L6+Carlson,+Andrew

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Andrew Carlson __Lesson__ __#:__ 6 Facet: Prespective
 * __ Grade Level __**** : ** 7-8 **__Numbers of Days:__** 6
 * __ Topic: __** American Revolution


 * __ PART I: __**


 * __ Objectives __**

Students will understand that the American revolution set a model for other countries liberating themselves from "mother" countries. Students will know war terms, battles, reasons for fighting, British reaction, founding fathers, Great Britain figures. (see notes) Students will be able to analyze the similarities and differences between the U.S revolution and others.

Students will create a digital scrapbook of a different countries revolution and in a reflective piece compare all of the onces seen in class to the United States.

Maine Learning Results Content area: Social Studies Standard Label: E History Standard: E1 Historical knowledge, concepts, themes and patterns Grade Level: Grade 6-8 "The American Revolutionary Era" 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 Indicator: a,b,c,d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** I will meet the standard by focusing on howt he Revolutionary War effected the U.S and the world today and the similarities and differences between different countries revolutions.


 * __ Assessments __**

Students will use 3-2-1 reflection on their overall progress in the project and the material covered in class. I will also be conducting thumbs up/ thumbs down activities to gauge the students comfortably with the technology and subject matter. Students will also be writing in their journals as exit and entrance tickets.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will peer edit each others projects using a rubric I provide. Students will self asses using the 3-2-1. I will then assess them using the same rubric.
 * Section II – timely feedback for products (self, peer, teacher) **

Pintrest: Students will create a digital scrapbook of a different countries revolution and in a reflective piece compare all of the ones seen in class to the United States. The scrap books will include digital artifacts such as, hyperlinks, pictures, movies, music, and more.
 * __ Summative (Assessment of Learning): __**

Students will work individually to create a digital scrap book using pintrest to accurately capture the similarities and differences between multiple different revolutions and the U.S revolution. Students are required to use at least 2 of the digital artifacts from above.
 * __ Integration __**
 * Technology: **


 * History-** Students will be looking into a variety of other countries revolutions.


 * Writing-** Some students will display their information using text.


 * Art/ Music-** Some students will use mostly pictures and music in their scrap book.

Students will use a Venn Diagram to compare and contrast the revolutions. They will use this graphic organizer to see the clear differences of the revolutions. The similarities may not be as clear but I will help them as a whole to recognize the similarities.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will work by themselves for the project. They will break into pairs to peer edit each others projects. When ever students will need partners or groups throughout the lesson then they will use their historical figure partners, 13 colony partners, or I will use a deck of cards to split the class into bigger groups.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal:** We will have class discussions on all of the presentations.
 * Logical:** We will break down the logical reasons why countries start revolutions.
 * Musical:**Students will be asked to pick a song that relates to the emotion or some other aspect of the revolution they are covering.
 * Kinesthetic:** I will do an activity where students will be moving around the classroom from station to station (each station being an aspect of a revolution).
 * Spatial:**Students will be asked to make their pintrest visually appealing.
 * Interpersonal:**Students will be working partners and groups throughout the lesson.


 * __ 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. //

If a student is absent please go to the class wiki to see any homework missed. If the student missed any pass backed work or revisions it will be in the folder at my desk. They should have a conversation with me when you come to pick up your work so I can clear any confusion the student may have. There will be a list of what is passed back during class on the class wiki. Students will be expected to work on the graphic organizer and any personal research that is possible when absent.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will work individually to create a digital scrap book using pintrest to accurately capture the similarities and differences between multiple different revolutions and the U.S revolution. Students are required to use at least 2 of the digital artifacts from above. These pintrests will be available for anybody to see online. Students will be able to get ideas and feedback off each others.
 * Type II technology: **

Students will also look out how the similarities and differences in the revolutions play out today. How are the U.S and the countries covered similar and different today?
 * Gifted Students: **

- laptops - Graphic organizer handout - LCD projector - A journal (for every student) - Text book
 * __ Materials, Resources and Technology __**

http://www.history.com/topics/french-revolution- A lot of information on the French Revolution. http://www.victorianweb.org/history/hist7.html- more information on the French Revolution. http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/- Questions about revolutions. Also gave me a list of revolutions. http://www.history.com/topics/russian-revolution- Information/ back ground on the Russian revolution. http://latinamericanhistory.about.com/od/historyofthecaribbean/p/08cubanrevo.htm- Cuban revolution. http://scholar.library.miami.edu/slaves/san_domingo_revolution/revolution.html- Haitian revolution. http://novaonline.nvcc.edu/eli/evans/his135/Events/Iran79.htm- Iran Revolution. http://socialistworker.org/2004-2/506/506_08_Nicaragua.shtml- Nicaraguan Revolution. http://www.youtube.com/watch?v=QtmmGA0M_yk- Pintrest video tutorial. http://pinterest.com/pinterestbiz/pinterest-tutorials/- Pintrest tutorial. http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/- A lot of great primary documents.
 * __ Source for Lesson Plan and Research __**


 * __ 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:__ (35 minutes) I will show a few brief video clips of revolutions around the world. I will then ask a series of questions about revolutions in general. Students will respond to some questions in their journals, orally to me and the rest of the class, and with a partner. (10 minutes) I will introduce Pintrest. (15 minutes) Students will work with Pintrest and explore it. I will help anyone with questions. (10 minutes) Students will write in their journals about what we talked about in the beginning of the class and about any questions or comments on how they are doing with pintrest. Homework: Students will be asked to come into class with a list of at least 5 revolutions and a brief summary of each.

__Day two:__ (10 minutes) Students will share the revolutions that they found for homework. (60 minutes) Students will break into groups of 3 or 4 depending on the numbers using their historical figure sheets. In groups they will research one of the revolutions that the class has brainstormed. They will be expected to find several different aspects of the revolution that I will outline on the class wiki. Each group will put together a chart that will be in the artifacts page. (10 minutes) Students will write in their journals about anything interesting they found about the revolution they looked up.

__Day three:__ (15 minutes) I will introduce the project and will answer any questions the students have. They will also pick wish revolution they are going to cover for the project. (40 minutes) Students will use [|primary documents] and the outlines that students created in groups to do research on their revolution. (25 minutes) Students will begin to work on their projects in pintrest and filling out their graphic organizers. I will use thumbs up/ thumbs down to gauge students grasp on pintrest. Homework- Students will be asked to do a blog entry on what they believe is a revolution. They will need to think about the different aspects that makes a revolution a revolution.

__Day four:__ (20 minutes) Students will walk into the class and there will stations all around. Each station will be a different aspect of a revolution. Some will be videos, primary documents, a song, and more. Students will be just walking around exploring each station. There will be a question and statement or quote at each station. They will need to write this down in their journal and write short notes on it because they will be writing reflections later. (20 minutes) Students will write a reflections to 3 of the stations. (20 minutes) Class discussion. (20 minutes) Students will reflect on the last 3 stations they went to.

__Day five:__ (20 minutes) Students will write in their journals about progress on the project and anything else they have questions about. I will walk around at this time and answer questions and check in with students individually. (25 minutes) Students will work on projects) (10 minutes) Students will partner up and peer edit each others pintrest. (25 minutes) Students will work on projects) Homework: Projects due next class.

__Day 6:__ (60 minutes) Students will present. (20 minutes) Class discussion.

My classroom will be set up in a semi circle, so that it is good for class discussions. Students will understand that the American revolution set a model for other countries liberating themselves from "mother" countries. Just because our revolution happened hundreds of years ago doesn't mean that there are not still revolutions today. It is important to see the similarities and differences to the revolutions happening around the world when compared to the U.S revolution in the 1700s. //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world. On the first day I will show a few short videos on different revolutions. I will then ask a series of questions (How you would define the word// revolution//? How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?) about revolutions to get students thinking about what revolutions are not just the facts behind them.// ** Where, Why, What, Hook, Tailors: ** Verbal, logical, interpersonal.

Students will know war terms, battles, reasons for fighting, British reaction, founding fathers, Great Britain figures, a variety of different revolutions, and common aspects of a revolution. (see notes) Students will use a Venn Diagram to compare and contrast the revolutions. Students will really be diving into a variety of different revolutions that span the time since the American Revolution to now. They will be looking at these revolutions and doing research on them in groups, partners, and individually. They will be exploring primary documents, videos, songs, and each others research. For one class activity there will be many stations around that room with different aspects of revolutions. Students will explore all of these aspects and write in their journals about them. Students will be writing in their journals throughout the lesson. I will be using one they write in their journals to adjust my day to day plan. If students are struggling or excelling then I will adjust when necessary. I will also be using thumbs up and thumbs down when students are working on their projects in class 4 and 5 to gauge students understanding of pintrest and the content. Students will have a lot of time to work on their pintrests in class. They will really be exploring the similarities and differences of the American Revolution and others. ** Equip, Explore, Rethink, Revise, Tailors: ** Verbal, interpersonal, intrapersonal, logical, kinesthetic.

At the conclusion of this project students should have a good understanding of the American revolution and how it compares to other revolutions around the world. Students will create a digital scrapbook of a different countries revolution and in a reflective piece compare all of the onces seen in class to the United States. These digital scrapbooks will consist of a song that goes along with their revolution, and or links, pictures, videos and more. Students will be able to analyze the similarities and differences between the U.S revolution and others. Students will be taking a very in depth look into how the American Revolution is similar and different to others. They will be becoming experts on at least one other revolution. They will have to use their knowledge of the American Revolution and the other they researched to determine common aspects of Revolutions. Students will not only be looking at common aspects of revolutions but also how these aspects define what a revolution is. Students will use 3-2-1 reflection to reflect on their overall progress in the project and the material covered in class. They will peer edit each others projects using a rubric I provide. I will also be using thumbs up/ thumbs down and their journals to determine students progress with pintrest and the content. Students will be doing this project individually but they will be peer editing each others projects for feed back. Each students will be expected to fill out a checklist of their partners project. **Explore, Experience, Revise, Refine, Tailors:** Intrapersonal, interpersonal, verbal, logical, musical, spatial.

Students will use a 3-2-1 reflection to self reflect on their project. They will also fill out a checklist when they turn in their projects. I will be providing oral and written feed back while the students are working on their projects during class. This is the last lesson and it ties up everything we've done in the unit. It really makes students think and understand what a revolution is and means to them. **Evaluate, Tailors:** Interpersonal, intrapersonal.

Students will know…..
 * __ Content Notes __**

The February Revolution (known as such because of Russia's use of the Julian calendar until February 1918) began on March 8, 1917 (or February 23 on the Julian calendar), when demonstrators clamoring for bread took to the streets in the Russian capital of Petrograd (now called St. Petersburg). Supported by huge crowds of striking industrial workers, the protesters clashed with police but refused to leave the streets. On March 10, the strike spread among all of Petrograd's workers, and irate mobs destroyed police stations. Several factories elected deputies to the Petrograd Soviet, or council, of workers' committees, following the model devised during the 1905 revolution. On March 11, the troops of the Petrograd army garrison were called out to quell the uprising. In some encounters, regiments opened fire, killing demonstrators, but the protesters kept to the streets and the troops began to waver. That day, Nicholas again dissolved the Duma. On March 12, the revolution triumphed when regiment after regiment of the Petrograd garrison defected to the cause of the demonstrators. The soldiers subsequently formed committees that elected deputies to the Petrograd Soviet. The imperial government was forced to resign, and the Duma formed a provisional government that peacefully vied with the Petrograd Soviet for control of the revolution. On March 14, the Petrograd Soviet issued Order No. 1, which instructed Russian soldiers and sailors to obey only those orders that did not conflict with the directives of the Soviet. The next day, March 15, Czar Nicholas II abdicated the throne in favor of his brother Michael (1878-1918), whose refusal of the crown brought an end to the czarist autocracy. After the revolutionaries’ initial successes in overwhelming the institution of plantation slavery on the Plaine du Nord, Le Cap fell into the hands of French republican forces. Toussaint and thousands of blacks joined them in April 1793. The agreement was if the blacks fought against the royalists, the French would promise freedom. Thus, on August 29, 1793, Commissioner Légér-Felicité Sonthonax abolished slavery in the colony. Then with self-interest in mind, revolutionary France’s British enemies tried to seize an opportunity to grab the colony, so recently the greatest single source of colonial wealth in the whole world. Furthermore, the British wanted to put down the slave rebellion in order to protect their own slave colonies. In June of 1794 British forces landed on the island and worked with Spain to attack the French. Yet, the British forces soon fell victim to yellow fever. With more uncertainties presenting themselves, Toussaint decided to pledge his support to the French, on May 6, 1794. Toussaint was appointed governor in 1796 and he continued to follow his ideas for an autonomous black- led San Domingo. By January 1802, Toussaint was the head of a semi-independent San Domingo. Napoleon saw this as a threat and sent his brother-in-law Victor-Emmanuel Leclerc from France with 20,000 troops to capture Toussaint, and re-establish slavery in the colony. Toussaint was deceived in 1802, captured and shipped to France, where he eventually died in prison. But the struggle for independence continued and by late 1803 the north and south arenas of the island united and defeated the French under Rochambeau. Dessalines, Toussaint’s former lieutenant proclaimed the independence of the country of Haiti and declared himself Emperor. He was assassinated in 1806, and the country divided between rival successors. Yet, the rebels had shattered the enslaved colony and forged from the ruins the free nation of Haiti.
 * The American Revolution (1775-1783)**- All information was covered in the last 5 lessons. (please refer to content notes, epically lesson 1).
 * The French Revolution (1789-1799)**-A watershed event in modern European history, the French Revolution began in 1789 and ended in the late 1790s with the ascent of Napoleon Bonaparte. During this period, French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system. Like the American Revolution before it, the French Revolution was influenced by Enlightenment ideals, particularly the concepts of popular sovereignty and inalienable rights. Although it failed to achieve all of its goals and at times degenerated into a chaotic bloodbath, the movement played a critical role in shaping modern nations by showing the world the power inherent in the will of the people.
 * Questions about Revolutions-** ​ //How you would define the word// revolution//? How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?//
 * The Russian Revolution (1917)**- In 1917, two revolutions swept through Russia, ending centuries of imperial rule and setting in motion political and social changes that would lead to the formation of the Soviet Union. In March, growing civil unrest, coupled with chronic food shortages, erupted into open revolt, forcing the abdication of Nicholas II (1868-1918), the last Russian czar. Just months later, the newly installed provisional government was itself overthrown by the more radical Bolsheviks, led by Vladimir Lenin (1870-1924).
 * The Haitian Revolution (1794-1804)**- A series of revolts occurred in 1790, by mulattoes led by Vincent Ogé. Descendents of mixed blood were trying to establish suffrage from a recent National Assembly ruling. However the white Colonial Assembly ignored French efforts. These mulatto-led revolts were the first challenges against French rule and the slaveholding system. In August of 1791, the first organized black rebellion ignited the twelve-year San Domingo Revolution. The northern settlements were hit first, and the flood that overwhelmed them revealed the military strength and organization of the black masses. Plantations were destroyed, and white owners killed to escape the oppression. Some of the rebellion’s leaders include Boukman, Biassou, Toussaint, Jeannot, Francois, Dessalines, and Cristophe. These men would help to guide the Revolution down its torturous, bloody road to complete success, although it would cost over twelve years and hundreds of thousands of lives. Many of those leaders themselves would fall along the way, but the force of unity against slavery, a unity deeply embedded in the creole culture that bound the blacks together, would sustain the revolution.
 * The Cuban Revolution (1956-1959)**-In the final days of 1958, ragged rebels began the process of driving out forces loyal to [|Cuban dictator Fulgencio Batista]. By New Year’s Day, the nation was theirs, and [|Fidel Castro], Ché Guevara, Raúl Castro, [|Camilo Cienfuegos] and their companions rode triumphantly into Havana and history. The revolution began long before, however, and the eventual rebel triumph was the result of many years of hardship, guerrilla warfare and propaganda battles.

Batista Seizes Power:
The revolution began in 1952, when former army Sergeant Fulgencio Batista seized power during a hotly contested election. Batista had been president from 1940-1944 and ran for president in 1952. When it became apparent that he would lose, he seized power before the elections, which were cancelled. Many people in Cuba were disgusted by his power grab, preferring Cuba’s democracy, as flawed as it was. One such person was rising political star Fidel Castro, who would likely have won a seat in Congress had the 1952 elections taken place. Castro immediately began plotting Batista’s downfall. In 1921 Reza Khan, commander of an Iranian cossack force, overthrew the decadent Kajar dynasty, and, as Reza Shah Pahlevi, established the Pahlevi dynasty in 1925. During his reign, transportation and communication systems were improved, and a program of Westernization was begun. In 1941 Britain and the Soviet Union occupied areas of the country to protect the oil fields from German seizure. Because of this Allied presence, Reza Shah Pahlevi, who had been friendly to the Axis powers, abdicated. His son, Muhammad Reza Shah Pahlevi, succeeded to the throne and adopted a pro-Allied policy. In 1945 the Iranian government requested the withdrawal of occupying troops, concerned that Soviet forces were encouraging separatist movements in the northern provinces. All troops were withdrawn by 1946. In the 1950s, a major political crisis developed over control of the oil industry. In 1951 Muhammad Mossadegh, a militant nationalist, became prime minister. When parliament approved a law nationalizing the property of foreign oil companies with widespread popular support, Mossadegh pressed the shah for extraordinary powers. The dissension between pro- and anti-Mossadegh forces reached a climax during 1953 when the shah dismissed the prime minister. Mossadegh refused to yield, and the shah fled to Rome. After three days of riots, the royalists won back control of Teheran, the shah returned, and Mossadegh was sentenced to prison. The shah then opened negotiations with an eight-company oil consortium that guaranteed Iran a margin of profit greater than anywhere else in the Middle East. Throughout the 1960s, the shah began to exercise increasing control over the government after dissolving parliament in 1961. Programs of agricultural and economic modernization were pursued, but the shah's Plan Organization took charge of economic development, leaving very few benefits to reach the ordinary citizen. Despite growing prosperity, opposition to the shah was widespread, fanned mainly by conservative Shiite Muslims, who wanted the nation governed by Islamic law. They were directed, from France, by Ayatollah Ruhollah Khomeini (Ruhollah ibn Mustafa Musawi Khomeini Hindi), a Muslim clergyman who had been exiled in 1963. As the Shah's regime, supported by the U.S., became increasingly repressive, riots in 1978 developed into a state of virtual civil war. In early 1979 popular opposition forced the shah to leave the country. Hundreds of the shah's supporters were tried and executed, others fled the country, and the westernization of Iran was reversed. Khomeini, who had returned to Iran in triumph in February 1979, presided over the establishment of an Islamic republic. On 4 November 1979, after the shah had been allowed entry into the United States for medical care, militant Iranians stormed the US embassy in Teheran, taking 66 Americans hostage. The militants demanded that the shah be turned over to face trial and that billions of dollars he had allegedly took abroad be returned. Thirteen of the hostages were soon released, but another 53 were held until an agreement was negotiated that freed the hostages on 20 January 1981. Unable to persuade Iran to release them, President Carter ordered a military rescue mission, which failed, resulting in the deaths of eight American servicemen when their aircraft collided in the Iranian desert. In September 1980 Iraq took advantage of Iran's internal political disputes to seize territory in the Shatt al Arab and oil-rich Khuzestan province. The full-scale war that resulted severely reduced Iran's oil production and disrupted its economy. The government was also beset by unrest among ethnic minorities. The war ended with a cease-fire in 1988 and cost the two nations an estimated 1 million dead and 1.7 million wounded. In 1989, Khomeini died and Hojatolislam Said Ali Khamenei became Iran's supreme leader. Iran's relations with the West improved, due in part to President Ali Akbar Hashemi Rafsanjani's role in obtaining the release of Western hostages held in Lebanon. In 1993 Rafsanjani was reelected president. Coming just four years after the U.S. defeat in Vietnam and coinciding with a revolution in Iran, the first successful revolution in Latin America since the one in Cuba 20 years earlier couldn't have come at a worse time for rulers in Washington For workers and the poor in Central America and throughout Latin America--tens of millions who were suffering under the boots of U.S.-backed dictatorships--the revolution was an inspiration. Nicaragua, a desperately poor country with a population then of about 3 million, had long been a target of U.S. imperialists because of its strategic location on the isthmus between the Atlantic and Pacific Oceans. The Tennessee adventurer William Walker launched a private invasion of the country in1853, briefly taking power and restoring slavery in the interests of wealthy Southern slaveowners.
 * The Iranian Revolution (1978-1979)**-
 * The Nicaraguan Revolution (1979)**- WASHINGTON WAS in shock on July 19, 1979. A massive popular insurrection had put radical leftists in power in Nicaragua, a country ruled with an iron hand for the previous 43 years by the Somoza family, funded and armed by the U.S. to keep "order" in its "backyard."

// Graphic organizer // historical Figure sheet
 * __ 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 __//**

Students will be looking at a variety of different revolutions and the history behind them.
 * // Clipboard: //**

Students will be looking into what makes a revolution a revolution. They will also be comparing and contrasting the American Revolution with others.
 * // Microscope: //**

We will be sure to be sensitive and understanding when talking about the violence in revoltuions while also talking about the good revolutions do for many people.
 * // Puppy: //**

We will be moving around during class when doing the station activity.
 * // Beach Ball: //**

This lesson is tailored to all learning styles beacuase we look at things orderly, and in depth while being compassionate and moving around.
 * // Rationale: //**


 * // 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.//**

Students will use 3-2-1 reflection on their overall progress in the project and the material covered in class. I will also be conducting thumbs up/ thumbs down activities to gauge the students comfortably with the technology and subject matter. Students will also be writing in their journals as exit and entrance tickets.
 * // Formative: //**

Pintrest: Students will create a digital scrapbook of a different countries revolution and in a reflective piece compare all of the ones seen in class to the United States. The scrap books will include digital artifacts such as, hyperlinks, pictures, movies, music, and more.
 * // Summative: //**

The digital scrapbook will encourage students to look at not just the U.S revolution but others around the world and how these compare and contrast with the American Revolution. I also check for understanding throughout the lesson using thumbs up/ thumbs down, journals, and the 3-2-1 reflection.
 * // 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.//**

Students will understand that the American revolution set a model for other countries liberating themselves from "mother" countries. //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// Just because our revolution happened hundreds of years ago doesn't mean that there are not still revolutions today. It is important to see the similarities and differences to the revolutions happening around the world when compared to the U.S revolution in the 1700s.
 * // Content Knowledge: //**

**Standard Label:** E History **Standard:** E1 Historical knowledge, concepts, themes and patterns **Grade Level:** Grade 6-8 "The American Revolutionary Era" **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 Indicator:** a,b,c,d
 * // MLR or CCSS: //**
 * Content area: ** Social Studies


 * // Facet: //**

Students will be able to analyze the similarities and differences between the U.S revolution and others.


 * // 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: //**
 * Verbal:** We will have class discussions on all of the presentations.
 * Logical:** We will break down the logical reasons why countries start revolutions.
 * Musical:**Students will be asked to pick a song that relates to the emotion or some other aspect of the revolution they are covering.
 * Kinesthetic:** I will do an activity where students will be moving around the classroom from station to station (each station being an aspect of a revolution).
 * Spatial:**Students will be asked to make their pintrest visually appealing.
 * Interpersonal:**Students will be working partners and groups throughout the lesson.

Students will work individually to create a digital scrap book using pintrest to accurately capture the similarities and differences between multiple different revolutions and the U.S revolution. Students are required to use at least 2 of the digital artifacts from above. These pintrests will be available for anybody to see online. Students will be able to get ideas and feedback off each others.
 * // Type II Technology: //**

This lesson targets many learning styles. It concentrates on interpersonal, verbal, and logical, throughout the many discussions we have on aspects of revolutions. The project also focuses on the spatial and musical MIs. Students also move around a lot during the station activity.
 * // 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 Students contrast many different revolutions with the American Revolution. They also look into the aspects that make a revolution a revolution. They will better understand the affects of revolutions and how they can take form.

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

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity Students will better understand what revolutions are and how they come about. Revolutions are still happening all around the world they will always be happening. it is important to understand the reasons for revolting.
 * 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 ||  ||   || 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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