L1+Whitney,+Christopher

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** :Mr. Whitney ** **__Lesson #:1__** __Facet:__ Explain
 * __ Grade Level __**** : ** 9-12 **__Numbers of Days:__** 4-5
 * __ Topic: __** America's National Identity


 * __ PART I: __**

Student will understand that westward expansion created a new national U.S. identity Student will know terms like the Missouri Compromise, the Monroe Doctrine, Trail of Tears, Manifest Destiny Student will be able to explain how Americans moving west created a new national identity
 * __ Objectives __**
 * Product: ** Imovie


 * __ 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. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D

Rationale:This lesson meets the standards by teaching students about major eras in U.S. History(more specifically 1820-1850)


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**__ s __ tudents will get a survey with major events from the unit to see how many terms and ideas they are familiar with regards to westward expansion.

Section II – timely feedback for products Peer feedback (students will pair up and exchange products and give feedback to each other.)
 * __ Formative (Assessment for Learning) __**
 * Section I – ** checking for understanding during instruction Students will do a thumbs up or down activity to see if students get the material.

Summative (Assessment of Learning): Imovie will be used to created advertisements for a new American identity. Students will work in groups of 3-4 to create a television ad that will show off the new identity of the United States created by the expansion of the west and the acceptance of new states to the union. Students will make a 2-3 minute presentation that accurately portrays the paradigm shifts that happened as a result of westward expansion.

Technology: Imovie will be used to create either a movie or digital story to be able to demonstrate an understanding of the basic themes of the time period.
 * __ Integration __**
 * Content Areas: ** In the slideshow, there will be many pictures and pieces of art to help enhance the presentation for students taking notes.

Section I - Students will use graphic organizers (fact and opinion) and the give one get one where students give one piece of feedback and gain one.
 * __ Groupings __**


 * Section II – Groups and Roles for Product ** Students work in groups of 3-4 for their Imovie or digital story


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal/Linguistic:** Students take notes in their graphic organizers(fact opinion) during class time about the different vocab terms relating to American expansion.
 * Logical/Mathematical :**I will use Powerpoint and show data related to westward expansion( % of of people moving, average incomes) to keep the interest of mathematical learners.
 * Visual/ Spatial:** I will use graphic organizers(fact opinion) so that the visual learners can set up their notes in a way that will help them internalize the information.
 * Bodily Kinesthetic:** The imove project will allow students to act out different roles of important people (Indian tribes, Jefferson, Jackson.)
 * Musical:** I will show students the popular music of the time so that they will remember that time period by the type of music used.
 * Intrapersonal:**Students will have time to work by themselves to reflect on their own thinking and how these events relate to them.
 * Interpersonal:**Students will work in groups during the imovies and the think pair share activity during the Powerpoint presentation.
 * Naturalist:** Connecting expansion to nature, landscapes, terrain.

__ 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: Students will need to get the graphic organizer and talk to their work buddy who they will get the information from. Students should also watch the Imovie tutorial, and make sure they get the product outline. Students should also see the late work section of the syllabus for what to do when they are absent. __ Extensions __

Type II technology: Imovie will be used to create either a movie or digital story to be able to demonstrate an understanding of the basic themes of the time period.

Gifted Students: Gifted Students will take on the perspective of a different country and talk about how they perceive the U.S's development and expansion.

__ Materials, Resources and Technology __ // Laptop Cart // // Projector // // Textbook // // Graphic Organizer // // Imovie tutorial // // Content Notes // // Rubric // // Manifest Destiny Picture //

__ Source for Lesson Plan and Research __

http://www.eduplace.com/graphicorganizer/ Fact and Opinion GO http://www.britannica.com/EBchecked/topic/385744/Missouri-Compromise (Missouri Compromise) http://www.britannica.com/EBchecked/topic/362216/Manifest-Destiny (Manifest Destiny) http://www.britannica.com/EBchecked/topic/390243/Monroe-Doctrine (Monroe Doctrine) http://www.pbs.org/kera/usmexicanwar/prelude/manifest_destiny_overview.html (All subjects )

__ 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) //

Agenda Day 1:

Hook (10 min) Survey(15) Powerpoint Presentation (40) Pair and Share (5) Assign Homework (10) (Watch Imovie tutorial, play around with it for 10 minutes, bring 1 question you have about Imovie to class.)

Day 2:

Discuss Imovie Questions (20 minutes) Free Time Imovie (10) Powerpoint Presentation (20) Break up into groups for project (30) Homework: work on storyboard

Day3:

Finish up Imovies Homework:Finish Imovie

Day 4: Present Imovies

For this lesson, it would be best if the classroom was arranged in clusters as students will be working together for the Imovie project.

Students will understand that westward expansion created a new national U.S. identity //Students understand major eras, themes and historical influences in U.S and World History// This lesson is to show how the hardships of our forefathers translated to a new world dynamic. To show how America started to become a world power. Each student will get a picture of the [|Manifest Destiny Picture], without any context as to what the picture is about. Students will get a few minutes to write down ideas regarding the picture then we will have a class discussion about what the picture means and the implications of the photo and how it relates to the time period.(1820-1850)
 * Where,Why,Hook,Tailors:Verbal,Visual,Intrapersonal**

Students will know terms like the Missouri Compromise, the Monroe Doctrine, Trial of Tears, Manifest Destiny(See Content Notes below) I will have a PowerPoint presentation( students copy the information into graphic organizers timeline) where every 5th slide is a discussion question, and the group changes from partners to small groups and big groups. Questions I will ask are How did the Monroe Doctrine end colonization in the U.S.? Why was there a need for a second Missouri Compromise? How did the coining of the term Manifest Destiny start a trend of U.S expansion in the second half of the 19th century? I will check for understanding by doing a thumbs up and down activity during my presentation to make sure that every student is understanding the information. Students

On the second day, I will start class by fielding students questions about the Imovie technology. After that, students will get 10 minutes to play with the new features they learned about while I set up the last part of the Powerpoint presentation. Once students have become more familiar with the technology I will give them a few more notes on the time period that they will be able to use in their Imovies. After all the content as been introduced, students will be broken up into their groups for the project and will have the last half hour of class to work on their storyboards as I walk around the room addressing questions and concerns. For home work the students will need to complete their storyboards. The next day will be dedicated entirely for filming and putting the movie together. The final day will be presentations and self reflecting.

After students have completed the assignment and presented their final product, I will have students watch their movie again and then go back and reflect on their storyboards. Is there anything you would change if you had the chance to revise your movie? What aspects went well in your project? What aspects do you think could use improvement? Explore, Experience,Refine, Tailors: Verbal,Bodily,Interpersonal, Visual,

Content Notes Students will know terms like the Missouri Compromise, the Monroe Doctrine,Manifest Destiny

Missouri Compromise: The Missouri Compromise was a compromise that helped to provide a clear line between slave and non slave states. With the agreement Maine entered the Union as a free as Missouri would become the only state above the 36 30' line (long and lad) to have slaves. The compromise would later be deemed "unconstitutional" because the Supreme Court said it was unconstitutional for Congress to prohibit slaves in a certain territory. Who: Henry Clay was very important in regards to this Compromise. Missouri was admitted into the Union 18 months after Maine because when the state government was created, the government tried to exclude free blacks. Another compromise had to come before Missouri would be allowed to enter the Union and Henry Clay provided that compromise. What : A document that helped define the lines of slavery, if only for 30 years. This set the town for other states who were looking to be admitted to the Union. When :March 3rd 1820 (Maine admitted March 15th 1820, Missouri Aug 10th 1821) Where : Congress had to pass the the bill in Washington with it first going to the House and then the Senate Why: New states who wanted to come into the Union had to decide if they were going to be a free or slave state. Every state that entered the Union was more power for either slavery or and anti slavery so there were intense debates on which states should be which. The Missouri Compromise, at the moment, helped to solve that problem by creating a clear line where slaves were allowed. However this solution would prove only temporary as The Kansas- Nebraska Act and the Dred Scott case would nullify that document, eventually leading to the Civil War.

Monroe Document: A document crafted by then president James Monroe, its purpose was to protect areas in America not yet settled by Americans. At the turn of the 19th century, many colonies (especially in South America) were revolting and gaining independence, leaving countries like Spain and Portugal to find new territories to explore. The Monroe Doctrine declared that European nations would no longer be able to colonize in the Western Hemisphere, however colonies that were already established were allowed to stay. It also states that America would not get involved with war between European countries. This document ties into the idea of Manifest Destiny and "God Wills it" in where Americans justification for taking territories in Texas and Oregon were that it was Gods will that Americans have the land. Who: James Monroe,Thomas Jefferson What: Document setting boundaries to European countries. When:December 2nd 1823 Why: With increasing pressure from foreign countries, Americans didn't want other countries settling territories that they were going to settle in the near future. This set the boundaries for the United States and was one of the first signs that Americans thought that everything from East Coast to West Coast was deemed theirs by privilege of discovery.

Manifest Destiny: Even though term Manifest Destiny was not coined until 1845, evidence of Manifest Destiny had been in effect since the Monroe Doctrine.Part of the Monroe Doctrine said that Europeans countries were no longer allowed to settle in the Western Hemisphere. This is because the U.S had claimed the rights to the North American Continent as they already had an established country in that area. Until 1845 there was no official term for this ideology until John L. Sullivan coined the term in a magazine article. From that point on, farmers, colonists, politicians all referred to American expansion as this idea of "Manifest Destiny." It was a defense, an excuse to take over territories and invade countries that were deemed "open."That it was Gods will that white people discovered this land and it is their destiny to to control all of it. Manifest Destiny is important when discussing a new American identity. By 1845, America is no longer fighting for independence. As a country, America needs an identity and the ideology of Manifest Destiny is one of the factors that help push America in the direction it is in today. The ideology of innovation and discovery, of trying something until it is right comes from this time period, and it is something that is still apparent in the United States today. They are starting to create goods in America, and establish themselves as a powerful country. Part of that is all the resources,new and old that are discovered in the backwoods of the U.S. Manifest Destiny contributes to a new national identity because it allowed America to use new resources to gain an economic and geographic edge over the rest of the world.

// List the items that need to be printed out for the lesson. // Rubric GO Manifest Destiny Picture Storyboard
 * __ 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.//

//__ Learning Styles __//

// Clipboard:Graphic Organizer will helps students be able to organize thoughts in a clear and neat way. //

// Microscope: Agendas with lists will help these students to stay organized and know what there is for homework. // // Puppy: Students can share their ideas with a partner before a bigger group so that they clearly voice their opinions in a smaller group before coming to the class discussion. //

// Beach Ball: Students have choices as to what they want to create for a Imovie project. Also the powerpoint presentation switches between lecture and discussion to keep these learners interested. //

// Rationale:As a teacher, I must be aware of the different learning styles and must be aware of the ways that I teach as to use the technique that works best for each student. //

// 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:Survey //

// Summative:Imovie presentations //

// Rationale: Imovie is used for students to connect and explore the content with a Type 11 technology. //

// 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: See content notes //

// MLR or CCSS: // Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History. Performance Indicators: A, D

// Facet:Explain //

// Rationale: // // 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:Interpersonal, Intrapersonal, Visual, Bodily Kinetics //

// Type II Technology:Imovie //

// Rationale:During this project students will get a chance to use several different MI's while creating a Imovie about the Americas new identity //

__//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

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: It is my job as a teacher to engage all of my students and help them growers as students and as people.//

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

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

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