L1+Carlson,+Andrew

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name: __** Andrew Carlson **__Lesson #:__** 1 **__Facet:__** Interpretation

**__Grade Level:__** 7- 8 **__Numbers of Days:__** 4 Days

**__Topic:__** American Revolution

**__PART I:__**

**__Objectives__**

Student will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history for ever.

Student will know founding fathers, Great Britain figures,, British acts/ decrees, the starting events to the revolution, U.S winning.

Student will be able to make meaning of the revolution and the impacts it had on today.

Product: Students will create a digital timeline that will accurately outline the revolutionary period and then link four to five of the main events of their choosing to events that happened throughout the world in recent history.

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Maine Learning Results

Content area: Social Studies

Standard Label: E History

Standard: E1 Historical knowledge, concepts, themes and patterns

Grade Level: 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

**Rationale:** I will meet the standard by focusing on the Revolutionary War's effects on the U.S today.

**__Assessments__**

**__Pre-Assessment:__** (Lesson 1 only): Students will use a KWL chart to assess what they know before the unit starts. They will write down what they already know, what they want to know, and what they eventually learn.

**__Formative (Assessment for Learning)__**

**Section I – checking for understanding during instruction:** There will be a thumbs up/ thumbs down activity to gauge the students day to day progress and comfortably with using the timeline app. I will also use exit tickets giving the students one or two quick response questions to see how they are understanding the content.

**Section II – timely feedback for products (self, peer, teacher):** Students will self assess their projects using the checklist and they will peer assess their timelines throughout the process of constructing them using the same checklist. I will then assess the final product using the same checklist.

**__Summative (Assessment of Learning):__** Digital Timeline: Students will create a digital timeline that will accurately outline the revolutionary period. Then link four to five of the main events of their choosing to events that happened throughout the world in recent history (1975- Present). You will use either the timeline app or Prezi to create your timeline. It must cover at least 5 of the events that I will clarify on the rubric. (20 pts.)

**__Integration__**

**Technology:** In partners students will use an online timeline using Prezi or the timeline app to create an easily accessible interactive timeline. The time line will include pictures, links, music, and any other artifact that compliments it. They will then link important events of the era to events of this era. By using the online timeline students will become familiar with creating an interactive timeline that is more engaging and interesting to use.

**History-** The students will use history while creating the timeline because they have to accurately describe many important events that took place during the revolutionary era.

**Writing-** They will use writing to explain all of the events on their timeline.

**Public Speaking-** The students will have to orally present their timeline to the class.

**Art-** Students will be expected to incorporate pictures (scenic and other) in their timeline to add visual appeal.

**__Groupings__**

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

They will use a timeline graphic organizer to get all of the main events of the era on their time line. They will then use an organizer of my creation that will be on Google Docs to take a few of the main events of this era and link them to current events and happenings. Each pair of students will have their own working graphic organizer document in Google Docs. All of the students will have access to each others Google Docs to get ideas and give feed back to classmates.The organizers will help them to connect events from the past to now.

**Section II – Groups and Roles for Product**

Students will line up around the classroom in order of birthdays. I will then pick partners going down the line. The first group will consist of the first and last people in the line. Then the 2nd and 2nd to last people will be partners and so on. The partners will work together to create the timeline. Each partner will be responsible for explaining and creating half of the timelines events and then linking 2 to 3 of those events to events happening in the current era. As a whole the group will have 15 to 20 events and then link 4 to 5 of them to current events.

**__Differentiated Instruction__**

**MI Strategies**

**Verbal:** Students will present their completed timelines in class. They will also be writing in their journals at the end of each class.

**Logical**: The events will be broken down chronologically and will be looked at each separately and as a whole then linked to another era.

**Musical**: Play music from the time period at the end of the day when they are doing their journals.

**Kinesthetic**: During the hook activity students will be moving around and creating a physical timeline that spans the entire classroom.

**Spatial**: The classroom will be organized for group work, the desks or tables will be in small groupings and will allow for them to be easily maneuvered around.

**Naturalist**: Students will need to incorporate pictures (some scenic) in their digital timeline.

**Intrapersonal**: Students will be given time at the end or beginning of class to write and reflect in their journals about what they completed for the day and what they still have to work on.

**Interpersonal**: They will be creating their projects in partners and will be working together with different partners every day.

**__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:** 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 should also talk to their project partners about what they worked on in class on their projects. Students will be expected to work on the Google Docs graphic organizer if absent.

**__Extensions__**

**Type II technology:**

In partners students will use an online timeline using Prezi or the timeline app to create an easily accessible interactive timeline. The time line will include pictures, links, music, and any other artifact that compliments it. They will then link important events of the era to events of this era. By using the online timeline students will become familiar with creating an interactive timeline that is more engaging and interesting to use.

**Gifted Students:** Students will be asked to take one of the events that they choose from the revolutionary era that they linked to a current even and then explore the outcome if the event in the Revolutionary Era had a different outcome.

**__Materials, Resources and Technology__**

- laptops

- Timeline organizer handout

- LCD projector

- Music player

- Music from time period

- Poster board

- Index cards

- Markers

- Tape

-Pictures of Revolutionary events

- Assessment checklist

- A journal (for every student)

- Text book

**Source for Lesson Plan and Research**

[] //- Website where I found KWL organizer for the pres-assessment.//

[] Where I found the Timeline graphic organizer that the students will use to plan out their timeline before creating it on Prezi.

[] Provided a lot of information on the beggingin events of the war.

[] Provided information on the start of the war and Independence.

[] Had a little information on battles and a few dates to events.

[] Interactive timeline of the Revolution, with many links.

[] A very in depth multiple intelligences quiz that they will be asked to take for homework.

[] Website with many songs from the time period to play during free writes.

[] A link to Prezi, which is what the students are going to use to create their timeline.

[] A short video that students will watch for homework. It covers the difficult questions that the colonists had to face when deciding to go to war with Great Britain.

[] This video tells the students what prezi is, and gives a short introduction to it.

[] Step by step tutorial for prezi.

[] A link to teacher tube. This is where I will find the videos for students on day 3.

[] gives a few term definitions.

**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) be sure to put minutes//

__Day One:__

(15 minutes) The Hook: When students come into the classroom there will be pictures of events of the revolutionary era posted around the room. They will all be handed out other events of the era on flash cards. They will then have to line up around the class in chronological order.

(5 minutes) Students will fill out and pick their partners for the historical figure partner form.

(15 minutes) Students are given the KWL as a pre-assessment of their knowledge about the Revolutionary Era.

(45 minutes) I will have a presentation prepared covering the beginning events of the Revolutionary Era in a short power-point. While this is happening students will be in partners and they will being to fill out the timeline graphic organizer. After every couple of events we will stop to do a thumbs up/ thumbs down to check understanding.

For homework students will be asked to watch a short film on the American Revolution and write a reaction on the class wiki about the difficult decision that the Americans faced on whether or not to fight the British. What would you have done in this situation, was it a good choice, who should have been involved in making the decisions? They will also be asked to take a multiple intelligences quiz and email the results to me.

__Day Two:__

(5 minutes) Quick write explaining an event of the students choice that happened in the time leading up to the Revolutionary War. (Play music from era)

(5 minutes) Recap of what was covered in the last class.

(15 minutes) Class discussion on the movie and reaction.

(20 minutes) [|Introduce the Prezi software.]

(25 minutes) In partners students will create a timeline of their choice (each student will have their own product) (ex. family birthdays, important events in favorite book or t.v show, current events) using Prezi to familiarize themselves with the software. If students are having trouble with prezi, or would like more information on it, then I will have several links available in class. One link will be a step by step tutorial and another will examples of projects.

(5 minutes) Answer any questions students have about Prezi and do a thumbs up/ thumbs down activity to see how students feel about it.

Homework is to finish the timeline graphic organizer up to the date we have last covered. I will also put a link to sites with instructional videos on how to use Prezi.

__Day Three:__

(5 minutes) Quick write giving one feature of Prezi they liked or thought would be useful to share with the class and one thing that they cannot understand or figure out.

(15 minutes) Put these up on the board in two separate lists. Work with the students to make sure that they understand Prezi.

(30 minutes) Break into groups of 4. Each group randomly selects a battle off a list I provide. The group then has 30 minutes to research the battle and create a brief presentation can be anything (ex. news report on the battle, lecture, guessing game, quiz show.)

(10 minutes) The class picks partners for the project.

(15 minutes) I explain the project and they meet in their groups to start talking about it.

(5 minutes) Write in journal about the day and thoughts of the upcoming project.

Homework is to read a chapter on the battles and to pick some main current events that may be linked to events of the Revolutionary Era. Also students should finish the timeline graphic organizer.

__Day Four:__

(5 minutes) short ungraded quiz on the reading

students Break into partners

(10 minutes) Class discussion on the current events that the students found for homework.

(35 minutes) Partners work on projects well I circle the classroom helping anyone who is struggling. I will provide oral feedback on ideas at this time.

(25 minutes) Short lecture on the turning point of the war.

(5 minutes) Thumbs up/ thumbs down to get a reaction on how the students feel about the project.

Homework is to fill out the online graphic organizer and do half of the events for the project, by the next day at 8:00 p.m and then before class students must go and give peer evaluation on each others graphic organizers and to get ideas of their own graphic organizers.

__ Day Six: __

(5 minutes) Students write in their journals about progress on the project.

(20 minutes) Finishing off the revolution.

(55 minutes) Students work in groups on the project. During this time (about half way through) partners will match up in groups of four using the historical figure method to peer evaluate the digital timelines.

Homework (Project is due next class)

The room will be setup in centers so that the students are able to work in groups and partners.

Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history forever. //Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.// We need to understand and analyze the past to prevent the faults/ misdoings of the past from happening in the future. When students come into the classroom there will be pictures of the following events of the revolutionary era posted around the room. They will all be handed out other events of the era on flash cards. They will then have to line up around the class in chronological order. **Where, Why, What, Hook, Tailors:** verbal, spatial, kinesthetic, interpersonal, logical.

Students will know founding fathers, Great Britain figures, British acts/ decrees, the starting events to the revolution, events in Boston, battles, conclusion of the war. (see content notes) Students will split into partners to start to explore the major events of the era. The partners will be based on their historical figure pattern. On the first day of class students will be passed out a sheet that has four historical figures on it. They will then pick a partner for each historical figure. I will present a short power-point that touches upon the major events. In the presentation there will be hyperlinks to several websites that outlines a series of important events (websites are the ones used for research above), the students will then begin to fill out their timeline graphic organizers. I will stop the students after they record a couple of events. I will do a thumbs up/ thumbs down activity to gauge students understanding of the events. If students are having trouble grasping the concepts then we will slow down and I will provide an [|additional timeline] with hyper links so that students can look more in depth at the events they are not comfortable with. There will be a class discussion about any events that students are having trouble understanding. I will also provide the students with exit tickets at the end of the day. They will be asked to respond to two short questions that allow me to assess their progress. I will alter the next days lessons based on the exit tickets. They are encouraged to ask questions as I will also be asking them questions. Some example questions I will ask are; what makes a historical event a major event? What are some major events of our lifetime? There will be a short discussion after each question I ask. Students will give their input and explain their reasoning. **Equip, Explore, Rethink, Revise, Tailors:** verbal, interpersonal, intrapersonal, logical, visual.

At the conclusion of this project and lesson students should have a good understanding of the transformation that the U.S went through during the Revolutionary Era and how the events and people of the time period shaped U.S/ world history for ever. Students will have a very in depth understanding of the events covered in their timelines and of how these events has impacted the present. The groups will be formed by having the students line up around the classroom in order of birthdays. I will then pick partners going down the line. The first group will consist of the first and last people in the line. Then the 2nd and 2nd to last people will be partners and so on. The partners will work together to create the timeline. The partners will work together to create a digital timeline using prezi to create an easily accessible interactive timeline. The time line will include pictures, links, music, and any other artifact that compliments it. The timeline will consist of 15 to 20 events and a total of 4 to 5 of those events need to be linked to the present. Each partner will be responsible for explaining and creating half of the timelines events and then linking 2 to 3 of those events to events happening in the current era.

Students will be able to make meaning of the American revolution and the impacts it had on today. I will cover many of the major events of the era in class. We will have class wide discussions along with partner discussions. I will use thumbs up/ thumbs down to see which events the students are struggling with. I will provide short films for the events that students put there thumbs down on. Links will be found on teacher tube according to what i find from the thumbs up thumbs down activity. I will also provide the students with exit tickets at the end of the day. I will also be asking questions about some events that may connect to the present. Students will be asked to link these events to the present in their timelines. On day four the students will work in their partners on the project. I will circle around answering any questions any students have. All students will have the opportunity to ask questions. I will also be providing oral feedback on their ideas for projects. Giving suggestions for what may or may not work and giving ideas on how to make it work. That night for homework students will be asked to fill out the online graphic organizer (that helps them link events in the era to current events) and do half of the events for the project. this must be done by the next day at 8:00 p.m and then before class students must go and give peer evaluation on each others graphic organizers and get ideas on how to improve their own graphic organizers. On day 5 students will work with their partners on the project. At about half way through the time allotted, the partners will split into groups of four using the historical figure method to give peer feedback on the digital timelines. I will be circling the class at this time giving a short written feedback to each group on final touch ups and suggestions I have for the final product. Students will have an opportunity to ask questions at this time. The students final product and presentation will include one last peer evaluation with a positive specific feedback statement from every classmate. **Explore, Experience, Revise, Refine, Tailors:** Spatial, Kinesthetic, verbal, interpersonal, intrapersonal, musical, logical.

I will provide a checklist for students to self assess and peer assess their timelines. I will be providing oral feedback during class 4 and will give them some written feedback in class 5. I will evaluate their final product using a checklist and a presentation rubric. Grades of this project will be given to students on day 2 of lesson 2. The lesson leads into a unit that will focus on the culture and society of America during the Revolutionary Era. **Explore, Experience, Revise, Refine, Tailors:** Spatial, Kinesthetic, verbal, interpersonal, intrapersonal, musical, naturalist, logical.

**__Content Notes__**

Students will know…..

**Back ground info-** In 1763 the British had an empire that stretched around the world, they were in a war with Spain and fighting was taking place around the world. Smuggling became rampant.

**Sugar Act of** **1764-** British were trying to extract revenue from the States because they barely paid any takes. Taxes were also placed on other items, wines, coffee, textile products and more.

**Currency Act-** Prohibited "legal tender" paper in Virgina. This reduced the circulation of currency in the colonies further hurting the economy.

**Taxation without** **representation-** The colonists term that showed their unhappiness with the fact that the British were taking money from them without the

colonists having any say in it.

**Stamp Act-** required the revenue of stamps be placed on all printed items. (This tax was collected for "defining, protecting, and securing" America.) The colonists did not like the idea of it being collected for revenue services.

**"Boston** **Massacre"-** A group of Bostonians who were upset with the British being stationed in Boston began taunting a group of soldiers guarding the Customs House. They began to throw snowballs at each other, some containing rocks. In the chaos someone yelled fire and the British discharged their weapons killing 5 Americans. This event was overly exaggerated a lot by the colonists news papers and other press.

**Red Coats-** A term used to refer to the British Soldiers.

**Boston Tea Party-** East Indian trading company had ships full of tea in Boston Harbor. Sam Adams called a town meeting and they decided that they wanted to send the ships back to England because they did not want to buy any of the team. The governor refused to send back the ships. So a group of colonists dressed as Indians boarded the ships and dumped thousands of pounds of tea into the harbor.

**Coercive Acts-** Great Britains reaction

• The Boston Port Bill closed the port of Boston until the tea was paid for, a questionable tactic as commerce in the city would become paralyzed.

• The Administration of Justice Act abolished local administration of justice and provided that the governor of Massachusetts could cause all trials to be conducted in that colony to be removed to Great Britain and heard under a British judge so that the result would favor the British.

• The Massachusetts Government Act virtually suspended the right of self-government in the Massachusetts colony by ensuring that the governor and all public officials would serve "at the pleasure of his Majesty."

• The Quartering Act of 1765 was extended to require that troops be housed not only in public buildings, but in occupied private dwellings such as homes as well.

• The Quebec Act extended the boundaries of Quebec and guaranteed religious freedom to Canadians. Though not intended to be punitive, the measure fed into anti-Catholic sentiments.

**First Continental Congress-** Sept 5 1774 With all fo the rebellious activities happening in Massachusets the colonies decided to hold a convention to disscuss the unhappines of the colonies. All colonies had representitives present except for Gerogia. They adopted a set of resolutions and created the Continetal Assosication which was their form of local government not related to the British.

**Shot heard around the World-** When the General Gage (the new appointed governor of Massachusets) ordered his men to march and seize Colonial leaders such as Sam Adams, John Hancock and others after getting winds of the Patrios organizing military forces. They also wanted to size a store of military supplies in Concord. The Patriots got wind of their move and alerted the Partriot leaders (Paul Reveres Midnight Ride). The local militas formed and had many altercations with the British throughout the entire day from town to town. By the time the British soldiers had made it back to safety they had received 273 casualties and the American colonists had received 94. Both sides took bigger loses then anyone had expected. But the revolutionary war had begun and there were many more casualties on both sides to come.

**Loyalist-** A person who was still loyal to the British government.

**Patriot-** A term referring to the rebelling colonists.

**The second Continental Congress-** The Second Continental Congress convened on May 10, 1775, a month after the fighting had begun.They had to decide if it was too late for reconciliation and if they were going to move on with the war or not. It was a much more radical and distinguished group. They appointed George Washington to the head of the military.

**Battle of Bunker Hill-** The colonists held the high ground (bunker hill) the British charged up it 2 times before finally winning. British causalities 1000, American 400

**Declaring Independence-** 1776, the Americans were pushed by King George III sending Hessian troops and a pro British government pamphlet "Common Sense" by Thomas Paine was published.

**Major Battles:** Ticonderoga, Bunker Hill, Battle of Long Island (Patriots lose NY)....

**Treaty of Paris-** officially ends the war. on Septermber 3 1783.

**Sons of Liberty-** An organization primarily composed of up-and-coming merchants who united to oppose the Stamp Act of 1765. They organized nightly marches in New York City that were attended by hundreds of people who cried out for "liberty," and they effectively reached out to mobilize the diverse ethnic communities of colonial urban centers and the sailors, laborers, and craftsmen of New York. Prominent leaders of the Sons included Isaac Sears, John Lamb, and Alexander McDougall. The Sons were a driving force behind some of the first colonial boycotts of British goods. Note that there is a bit of confusion here: tenants along the Hudson River (north of New York City) also called themselves the "Sons of Liberty" when they began seizing their own rented land and refusing to pay rent. But the original Sons of Liberty opposed these rebellious tenants, who were soon suppressed by a combination of British troops and colonial militia.

**Whig, Whigs, Patriot, Patriots-** The term "Whig" has its own meaning in the history of British politics, but in the colonies during the American Revolution, a Whig was the same thing as a Patriot, or someone who supports American independence.

**__Handouts__**

List the items that need to be printed out for the lesson.

- KWL graphic organizer

- Timeline graphic organizer

- Rubrics

- Pictures of Revolutionary Era events

- Dates for the physical timeline

- A paper on Prezi

- Short ungraded quiz

- peer evaluation check list

- self evaluation check list

- presentation rubric

- final product checklist

- historical figure partner form (modeled after the template handed out in class)

**__Maine 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:** Students will be organizing the major events of the Revolutionary Era using a timeline. They will have to categorize all of the events chronologically.

**Microscope:** Students will need to understand the era in depth and be able to link events of this era to events in the present.

**Puppy:** During class discussions and presentations about the wars we will be very compassionate and caring because it is a difficult subject. It is a lot to take in and imagine. The classroom environment needs to be caring and supportive.

**Beach Ball:** In class we will be using a lot of different learning styles and students will be active in the classroom.

**Rationale:** The lesson targets a wide variety of learning styles. Students need to organize the events of the Revolutionary Era. They will have to look deeply into the events of the era in order to link them to current events. Students will also need to be compassionate and understanding when talking about the battles. It takes a caring and supportive class to be able to discuss battles in depth. The lesson uses a lot of different techniques to reach out to all students learning styles. Students will also be very active in the classroom.

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

**Formative:**

I will use thumbs up/ thumbs down, exit tickets and quick writes to assess students progress throughout the lesson plan. Students will answer questions on the quick writes about the topics that we covered in class. I will use these quick writes to adjust my lesson from class to class. I will touch upon things students are not quite understanding. I will use thumbs and up thumbs down to gauge the students feelings on prezi and to see if they are having any troubles with it.

Students will self assess their work using a checklist and will peer assess each other in groups and individually using the check list. They will also write positive specific feedback statements for each others final products. I will give oral feedback in lesson 4 and provide them with written feedback in lesson 5. They will also be able to ask questions during this time.

**Summative:**

Prezi:You will divide into partners to explore the events of the Revolutionary Era and link them to current events. In partners you will create an interactive digital timeline. The time line will include pictures, links, music, and any other artifact that compliments it. They will then link important events of the era to events of this era. By using the online timeline students will become familiar with creating an interactive timeline that is more engaging and interesting to use. The timeline must consist of at least 15 to 20 resources and link 4 to 5 events from the era to current events. Worth 20 points.

**Rationale:**

The prezi project will test students overall understanding of the events of the Revolutionary Era and how they link to the present. They will receive peer checklists, self checklists, and oral and written feedback from the teacher. Their final grade will be detailed and will show them what they did right and wrong. I will use thumbs up/ thumbs down, exit tickets, journals, and oral feedback throughout the lesson. The exit tickets, and other forms of formative assessments to gauge the students understanding during the lesson. I will use thumbs up/ thumbs down to examine the students progress on using prezi and give them more resources if they need it.

**//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:**

Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history for ever. Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world.We need to understand and analyze the past to prevent the faults/ misdoings of the past from happening in the future.

**MLR or CCSS:**

__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

**Facet:**

In this lesson students will be able to make meaning of the revolution and the impacts it had on today by dissecting different causes and effects. The lesson will give an over view of the Revolutionary Era and we will discuss and look at the impacts of theses events on the present.

**//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:** Students will present their completed timelines in class. They will also be writing in their journals at the end of each class.

**Logical**: The events will be broken down chronologically and will be looked at each separately and as a whole then linked to another era.

**Musical**: Play music from the time period at the end of the day when they are doing their journals.

**Kinesthetic**: During the hook activity students will be moving around and creating a physical timeline that spans the entire classroom.

**Spatial**: The classroom will be organized for group work, the desks or tables will be in small groupings and will allow for them to be easily maneuvered around.

**Naturalist**: Students will need to incorporate pictures (some scenic) in their digital timeline.

**Intrapersonal**: Students will be given time at the end or beginning of class to write and reflect in their journals about what they completed for the day and what they still have to work on.

**Interpersonal**: They will be creating their projects in partners and will be working together with different partners every day.

**Type II Technology:** In partners students will use an online timeline using Prezi or the timeline app to create an easily accessible interactive timeline. The time line will include pictures, links, music, and any other artifact that compliments it. They will then link important events of the era to events of this era. By using the online timeline students will become familiar with creating an interactive timeline that is more engaging and interesting to use.

**Rationale:** This lesson targets all learning types. Students will use their spatial, naturalist, and musical intelligences while creating the digital timeline. It targets kinesthetic and intrapersonal learners when they are moving in class and switching groups consistently. It gives logical and interpersonal learners a chance to break down the time period chronologically and they are also given a chance to reflect by themselves in class.

**__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 In this lesson students will work together to explore how events in history can effect events in the present. Students will use technology to not only create the project but also to do research. They will become very familiar with all of the events of the Revolutionary Era and the impacts of those events on today. They will have homework that will push their capabilities of using prezi and their research knowledge. They will also do other research in class.

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

**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 I will be assessing the students in many different ways using thumbs up/ thumbs down, exit tickets, journals, and oral feed back. I will use all of these different assessments including peer and self-assessment checklists to gauge the students knowledge of the content area and use of the technology to adjust my lesson day by day. I will use a rubric and checklist to grade the final presentation.