L3+Higgins,+Emily

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

** LESSON PLAN FORMAT **

**__Lesson__** __#:__ 3 **__Facet:__** Perspective **__Numbers of__** __**Days**:__ 3
 * __ Teacher’s Name __**** : ** Ms. Higgins
 * __ Grade Level __**** : ** 7-8
 * __ Topic: __** 1920's government


 * __ PART I: __**

Students will understand that the government and laws changed the lives of the people of America. Students will know amendment, laws, how the government works, presidents, Congress, House of Representative, Veto, how a bill becomes a law. Students will be able to argue pros and cons of laws passed in the 1920's. Product: Google docs
 * __ Objectives __**

Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1. Historical knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" Students understand major eras and major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Performance Indicators: a,b
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Historic influences, major themes and major eras are included to meet MLR standards in the lesson about the governement of the 1920's.
 * Rationale: **

Quick writes will be used to check for understanding. Students will write down any questions or comments that they have for me. I will address them at the beginning of the next class. Quick writes will allow me to see if students who do not normally ask questions has any.
 * __ Assessments __**
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will use a check list to assess their work after they have completed the Google docs with their partners. This check list will be used in my assessment of their work. I will fill out the same check list to be filled out for a grade. Feedback will be timely after the Google docs is handed in. There will be no meeting with me to go over the work unless it is needed. Partners will be responsible for the work on this assignment along with the individual assessments.
 * Section II – timely feedback for products (self, peer, teacher) **

**Google Docs** **50 points**- Some students will write letters to the 1920 congress, while the rest of the class responds to the letters using Google docs. Students will be put in pairs to do this activity. Partners will be assessed on a checklist, with the total points being 50 points. Students must work as partners, with one student being congress and the other is a concerned citizen. Students will assess themselves for a part of their grade, along with my assessment of the final Google Docs.
 * __ Summative (Assessment of Learning): __**

Google Docs is a word processor program that allows more then one editor at a time. Documents can be shared with others on the internet. It is like a regular word processor but with added features. Students can use Google docs to communicate and work with partners at the same time without having to only use one computer. It also allows students to take what they are working on and bring it with them anywhere and use on any computer. Students are able to access Google docs from any computer with internet, making it easy for those who need to finish up the work at home.
 * __ Integration __**
 * Technology: **

English is used with Google docs because they are using this program to write letters. Letter writing will also be learned, which is a part of English.
 * Content Areas: **

Students will use a cluster web as a graphic organizer. Students will fill out the cluster web during planning what they are going to write to their partner. Both partners must complete this, it can be done together so that each students knows what he/she will be writing about. Partners will be chosen by using the clock buddies chart from the lesson before (lesson 2).
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clock buddies will be used to group partners together. I will say a number that I did not say in lesson 2. This is so that students are not choosing the same partners that they had for the lesson before. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Each student will have a role. One students will be a concerned citizen writing to the congress about a new law that was just made in the 1920's. The partner will respond to the letter an a congressmen with reasons why they think the law is good for America, or why they oppose the law.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will use logic to assess a law that was created. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will create a new version of School House Rock to assess the laws passed in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will work in partners to brainstorm different laws that were passed and decide as partners which law they will assess. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will assess the impact that laws of the 1920's on the environment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will analyze the words of the 18th amendment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students will create collage describing a law.
 * __ MI Strategies __**


 * __ 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. //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Absent students will have to come see me with their partners. This is an assignment that can be done at home if a student misses since Google Docs is used. I will email students who were out and explain what was done that day and what they could do at home to be ready for the next class. However, if the student misses they still have to contact myself and their partner so the assignment can be done in the time limit.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Google Docs is a word processor program that allows more then one editor at a time. Documents can be shared with others on the internet. It is like a regular word processor but with added features. Students can use Google docs to communicate and work with partners at the same time without having to only use one computer. It also allows students to take what they are working on and bring it with them anywhere and use on any computer. Students are able to access Google docs from any computer with internet, making it easy for those who need to finish up the work at home.
 * Type II technology: **

Gifted students will work with others on the assignment with another gifted student in the class. They will complete more letters then the other students. Their response will be more detailed and they will present their letters to the class. The presentation of the letters will have to be creative and engaging for the other students to watch.
 * Gifted Students: **

// Laptops // // Internet // // Cluster Web // // Check Lists //
 * __ Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/politics/ - Overview of political events of the 1920's, including elections, presidents and laws passed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/prohibition/world-prohibition.html - Review of prohibition. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.youtube.com/watch?v=_TI8xqLl_-w - Hook for students to learn how a bill becomes a law. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.youtube.com/watch?v=x5M50xBz1cU&feature=related - Hook for students about the 3 branches of government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/politics/racial-segregation.html - Overview about laws in segregation in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/politics/reduced-immigration.html - Review of laws about immigration in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.cato.org/pubs/journal/cj16n2-2.html - A look at government spending in 1920's in graph forms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.cliffsnotes.com/study_guide/Politics-in-the-1920s.topicArticleId-25238,articleId-25200.html - Article about politics in the 1920's <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html - List of amendments made 11-27 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dictionary.reference.com/browse/law - Site to find definitions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.factmonster.com/spot/saccovanzetti.html- Quick overview of a famous Sacco and Vanzetti case for the 1920's http://www.merriam-webster.com/dictionary/anarchist- Dictionary website.
 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s#start_entry - Immigration laws of 1920's.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **
 * DAY 1: **
 * -Hook: ** I will show to videos to give students a quick overview about how a bill becomes a law and the 3 branches of government and what they do. (10 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Content Review:** I will review the content that students will need to know to do their Google docs assignment. (40 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Picking partners:** I will say a number which will determine a student's partner using the clock buddy chart. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Explain Google docs assignment:** I will now explain to my students what they are going to do, which is write letters to congress about a law made in the 1920's and getting a response back from their partner. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Show a students sample:** I will show the students what I expect from them. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Wrap up class:** I will give students time to make sure they have their bags backed and ready to leave the classroom. (5 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Ask any clarifying questions:** I will use this time to answer any questions my students might have about the content or the project. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Working with their partner to fill out web**: Students will now use this time to work with their partner and fill out their web and choose a law that they want to write about. (30 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Work time for writing:** When students have completed their web and chosen a law then they can start writing the letter on Google docs. (30 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Checking for understanding:** Quick writes will be used for students to check in with me with any more questions or comments about how their project is going. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** I will give students time to get ready for their next class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DAY 2: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**DAY 3:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Respond to quick writes:** I will respond to any questions on the quick writes. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Students Self-assessment:** Students will assess their work along with the partners and tell me if there were any problems that came up. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap up class:** I will give students time to pack up their bags to head to their next class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">- Work time on the project: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will have time to work on their letters that will be due at the end of the class. I will go around and meet with the partners to check in on how much they have left. (60 minutes)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sit in rows of two again for this lesson. Students will understand that the government and laws changed the lives of the people of America. Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world. Laws and amendments that were passed during the 1920's are still in effect today. I will use two videos to hook my students. First video will be about how bill becomes a law, a Schoolhouse Rocks video, []. The second video is another Schoolhouse Rocks video about the 3 branches of government, [|http://www.youtube.com/watch?v=x5M50xBz1cU&feature=related.]These videos will give students a quick overview of the basics of government. After the video students will have time to ask any basic questions they have from the video.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook Tailors: Musical, Visual, and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know amendment, laws, how the government works, presidents, Congress, House of Representative, Veto, how a bill becomes a law (See content notes). Students will use a cluster web 2 to fill out what they have learned from the hook about government. This is so they have something to look back on when they are looking at different amendments. Groups will be picked by using clock buddies like in the last lesson. I will chose a different number then before so students will work with a new partner. To check for understanding I will use quick writes. Students will write down any misunderstandings, things they have learned, or anything they think I should know about during these quick writes. The content that will give students a basic understanding about how government works and the government of the 1920's. Students will set up their Google Docs account and link a page with their partner so they can interact on the document in and outside of class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Equip, Explore, Rethink, Revise, Tailors: Visual, interpersonal, verbal, logic, and intrapersonal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to argue pros and cons of laws passed in the 1920's. Students will work in partners to create a document that will argue pros and cons of laws. This document will not be presented, but all entries will be put on a site for the rest of the class can see. The website will be one that I make using a website making thing, like wix, wikis or Google sites. Students will be able to revise or add to their pieces once I have looked at them. Each partner will edit another groups letter and meet with me so that I can go over the rubric with them and make sure they are on the right track as far as what they need to complete. Students will provided copies of what they are going to need to include in their Google docs. Students can get creative with adding pictures if they feel like it enhances their letters. Students may also include music if they want, but they have to make sure it goes with their letters and is approved by me.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, and musical **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The final Google Docs will be out of 50 points Each students will be grades 25 points for the work that they did by themselves and the other 25 points will be given to their work with their partner as a whole. Student's responses need to be well written with little to no errors in grammar and have to stay on topic about the laws or amendments that they chose. I will meet with the students once, but then grade them using the rubrics that were given to each student.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, interpersonal, and visual. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know amendment, laws, how the government works, presidents, Congress, House of Representative, Veto, how a bill becomes a law.
 * __ Content Notes __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1.the act of amending or the state of being amended. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. an alteration of or addition to a motion,bill,constitution, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment 18- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 3. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment 21- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The eighteenth article of amendment to the Constitution of the United States is hereby repealed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The transportation or importation into any State, Territory, or Possession of the United States for delivery or use therein of intoxicating liquors, in violation of the laws thereof, is hereby prohibited. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 3. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by conventions in the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laws- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1.the principles and regulations established in a community by some authority and applicable to its people,whether in the form of legislation or of custom and policies recognized and enforced by judicial decision. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. any written or positive rule or collection of rules prescribed under the authority of the state or nation,as by the people in its constitution. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://dictionary.reference.com/browse/law

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sacco and Vanzetti- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1920- 1927 both men were charged with a murder in Boston, Mass. Both men were Italian immigrants who were anarchist. In 1920 a guard and paymaster for a shoe company were shot outside and the two murders got away. Nicola Sacco and Bartolomeo Vanzetti were arrested and charge with a double murder when they were claimed to be the murder by witnesses. "On their arrest they made false statements; both carried firearms; neither, however, had a criminal record, nor was there any evidence of their having had any of the money." Both were sentenced to death, even though later it was thought that only Sacco committed the crime and Vanzetti was innocent. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.factmonster.com/spot/saccovanzetti.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Anarchist- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A person who rebels against any authority, established order, or ruling power. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.merriam-webster.com/dictionary/anarchist

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Racial Integrity Laws of the 1920s- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laws past during the 1920's to keep the "whiteness" of America pure expectantly in Virginia. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">"Elite white Virginians, often belonging to the Anglo-Saxon Clubs of America (ASCOA), worried that their efforts on behalf of white supremacy might be confused with the more violent work of the Ku Klux Klan."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s#start_entry
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">September 1922 - The Anglo-Saxon Clubs of America s formed in Richmond and begins demanding legislation to prohibit marriage between a white person and anyone who has any amount of non-white heritage.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">March 20, 1924 - Virginia passes the Racial Integrity Act, a law aimed at protecting whiteness on the state level. It prohibits interracial marriage, the only exception being a marriage between a white person and a person with less than one-sixteenth Indian blood.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">March 22, 1926 - A law known as the Massenburg Bill, which mandates racial segregation at all public assemblies, goes into effect. The law requires "the separation of white and colored persons at public halls, theaters, opera houses, motion picture shows and places of public entertainment and public assemblages."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presidents- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1920 U.S. ELECTION - The U.S. presidential election of 1920 was dominated by the aftermath of World War I. The wartime boom had collapsed. Diplomats and politicians were arguing over peace treaties and the question of America's entry into the League of Nations. Overseas there were wars and revolutions; at home there were strikes, riots, and a growing fear of radicals and terrorists. Disillusionment was in the air.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">28. Woodrow Wilson (1913-1921)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">29. Warren G. Harding (1921-1923)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">30. Calvin Coolidge (1923-1929)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">31. Herbert Hoover (1929-1933)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">On June 8, 1920, the Republican National Convention meeting in Chicago nominated Warren G. Harding, an Ohio newspaper editor and United States Senator, to run for president with Calvin Coolidge, governor of Massachusetts, as his running mate.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Democrats, meeting in San Francisco, nominated another newspaper editor from Ohio, Governor James M. Cox, as their presidential candidate, and 37 year-old Assistant Secretary of the Navy Franklin D. Roosevelt, a fifth cousin of the late president Teddy Roosevelt, for vice president.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The presidential election of 1920 continued the debate between the nationalistic activism of Roosevelt's presidency and the global idealism of Wilson's administration. Harding, the winner, inherited major domestic and international problems that tested his leadership.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1924 U.S. ELECTION - The U.S. presidential election of 1924 was won by incumbent President Calvin Coolidge in a landslide as he presided over a booming economy at home and no visible crises abroad. Coolidge (Republican) won the election in a landslide, with Davis (Democrat) only winning the 11 former Confederate states and Oklahoma, and losing the popular vote by 25 percentage points. The Republicans did so well that they won in New York City, a feat that has not been repeated since.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1928 U.S. ELECTION - The U.S. presidential election of 1928 pitted Republican Herbert Hoover against Democrat Alfred E. Smith. The Republicans were identified with the booming economy of the 1920s and Smith, a Roman Catholic, suffered politically from anti-Catholic prejudice.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The election held on November 6, 1928 was won by Republican candidate Herbert Hoover by a wide margin on pledges to continue the economic boom of the Coolidge years. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.1920-30.com/politics/

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Congress- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. The national legislative body of the United States, consisting of the Senate and the House of Representatives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. The two-year session of this legislature between elections of the House of Representatives.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.thefreedictionary.com/congress

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Senate- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. Senate The upper house of the U.S. Congress, to which two members are elected from each state by popular vote for a six-year term. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. often Senate The upper house in the bicameral legislature of many states in the United States. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://www.thefreedictionary.com/senate

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">House of Reps- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The U.S. House of Representatives forms one of the two branches of the U.S. Congress. The House comprises 435 members who are elected to two-year terms. The U.S. Constitution vests the House with the sole power of introducing bills for raising revenue, making it one of the most influential components of the U.S. government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">http://legal-dictionary.thefreedictionary.com/house+of+representatives

// Check list // // Clock Buddies sheet // // Cluster Web 2 //
 * __ 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: //**// This lesson provides a clear expectations, organization, structure, and consistent routines for those students who learn this way. //
 * // Microscope: //**// This lesson provides discussion, focus on details, and ownership for those students who learn this way. //
 * // Puppy: //**// This lesson provides a comfortable environment and supporting grouping for students who learn in this way. //
 * // Beach Ball: //**// This lesson provides a verity of resources and adapted environments for students who learn this way. //
 * // Rationale: //**// This lesson provides a verity of options for those who learn in different ways. //


 * // 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.//**

// Assessment for learning- There will be checking for understanding during this unit. Quick writes will be used to make sure students do not have any lingering questions about the content or the assignment. These quick writes can be to say what a student has learned and anything else they think I should know about when working with their partner. I will also check for understanding by asking clarifying questions. //
 * // Formative: //**

// Assessment of Learning- The Google docs will be the product that will be graded. Students have to show that they understand the government and the laws that they are arguing about. The product will be graded using a checklist that is graded by me. The students will practice the correct way to write a letter, which is a real world skill that they will need later in life. //
 * // Summative: //**

// This lesson the experience of working with a partner and corresponding to issues that come up between lawmakers and the people. //
 * // 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.//**

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know amendment, laws, how the government works, presidents, Congress, House of Representative, Veto, how a bill becomes a law. // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Students will be able to argue pros and cons of laws passed in the 1920's.//
 * // Content Knowledge: //**

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world. //
 * // MLR or CCSS: //**

// **Facet**: //// Perspective //


 * // 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.//**

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will use logic to assess a law that was created. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical**: Students will create a new version of School House Rock to assess the laws passed in the 1920's. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students will work in partners to brainstorm different laws that were passed and decide as partners which law they will assess. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will assess the impact that laws of the 1920's on the environment. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will analyze the words of the 18th amendment. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Visual:** Students will create collage describing a law. //
 * // MI Strategies: //**

//Google Docs is a word processor program that allows more then one editor at a time. Documents can be shared with others on the internet. It is like a regular word processor but with added features. Students can use Google docs to communicate and work with partners at the same time without having to only use one computer. It also allows students to take what they are working on and bring it with them anywhere and use on any computer. Students are able to access Google docs from any computer with internet, making it easy for those who need to finish up the work at home.// . // This lesson provides a verity of activities that students can do to develop a deeper understanding of the content and to take it beyond class. //
 * // Type II Technology: //**
 * // Rationale: //**

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 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.**

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:** This lesson has all of the standards included because it includes technology, problem solving, student reflection, and collaboration.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 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.**

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

//This lesson has standards a and c because it has relevant learning experiences and personalized learning styles.// ||  ||   || 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].
 * //Rationale://**
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