837(See notes).

Student will be able to understand how economics has a social impact and creates both rebellion and power


 * Product: **

Skype: In class, we will divide the class between the North and the South states. Together the two teams will create ideas and reasons why taxes should or should not be raised. You are expected to analyze the historical events in the 1800's that were effected by taxes. Place yourself in the time period and decide how you would feel. Once you have your arguments arranged, you preform a debate over Skype. You will record your debate and link it to the class wiki. We will go over in class how to use Skype. Worth 20 Points


 * __ 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


 * Rationale: ** This lesson will focus on historic influences, themes and patterns through studying the social effects changes in women's rights had on the nation.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**


 * Section I – checking for understanding during instruction **

I will use thumbs up and "fill in your thoughts" to check for understanding during the lesson. The lesson will end with a "fill in your thoughts" sheet that will be fun and engaging. The sheet will include questions about the students comfort with using Skype 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 a thumbs down I will retrace the lesson to what they did not understand.


 * Section II – timely feedback for products (self, peer, teacher) **

Students will self assess their work using a rubric and peers will give feedback to improve the notes students produce for their debates. The rubric will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will create their notes for the debate and I will give written feedback on them**.** These comments will be specific to each student.


 * __ Summative (Assessment of Learning): __**

Skype: In class, we will divide the class between the North and the South states. Together the two teams will create ideas and reasons why taxes should or should not be raised. You are expected to analyze the historical events in the 1800's that were effected by taxes. Place yourself in the time period and decide how you would feel. Once you have your arguments arranged, you preform a debate over Skype. You will record your debate and link it to the class wiki. We will go over in class how to use Skype. Worth 20 Points


 * __ Integration __**


 * Technology: **

By using Skype, students will be able to record the debates and post them onto the Wiki. This will enable the students to watch all of the debates and not just their own. Students will learn from each debate and compare them to their own. The Wikispace will organize the students work and create a place where it is all together.


 * Political Science: ** This lesson will require students to analyze economics and create a debate.


 * Writing: ** The students will need to create notes that they will use during their debate.


 * Math: ** Students will need to use math to analyze the economics and changes in taxes.


 * __ Groupings __**


 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The students will use timelines to organize their notes and thoughts. They will state economic changes made in the 1800s and then create facts and examples to back up their reasons. We will work as a class to come up with a few reasons why these changes were controversial and made. Students will be able to use these timelines when they are creating their debates. Students will have time to share their timelines with one another and add to them.


 * Section II – Groups and Roles for Product **

The students will count off by ones and twos. The ones will be North and the twos will be South. The two groups will come together to form their debates and ideas. The students will then be able to pick a partner from the opposite side to create the debate with. Together, these students will state reasons why the economic changes made in the 1800s were right or wrong.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Musical: ** Together, the class will work to create a song or jingle that will help them to remember the events regarding economics during the 1800s.


 * Bodily: ** Students will have a brief period of time to arrange themselves into the North vs. the South based on if they live South from the school or North. (They can use a map to figure it out)


 * Logical: ** Students will figure out what raising taxes on land by 50 cents would be equivalent to now.


 * Verbal: ** Students will verbally debate and use written notes to look at when expressing their ideas.


 * Interpersonal: ** Students will create a debate at home between another student. They will record this debate on Skype and then link it to the class wiki. The debate will be over the issues of taxes.


 * Visual: ** A brief clip will be shown that captures the feelings shown in the 1800s when taxes were raised.


 * __ 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. //


 * Plan for accommodating absent students: **

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 side to research(since they missed the grouping). Students will be expected to create their own debate and create reasons why the economic changes effected the nation.


 * __ Extensions __**


 * Type II technology: **

By using Skype, students will be able to record the debates and post them onto the Wiki. This will enable the students to watch all of the debates and not just their own. Students will learn from each debate and compare them to their own. The Wikispace will organize the students work and create a place where it is all together.


 * Gifted Students: **

If gifted students need more work, they will be assigned to create a closing statement for their debate. The statement will combine facts from both sides of the debate and create a formal conclusion.


 * __ Materials, Resources and Technology __**

-Timeline worksheets

-Laptops

-Board

-Markers

-Projector

-Calculators


 * __ Source for Lesson Plan and Research __**

My timeline worksheet was found on EDU Place.com

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Info on Panic of 1837

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Info on the tariff of 1828

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Info on the Land Act of 1820-

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Info on the Panic of 1819

For the 1962 economic history book by Murray Rothbard, The Panic of 1819.

Info on the Tariff of 1816-

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Info on the second bank in the US-

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 * __ 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:The class will begin by "going over homework" and tell them that they are required to pass in twice as much home work tomorrow. I will look for student reactions and then tell them that I am not serious. I will use these reactions to begin a discussion about change in taxes(or their homework) and ask them how they feel about it.(15 Mins)

-Introduce timeline handouts and show example.(5 Mins)

-Discuss Second Bank to 1819 Panic (45 Mins)

-Set up Skype with students on their computers and teach them how to use is.(10 Mins)

-End with a "Fill in the Blank" (5 Mins)

Assignments: Read article from US NEWs:

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__ Day Two __

-Begin class by showing a video of the Panic of 1837(5 Mins)

-Continue to discuss events. Go over The land Act of 1820 to the Panic of 1837(50 Mins)

-Introduce the Project (15 Mins)

-Break students into the groups and have them compare timeline worksheets (10 Mins)

Assignments: Begin working on debate topics

__ Day Three __

-Begin by discussing article from class one (10 Mins)

-Go over any questions on project (5 Mins)

-Have students split into teams and share ideas for the debate (30 mins)

-Give students time to work on their debates silently in class. Go around and help students and answer questions (25 Mins)

-Have students write a "fill in the bank" (10 Mins)

Assignments: Finalize debate and be prepared to debate tomorrow.

__ Day Four __

-Begin by answering questions(10 Mins)

-Have students split into debate partners and begin discussing the layout for their debate. As they do this I will go around and give written comments(25 Mins)

-Record debates and post them to Wikis (35 Mins)

Assignments: Watch all of the other debates

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

Students will understand the changes made to economics in the US in the 1800s and the problems that arose. // Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world. // To understand how economics has a social impact and creates both rebellion and power.

Begin with the hook.The class will begin by "going over homework" and tell them that they are required to pass in twice as much home work tomorrow. I will look for student reactions and then tell them that I am not serious. I will use these reactions to begin a discussion about change in taxes(or their homework) and ask them how they feel about it.


 * Where, Why, What, Hook Tailors: ** Verbal, visual, intrapersonal and interperonal.

Students will know about the second bank made in the US, the Tardiff of 1916, the Financial panic of 1819, the Land Act of 1820, the Tardiff of 1828, and the Panic of 1837(See notes). As I tell stories of the events in the 1800s that used involved economics, the students will use the timeline to organize their notes and thoughts. I will show them how to use the timeline and have an example on the board for them to follow. I will encourage students to underline key words, places, and people. For the first few events I will fill out my own timeline 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 timeline 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 if you were trying to buy property and the taxes increased drastically? What would you do if we went into another depression? How would you feel to loose everything you have due to financial problems? How does money effect a nation socially? How did economics effect the expanding nation. When we discuss each event we will analyze how it effected the nation as a whole, and economics today. We will discuss the value of certain objects. They will state reasons why changes in economics caused rebellion and anger. The students will create facts and examples to back up their reasons. Students will be able to share their timelines with each other to make sure they got all of the information and to form new ideas.


 * Equip, Explore, Rethink, Revise, Tailors: ** Visual, Interpersonal, verbal, and logical.

After completing this project and lesson, students should have a good understanding of how economics shaped the 1800s and its events. Students will gain a very deep understanding of the side they pick in the debate, and will learn a lot about the others from the lesson and the other debates. The sides will be made based a count off and students will be able to pick their partner for the debate. This will be the first time in this class that they students will get the chance to create their own groups. The groups will work together to come up with reasons why taxes should or should not have been raised. They will need analyze how the taxes effected certain people and use this as support to their arguments. This will hopefully spike discussion between the groups about our current day taxes.

Students will be able to understand how economics has a social impact and creates both rebellion and power. I will use thumbs up and "fill in your thoughts" 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 classes one and three the students will get a chance to fill in their thoughts. I will review the these 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 groups will be formed by a count off. Students will work together in their groups to create their debates. The tasks will be to analyze who the taxes effected certain people and the nation as a whole. Students will have time during class to help each other with their debates. This will give them ideas for their own and a deeper understanding. Students will receive a check list from their peers which they can use to improve their debates. Students will be given two copies of the check list so they can use one for their own projects as well. The teacher will give written feedback to all of the students. Class three will also have a period of time that students can work in their groups and use their peers feedback. As they are doing this, I will come around and spend time with each student. I will look though their projects and have a discussion with them. Students will have time to ask specific questions about their projects at this time. Before moving onto the next student, I will write down my comments so they can use them for a reference. The students final presentation and projects will receive a grade with a list of comment that use positive specific feedback.


 * Explore, Experience, Revise, Refine, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.

Students will use peer review check lists during class. They will also use the same check list to self review their projects. I will give the written comments during class three and have a discussion with all of the students. The final project 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. There final grades for the project will be given at the end of day one of lesson two. This project will lead into our final lesson.


 * Evaluate, Tailors: ** Visual, verbal, interpersonal, logical, intrapersonal.


 * __ Content Notes __**


 * The Second Bank in the US- **

The Second Bank of the United States was chartered for many of the same reasons as its predecessor, the First Bank of the United States. The War of 1812 had left a formidable debt. Inflation surged ever upward due to the ever-increasing amount of notes issued by private banks. Specie was jealously hoarded. For these reasons President Madison signed a bill authorizing the 2nd Bank in 1816 with a charter lasting 20 years.

In the late 1820s a titanic clash erupted between President Jackson and bank President Nicholas Biddle. On one side was Andrew Jackson, Old Hickory, and his supporters who claimed the Bank was a threat to the republic due to its economic power. State bankers felt the central bank's influence frustrated their ability to function. Westerners and farmers claimed the bank was a baleful tool of city folks and overseas interests. On the other side stood Nicholas Biddle, an urbane Philadelphian; before banking he started a literary magazine called the Port Folio. He traveled the world and found the splendor of Greece most compelling (hence Biddle's insistence of a Greek revival structure). Supporters of Biddle's bank outnumbered detractors however. 128,117 people signed memorials to save the bank as opposed to 17,027 who signed memorials opposing the bank. Ultimately Jackson triumphed when he vetoed Congress's 1832 recharter. Jackson considered his 1832 election triumph over pro-bank candidate Henry Clay a mandate of his anti-bank policy. The bank ceased to function in 1836.


 * The Tariff of 1816- **

The recently concluded War of 1812 forced Americans to confront the issue of protecting their struggling industries. The British had stashed large quantities of manufactured goods in warehouses during the war, but when peace was achieved in 1815, a flood of these goods was dumped on the American market. New England manufacturing concerns found it almost impossible to compete with the cheap foreign imports.

Voices for protective legislation were found among the former War Hawks. Henry Clay argued on behalf of the domestic mill and iron industries. John C. Calhoun, who would later be an ardent foe of high tariffs, supported protectionism because he believed that the South’s future would include industrial development.

The Tariff of 1816 was a mildly protectionist measure, raising the average rates to around 20 percent. New England manufacturers actually desired higher rates, but had not yet developed a sufficient political presence in Washington to have their way.

Daniel Webster, a great spokesman for New England interests, opposed the tariff measure. He did not want to see the nation’s industrial base broadened, fearing that New England’s commercial strength would be diluted.

John Randolph also opposed the tariff, arguing the Southern position:

**Read Quote:**
 * It eventuates in this: whether you, as a planter will consent to be taxed, in order to hire another man to go to work in a shoemaker's shop, or to set up a spinning jenny. For my part I will not agree to it, even though they should, by way of return, agree to be taxed to help us to plant tobacco; much less will I agree to pay all, and receive nothing for it. No, I will buy where I can get manufactures cheapest; I will not agree to lay a duty on the cultivators of the soil to encourage exotic manufactures; because, after all, we should only get much worse things at a much higher price, and we, the cultivators of the country, would in the end pay all.

The 1816 tariff act was the first true protectionist measure, reversing the revenue-generation emphasis of the 1789 measure. Protectionist forces would gather strength and improve their position in 1824.


 * The 1819 Panic **


 * Show video- **

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The **Panic of 1819** was the first major financial crisis in the United States, and occurred during the political calm of the Era of Good Feelings. The new nation previously had faced a depression in the late 1780s, following the war of independence, which had led directly to the establishment of the dollar and, perhaps indirectly, to the calls for a Constitutional Convention. It had also experienced another severe economic downturn in the late 1790s, following the Panic of 1797. In the earlier crises however, the primary cause of economic turmoil originated in foreign trade and the broader Atlantic economy. These crises and others had resulted from international conflicts such as the Embargo Act of 1807 and the War of 1812, and had caused widespread domestic foreclosures, bank failures, unemployment, and a slump in agriculture and manufacturing. However, things would change for the US economy after the Second Bank of the United States was founded in 1816, in response to the spread of banknotes issued by private banks, due to inflation brought on by the debt following the war. In contrast, the causes of the Panic of 1819 largely originated within the U.S. economy. The panic marked the end of the economic expansion that had followed the war and ushered in new financial policies that would shape economic development.
 * The first major American depression, the Panic of 1819 was rooted to some extent in economic problems reaching back to the war of 1812.
 * It was triggered by a collapse in cotton prices. A contraction in credit coincided with the problems in the cotton market, and the young American economy was severely affected.
 * Banks were forced to call in loans, and foreclosures of farms and bank failures resulted.
 * The Panic of 1819 lasted until 1821.
 * The effects were felt most in the west and south. Bitterness about the economic hardships resonated for years and led to the resentment that helped Andrew Jackson solidify his political base throughout the
 * 1820s.
 * Besides exacerbating sectional animosity, the Panic of 1819 also made many Americans realize the importance of politics and government policy in their lives.

**The Land Act of 1820**

is a United States federal law that eliminated the purchase of public land in the United States on credit. It also reduced the minimum size of the tract from 160 to 80 acres (647,000 to 324,000 m²). Additionally, the act required a down payment of $100 and reduced the price from $1.65 to $1.25 per acre ($408 to $309/km²). The land was located in the Northwest Territory and Missouri Territory, in what was then "the West". This was needed because farmers had trouble paying off their loans due to the economic hardship related to the Panic of 1819. The land ordinance of 1785 made land too expensive for the average American that was moving west. And squatters were breaking the laws by trying to get cheap land. They did this by moving onto the land before it was up for sale then they would try to get cheaper by saying the improvements on the land made the land more expensive. Congress did not like this and had to do something about it. The act was instrumental in ushering in a new age of Western influence. The low price made it possible for settlers to move to the West, thus increasing the population in the west, and with it, Congressional seats from the eventual states. Although the Land Act of 1820 was good for the average American it was even better for the wealthy investor, who had a lot of money to buy cheap land. Although the Land Act helped create a new age of Western influence, it also continued in the confiscation of land from Native Americans.

**The Tariff of 1828-**

Tariffs were made possible the U.S. Constitution and the first piece of legislation ever enacted by Congress was a tariff, passed on July 4, 1789. A tariff provided both revenue to the federal government and protection for local manufacturers against low-cost imports. As a result of the Embargo and the War of 1812, more items began to be produced domestically and demand for their protection increased. Accordingly, the Tariff of 1816 gave some protection and, as demands continued, the Tariff of 1824 raised rates and extended the applicability of the list of items.

Agitation for still more protection continued, and in particular New England textile manufacturers pressed Congress and the administration for higher protective measures, arguing that British woolens were being dumped on American markets at artificially low prices. Western support for increases could be obtained only by agreeing to include an increase on duties for the importation of certain raw materials. When the West was accommodated, the New Englanders objected. The South under any circumstance was opposed to protectionism. In short, no one was really pleased with the 1828 “tariff of abominations.”

John Quincy Adams reluctantly signed the tariff measure, fully realizing he was being made a scapegoat by his political enemies. This measure effectively ended his hopes for reelection. Little thought was given to vetoing the tariff; the inclination of the early presidents was to exercise that power only for matters of dubious constitutionality.

The Tariff of 1828 had been purposely drafted to make Andrew Jackson appear as a free trade advocate in the South and as a protectionist in the North.

After enactment of this measure, Southern cotton producers became deeply alarmed when they learned of British threats to seek other markets, given that the cost of American cotton had become so high. South Carolina declared the Tariff of 1828 and its more moderate successor, the Tariff of 1832, to be null and void and not binding on the state or its citizens. To placate the South, yet another tariff was adopted in 1833, calling for a gradual reduction in rates.


 * Panic of 1837 **

Historians have traditionally attributed the Panic of 1837 to a real estate bubble and erratic American banking policy.Most speculation concerned western land opened to settlement after Indian removals, but northeastern forests were among the most overvalued holdings. One contemporary observed, “The speculation in Maine timber lands was the first in order, the most extravagant and irrational, and the most ruinous to those engaged in it.” In Massachusetts, Nahant Bank and Boston’s Oriental Bank fell victim to this speculative fever when their assets became dangerously concentrated in unimproved Maine land far from navigable waterways. An 1838 survey confirmed that this property was grossly overvalued and both banks failed.

Developments in banking compounded the crisis. The money supply swelled when the Bank of the United States lost its charter and each of the nation’s 850 banks could again issue banknotes (a private form of currency) with little restraint. This paper money then depreciated rapidly when President Jackson’s Specie Circular of 1836 mandated payment for government land in gold or silver. Ten months later banks refused to redeem their notes in specie, bringing commerce to a standstill. New England escaped the worst of the crisis thanks to Boston’s conservative banking establishment, which, led by the Suffolk Bank, curbed the excesses of the rural banks.

The 1837 crisis and the six-year depression that followed had lasting effects on the American economy. The credit ratings industry, for example, has its origins in the hard times of the late 1830s and early 1840s. So many businesses failed that Lewis Tappan, a prominent opponent of slavery, founded a company that offered subscribers up-to-date and comprehensive credit information on the businesses in their communities. Tappan’s firm, the Mercantile Agency, built on his abolitionist connections to create a nationwide network of credit reporters that was the direct predecessor of today’s credit ratings firms.

The effects of the Panic of 1837 also were felt far from home. Global trade with China factored into—and was transformed by—the crisis. Rapid credit expansion and avid speculation in tea, silk, and other products of the Celestial Empire contributed to the failure of merchant houses from London to New York and Boston in the late 1830s. In the aftermath of the crisis, many New England traders like J. P. Cushing redirected their capital from the China trade to American railroads.


 * __ Handouts __**

-Timeline handout

-Project handout


 * __ 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**

There is a lot of math used economics. Students need to use math to see the differences in the expenses after tax changes. There is organization involved with the timelines and with creating the debates.


 * // Microscope: //**

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. They will use math to figure out the differences in the expenses after the tax changes.


 * // Puppy: //**

When discussing the the economics in the 1800s we will work together as a class to recreate the emotions people had towards the changes in the 1800s. This will create a productive class environment where we all work together.


 * // Beach Ball: //**

In this class we will use a lot of different learning styles to learn about the economics. The class will constantly be moving from one thing to another.


 * // Rationale: //**

This lesson targets a lot of different learning styles that all cover the same content. The students will be required to be organized in order to complete their timelines and to complete their projects. They will also need to analyze each event and its effects. They will have to place themselves in this event and think about what they would do. While discussing the economic themed events of the 1800s the students will be required to really be thoughtful and use compassion. Many of the classes will contain deep discussion. It takes a caring and supportive class to learn about these changes effectively. This lesson will also use a lot of different techniques to teach the students about the economics. The class will constantly be moving from one task to the other.


 * // Standard 6 - //**** //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth// ****//, //****// to monitor learner progress, and to guide the teacher's and learner's decision making. //**


 * // Formative: //**

I will use thumbs up and fill in the blanks to check for understanding during the lesson. The lesson will end with a fill in the blank sheet that will be fun and engaging. The fill in the blank will include questions about the students comfort with using Skype 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 a thumbs down I will retrace the lesson to what they did not understand.

Students will self assess their work using a check list and peers will give feedback to improve their debates. The check list will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will have a chance to discuss their debate plans with me and I will give them comments. These comments will be specific to each project.


 * // Summative: //**

Skype: In class, we will divide the class between the North and the South states. Together the two teams will create ideas and reasons why taxes should or should not be raised. You are expected to analyze the historical events in the 1800's that were effected by taxes. Place yourself in the time period and decide how you would feel. Once you have your arguments arranged, you preform a debate over Skype. You will record your debate and link it to the class wiki. We will go over in class how to use Skype. Worth 20 Points


 * // Rationale: //**

The Skype project will test the students overall understanding of the events that included economics in the 1800s. They will receive peer check lists, 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 fill in the blanks to check for understanding during the lesson. The lesson will end with a fill in the blank that will be fun and engaging. The fill in the blank will include questions about the students comfort with using Skype 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 a thumbs down I will retrace the lesson to what they did not understand.


 * // Rationale: //**


 * // 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 economics had a huge impact on the Expanding Nation. Students will know about the second bank made in the US, the Tardiff of 1916, the Financial panic of 1819, the Land Act of 1820, the Tardiff of 1828, and the Panic of 1837(See notes). Students will be able to understand how economics has a social impact and creates both rebellion and power.


 * // 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 economics and events. They will learn how the nation grew and the events that occured in the process. This lesson will give them a overview of what happened in the 1800s and lead them into learning more about the specific changes that happened.


 * // 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: //**


 * Musical: ** Together, the class will work to create a song or jingle that will help them to remember the events regarding economics during the 1800s.


 * Bodily: ** Students will have a brief period of time to arrange themselves into the North vs. the South based on if they live South from the school or North. (They can use a map to figure it out)


 * Logical: ** Students will figure out what raising taxes on land by 50 cents would be equivalent to now.


 * Verbal: ** Students will verbally debate and use written notes to look at when expressing their ideas.


 * Interpersonal: ** Students will create a debate at home between another student. They will record this debate on Skype and then link it to the class wiki. The debate will be over the issues of taxes.


 * Visual: ** A brief clip will be shown that captures the feelings shown in the 1800s when taxes were raised.


 * // Type II Technology: //**

By using Skype, students will be able to record the debates and post them onto the Wiki. This will enable the students to watch all of the debates and not just their own. Students will learn from each debate and compare them to their own. The Wikispace will organize the students work and create a place where it is all together.


 * // Rationale: //**

This lesson targets all learning types. It uses visuals on the board and in the students notes. It encourages logical students to use math to analyze the changes. 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. Interpersonal students will be able to work in groups to share their ideas. The final project gives all of the intelligences a chance to use their strengths to produce a debate.

**//__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

In this class, students will be faced with a lot of real world issues that may never be completely agreed upon and solved. It is up to the students to form their own ideas on the topics and support them. These are questions that students may face for the rest of their life. By looking at the past, students will learn from the countries mistakes. They will be able to use these mistakes in their arguments and propose a plan that will not repeat them. Some students may be pushed out of their comfort zone when debating. This will help them to gain confidence in their thinking.

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

If we used only type one technology, we would just have this debate in the classroom in front of one another. By using Skype and Wikispaces, we are able to edit out debates and share them with everyone, more then once. Parents can go on the Wiki and watch their students present and students can actually see their own presentations. Some students may feel uncomfortable presenting in front of the class. By using Skype, they can share their ideas but not have to stand up in front of a large group.

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

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||  ||   || 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].
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