L1+Perkins,+Alexa

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

** LESSON PLAN FORMAT **

__** Teacher’s Name: **__ Ali Perkins __**Lesson #:**__ 1 __**Facet:**__ Propose
 * __ Grade Level: __** 7 **__Numbers of Days:__** 4
 * __ Topic: __** The Expanding Nation


 * __ PART I: __**


 * __ Objectives __**

=
Product: In partners, students will be assigned an area of land to search on Google Earth and embed reasons the land was fought over. =====

Maine Learning Results Content Area: Social Studies Standard Label: E History Standard: E1 Historical Knowledge, concepts, themes and patterns Grade Level: 6-8 "The Expanding Nation" Statement: Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and Various regions of the world. Performance Indicators: a, b, c, d
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: **

=
This lesson will focus on historic influences, themes and patterns through studying the social effects geography has on a nation. =====


 * __ Assessments __**

I will use a pretest to find out what the students already know about the 1800s. This test will have simple questions about the expanding nation. It will cover people, events, and places. The test will clearly state at the top that this is a pretest and will not effect their grades. It is just to see what they know.
 * __ Pre-Assessment: (Lesson 1 only) __**

I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The exit ticket will include questions about the students comfort with using Google Earth and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self assess their work using a check list and peers will give feedback to improve the Google earth links. The check list will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will pass in a first copy of the Google Earth and I will give written feedback to all of the groups**.** These comments will be specific to each project.
 * Section II – timely feedback for products (self, peer, teacher) **

Google Earth: You will be divided into groups and assigned a specific area of the US that was fought over in the 1800's. It is your job to observe the area of land on Google Earth and decide why you think the land was fought over. Compare your area to others and observe the distances between them. Embed your reasons why the land was valuable. You are required to embed at least seven comments. Worth 20 points.
 * __ Summative (Assessment of Learning): __**

In partners, students will be assigned an area of land to search on Google Earth and embed reasons the land was fought over. By using Google Earth, students will become familiar with reading and analyzing maps. They will be able to actually see how land impacts a social implication. Placing the embedded comments into the map is a task that we would not be able to do with a real map.
 * __ Integration __**
 * Technology: **

**Geography-** Students will have to use geography to analyze the maps and navigate their way around their assigned area. **Writing-** They will use writing to create the embedded comments about the land. **Math-** They will use math to figure out how far their land is from other places and how big/small it is.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The students will use the persuasion map to organize their notes and thoughts. They will state reasons why the land was valuable and then create facts and examples to back up their reasons. We will work as a class to come up with a few reasons for each area of land. Students will be able to use these maps when they get into their groups and come up with more reasons. Once students are in the groups they can compare maps and ideas. The maps will help students to organize their thoughts before putting them into the Google Earth.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The groups will be made based on the seating arrangements that the students choose in beginning of the class(During the hook). The class will be separated into four different groups(California, Texas, The Great Lakes, and Florida). The groups will work together to embed the links into the map of California. Students will assign each other a specific task to cover. The tasks will be to analyze the maps geological features, analyze the distance the area is from other places, analyze it's size/shape and to analyze the other areas surrounding it.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual:** Use charts and graphic organizers for arranging notes about the class discussion about geography. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical:** Use math to figure out how far Texas, Florida, California and the Great lakes are from one another. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal:** Time to talk with one another about the effects land has on change. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Bodily:** Arrange into a "map" of the different areas of the US that were fought over. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical:** As the students talk with one another about the effects land has on change, I will play music from the time period. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal:** Time to talk with partners about the effects land has on change. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist:** Create a list of geological features that would make specific places in the US valuable. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal:** Create a written list of reasons of why Texas, Florida, California and the Great Lakes were fought over.


 * __ 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: 110%;">Classes will be summarized on the class wiki and all homework will be posted. I will find a few students that are willing to share their graphic organizers on the Wiki. Absent students will be assigned a specific area to research(since they missed the hook and grouping). Students will be expected to create their own graphic organizers and the posted ones to create their own embedded links onto the Google earth map.
 * Plan for accommodating absent students: **


 * __ Extensions __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In partners, students will be assigned an area of land to search on Google Earth and embed reasons the land was fought over. By using Google Earth, students will become familiar with reading and analyzing maps. They will be able to actually see how land impacts a social implication. Placing the embedded comments into the map is a task that we would not be able to do with a real map. This project will enable students to look though the map and see the places we are studying. They will be able to picture the event occuring in these areas. This technology is organized and easy for a group to all work on at once.
 * Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If gifted students need more work, they will be assigned to find visuals to add to the embedded comments. These could be pictures, videos or artwork. If other students want to add visuals to their comments, they will be encouraged to do so.
 * Gifted Students: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Laptops <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Persuasion map handouts <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Board and Markers <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Calculators <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Music from time period <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Music player
 * __ Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">My persuasion map was found on EDU Place.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://www.eduplace.com/graphicorganizer/
 * __ Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Info on the Gold Rush- <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">http://ceres.ca.gov/ceres/calweb/geology/goldrush.html

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Info on the Alamo- <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Info on the Adams-Onis Treaty- <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Info on the Rush-Bagot Agreement- <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">www.britannica.com/EBchecked/topic/.../Rush-Bagot-Agreement <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">history.state.gov/milestones/1801-1829/Ruch-Bagot

<span style="font-family: 'Times New Roman',Times,serif;">Info on the Convention of 1818- <span style="font-family: 'Times New Roman',Times,serif;">http://www.learner.org/interactives/historymap/states_redriver.html

<span style="font-family: 'Times New Roman',Times,serif;">Info on the Mexican American war- <span style="font-family: 'Times New Roman',Times,serif;">http://www.lnstar.com/mall/texasinfo/mexicow.htm

<span style="font-family: 'Times New Roman',Times,serif;">Download from Google Earth- <span style="font-family: 'Times New Roman',Times,serif;">http://www.google.com/earth/index.html

<span style="font-family: 'Times New Roman',Times,serif;">Picture of the Great Lakes- <span style="font-family: 'Times New Roman',Times,serif;">http://www.great-lakes.net/lakes/

<span style="font-family: 'Times New Roman',Times,serif;">Picture of Florida- <span style="font-family: 'Times New Roman',Times,serif;">http://www.city-data.com/city/Florida.html

<span style="font-family: 'Times New Roman',Times,serif;">Picture of Texas- <span style="font-family: 'Times New Roman',Times,serif;">http://www.myteha.org/

<span style="font-family: 'Times New Roman',Times,serif;">Picture of California- <span style="font-family: 'Times New Roman',Times,serif;">http://www.city-data.com/forum/california/575403-state-california-great-place-visit-but-13.html


 * __ 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) //

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day One: __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Begin with the hook. The class will be set up so that there are four groups of desks. Each desk will have artifacts from a certain state(Florida, California, Texas, or the Great Lakes). Once students have all taken a seat we will go around and discuss why we choose to sit where we did. (15 Minutes). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Have students arrange themselves in a arrangement in the room that represents the layout of the US. (5 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Complete pretests and make sure to state that they are not graded.(15 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Complete MI Surveys.(15 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Discuss with the class events that took place in the areas during the 1800s. Cover Rush Bagot to the Alamo. Explain to students how to use the graphic organizer and have them work on them during the lesson. Draw examples on the board that show how to use the organizer. (30 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Break students into groups based on seating arrangement. (5 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assignments: Read Syllabus and read through the timeline linked to the class Wiki. Add notes students timelines from site.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Day Two: __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Play music from the early 1800s as students enter the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Arrange class so that there is one person from each state group at each table. (5 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Finish the lesson on the events. Cover the Mexican American War and the California Gold Rush. Continue using <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the graphic organizers. (20 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Have students compare notes in the mixed table groups.(15 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Teach students how to use Google Earth and download it onto computers(10 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Go over the Google Earth project. Assign groups. Explain the roles of the group members. (10 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Move students back into their groups and let students decide on each group members role and begin working/ planning the projects. Teacher will go around and check in with the groups for questions and see which roles students chose. (10 mins). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-End with a exit ticket. (5 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assignments: Search your home on Google Earth and embedded a comment on your favorite place to hangout at home and why. Begin forming ideas and outlines for your projects.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Class Three:__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Play music from the early 1800s as students enter the class. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Group discussions to go over any questions with the projects or with using Google Earth. (15 min) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Group work on projects(25 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Peer reviews on projects Each student will be assigned one group to review using the checklist.(20 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Continue working on projects as teacher comes around and gives written feedback to each group.(15 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Any last questions? (5 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assignment: Finish project

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Class Four:__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> -Begin class with example of how to present, done by the teacher. (10 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Begin group presentations. Ten mins each. (50 mins) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Class discussion on how the presentations went review the project and then end with exit ticket. (20 mins)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The classroom will be set up using a perimeter set up. This way all of the students can see the board, me and each other. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that geography had a huge impact on the Expanding Nation. //Students understand major eras, major themes, and historic influences in the history of Maine, the US and various regions of the world.// To understand the importance of land formation and the effects it has on social status. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Begin with the hook. The class will be set up so that there are four groups of desks. Each desk will have artifacts from a certain state(Florida, California, Texas, or the Great Lakes). Pictures of each of the states will be printed out and taped to the desk. Once students have all taken a seat we will go around and discuss why we choose to sit where we did.These table groups will later become their project groups.
 * Where, Why, What, Hook Tailors:**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Verbal, visual, bodily, intrapersonal and interperonal.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know about the Mexican-American war, the gold rush, the Missouri Compromise, and the Fall of the Alamo. (see notes). As I tell stories of the events in the 1800s that used geography, the students will use the persuasion map to organize their notes and thoughts. I will show them how to use the persuasion graph and have an example on the board for them to follow. I will encourage students to underline key words, places, and people. The first few events I will use a persuasion map on the board that they can follow along with and copy. After the first or second event is covered I will use the board but not in the map form, so they will have to do it on their own. After each event is covered I will check in with them using thumbs/up down. This will be a discussion-based lesson. Students will be encouraged to ask questions and I will ask questions to the students as I explain each event. After covering each event we will have a quick "recap" of the event and I will use thumbs up or down to check for understanding. If there are any thumbs down, we will retrace the lesson to the confusion. Example questions asked in class: //How would you feel if your family moved to California to find gold? What would you do if a nation attacked your home and the country did little to help you? What does that event remind you of//(a current event today). //Have you ever visited the Great Lakes? Would they be different if the British still owned them?// When we discuss each event/place we will look at where is is relative to the other areas. We will discuss how this impacted their value or how it impacted the nation socially. They will state reasons why the land was valuable and then create facts and examples to back up their reasons. Reasons will include the areas geological standing, who lived there, what surrounded it, and what conditions were like to live in there. Students will be able to share their graphic organizers with each other which will enable them to come up with new ideas and work with students outside of their table groups.
 * Equip, Explore, Rethink, Revise, Tailors:** Visual, Interpersonal, verbal, naturalist and logical.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After completing this project and lesson, students should have a good understanding of how geology shaped the 1800s and its events. Students will gain a very deep understanding of the area they are assigned, and will learn a lot about the others from the lesson and the other presentations. The groups will be made based on the seating arrangements that the students choose in beginning of the class(During the hook). The class will be separated into four different groups(California, Texas, The Great Lakes, and Florida). The groups will work together to embed the links into the map of California. Students will assign each other a specific task to cover. The tasks will be to analyze the maps geological features, analyze the distance the area is from other places, analyze it's size/shape and to analyze the other areas surrounding it. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be able to propose a reason why many states were fought over. I will use thumbs up and exit tickets to check for understanding. After each event is taught I will check in with the students using thumbs up/down. If a student has a thumb down we will retrace the lesson to where they got lost. We will not move on until all thumbs are up. At the end of classes two, three and four, students will have time to fill out a exit ticket. I will review the exit tickets each day and use them to form/reform the next class. Asking questions in class will also help to check for understanding. All students will be asked questions equally. The groups will be formed by the state tables that they choose to sit in on the first day. Students will assign each other a specific task to cover. The tasks will be to analyze the maps geological features, analyze the distance the area is from other places, analyze it's size/shape and to analyze the other areas surrounding it. Students will have time during class three to peer edit another lesson. This will give them ideas for their own lessons and a deeper understanding. Students will receive a check list from their peers which they can use to improve their lessons. Students will be given two copies of the check list so they can use one for their own projects as well. The teacher will give written feedback to all of the groups. Class three will also have a period of time that students can work in their groups and use their peers feedback. As they are doing this, I will come around and spend time with each group. I will look though their projects and have a discussion about them with the groups. Students will have time to ask specific questions about their projects at this time. Before moving onto the next group, I will write down my comments so they can use them for a reference. The students final presentation and projects will receive a grade with a list of comment that use positive specific feedback.
 * Explore, Experience, Revise, Refine, Tailors:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Visual, verbal, interpersonal, naturalist, logical, intrapersonal.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will use peer review check lists during class. They will also use the same check list to self review their projects. I will give the written comments during class three and have a discussion with all of the groups. The final project and presentation will receive a grade and comments. Students will be able to make corrections to their projects and show them to me outside of class for a higher grade. There final grades for the project will be given at the end of day one of lesson two. This project will lead into a lessons about Native Americans.
 * Evaluate, Tailors:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Visual, verbal, interpersonal, logical, intrapersonal.

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

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**April 28 1818-Rush-Bagot Agreement-**United States and Britian agreed to substantially demilitarize the Great Lake boundary between the US and British Canada. Each cut their fleets with fewer vessels. This was the first disarmament agreement made by the United States. Prior to this was the war of 1812. The Erie Canal was constructed. Exchanged between Richard Rush, US secretary of state and Charles Bagot, British minister to US. Each country allowed no more then one vessel on Lake Champlain, one on Lake Ontario, and two on the upper lakes. Each vessel could weigh no more then 100 tons. This is still enfourced today and keeps our boarder relations with Canada peaceful. <span style="font-family: 'Times New Roman',Times,serif;">Monroe stated"By this arrangement useless expense on both sides and, what is of still greater importance, the danger of collision between armed vessels in those inland waters, which was great, is prevented."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This caused postwar trade to rebound. This also enabled the US to fish off Newfondland and Labrador. This improved US and British Canadas relationship. The agreement led to the "longest undefeated boarder." <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Have two students read the letters of agreement out loud to each other-

> __<span style="font-family: 'Times New Roman',Times,serif;">The Canadian Ambassador to the United States to the Secretary of State of the United States __ <span style="font-family: 'Times New Roman',Times,serif;">CANADIAN EMBASSY <span style="font-family: 'Times New Roman',Times,serif;">Washington, November 18, 1946. <span style="font-family: 'Times New Roman',Times,serif;">Note 421 <span style="font-family: 'Times New Roman',Times,serif;">Sir, > <span style="font-family: 'Times New Roman',Times,serif;">You will recall that the Rush-Bagot Agreement of 1817 has been the subject of discussion between our Governments on several Occasions in recent years and that notes were exchanged in 1939, 1940 and 1942[| 3] relating to the application and interpretation of this Agreement. It has been recognized by both our Governments that the detailed provisions of the Rush-Bagot Agreement are not applicable to present day conditions, but that as a symbol of friendly relations extending over a period of nearly one hundred and thirty years the Agreement possesses great historic importance. It is thus the spirit of the Agreement rather than its detailed provisions which serves to guide our Governments in matters relating to naval forces on the Great Lakes. > <span style="font-family: 'Times New Roman',Times,serif;">Discussions have taken place in the Permanent Joint Board on Defence with regard to the stationing on the Great Lakes of naval vessels for the purpose of training naval reserve personnel. The naval authorities of both our Governments regard such a course as valuable from the point of view of naval training and the Board has recorded its opinion that such action would be consistent with the spirit of existing agreements. The Canadian Government concurs in this opinion. > <span style="font-family: 'Times New Roman',Times,serif;">In order that the views of our two Governments may be placed on record, I have the honour to propose that the stationing of naval vessels on the Great Lakes for training purposes by either the Canadian Government or the United States Government shall be regarded as consistent with the spirit of the Rush-Bagot Agreement provided that full information about the number, disposition, functions and armament of such vessels shall be communicated by each Government to the other in advance of the assignment of vessels to service on the Great Lakes. If your Government concurs in this view, this note and your reply thereto shall be regarded as constituting a further interpretation of the Rush-Bagot Agreement accepted by our two Governments. > <span style="font-family: 'Times New Roman',Times,serif;">Accept, Sir, the renewed assurances of my highest consideration.

>> <span style="font-family: 'Times New Roman',Times,serif;">Canadian Ambassador. <span style="font-family: 'Times New Roman',Times,serif;">The Acting Secretary of State of the United States to the Canadian Ambassador to the United States <span style="font-family: 'Times New Roman',Times,serif;">Department of State <span style="font-family: 'Times New Roman',Times,serif;">Washington, December 5, 1946. <span style="font-family: 'Times New Roman',Times,serif;">Excellency: <span style="font-family: 'Times New Roman',Times,serif;">I have the honor to acknowledge the receipt of your note No. 421 of November 18, 1946, in which you advised me that your Government has proposed a further interpretation of the detailed provisions of the Rush-Bagot Agreement. My Government is in complete accord with yours as to the historic importance of this Agreement as a symbol of the friendship between our two countries and agrees that it is the spirit of this Agreement which guides our Governments in matters relating to naval forces on the Great Lakes. <span style="font-family: 'Times New Roman',Times,serif;">I am now pleased to inform you that my Government concurs with your proposal, namely, that the stationing of naval vessels on the Great Lakes for training purposes by either the Canadian Government or the United States Government shall be regarded as consistent with the spirit of the Rush-Bagot Agreement provided that full information about the number, disposition, functions and armament of such vessels shall be communicated by each Government to the other in advance of the assignment of vessels to service on the Great Lakes. <span style="font-family: 'Times New Roman',Times,serif;">Accept, Excellency, the renewed assurances of my highest consideration. > <span style="font-family: 'Times New Roman',Times,serif;">DEAN ACHESON,

<span style="font-family: 'Times New Roman',Times,serif;">Acting Secretary of State.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**The Convention of 1818-**The US and Great Britian signed the treaty in London in October, it resolved boundary issues and provided joint occupation of the Oregon country West of the Rockies. The treaty stated that the boundary would run on the 49th paralell. The treaty of Ghent was made which ended the War of 1812. It also made the boundary between the US and British North America. They would share the Oregon Country. This treaty lasted until 1846.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Adams-Onis Treaty- Feb 22, 1819**Spain ceded Florida to the US. Before Spain Britan and France all shared Florida. Before the purchase, the US has already began settling Florida and using it for containment for unaway slaves and Native Americans. In 1814 and then again in 1817-1818, future American president Andrew Jackson led frontier forces in defeating and removing various Native American tribes indigenous to the region, even as Spain retained official control there. At this point, the United States and Spain had to either fight or negotiate over which country would retain possession of Florida. At the time, Spain was dealing with serious problems with its other colonies. This was ministered between John Adams and the Spanish Minister to the US. This established the boarder between Spanish territory and the US. US paid 5 million and war was avoided. It was ultimately taken over by the Oregon Treaty.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**1836 The Alamo-** Months earlier, Texans drove Mexican troops out of Mexican Texas.One Feburary 23, 1500 Meixican troops marched into San Antonio de Bexar to retake Texas. For 12 days they fought the US for the land. James Bowie and William Travis led reinforcements. They asked for more help and supplies, but little was sent. On March 6th Mexico attacked twice, the third time the US could not withstand. 182-257 Texians died. Five to seven Texans surrendered. One April 21 Texas attacked Santa Annas camp near Lynchburg Ferry. The Battle of San Jacinto was over in 18 minutes. They cried “remember the Alamo!”.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Texas Annexation 1845-** <span style="font-family: 'Times New Roman',Times,serif;">The Spanish were the first to colonize the states that today make up the American southwest, including the state of Texas. In the waning years of the Spanish empire, in the early 19th century, Spain decided to allow some Americans to settle in Texas. In 1821 Moses Austin obtained permission to lead a group of 300 American families in creating a new settlement there. After his death, his son Stephen Austin took over the plan and secured permission — this time from the newly independent Mexican government — to proceed with the settlement. By 1835, approximately 20,000 American, Mexican, and European settlers had arrived in Texas, bringing with them an additional 4,000 slaves. The Mexican government attempted to limit the influx of American immigrants, to no avail.

<span style="font-family: 'Times New Roman',Times,serif;"> In 1835, fighting broke out between the Mexican Army and Anglo-American colonists who were angry with the Mexican government for attempting to limit the practice of slavery and for violating the Mexican constitution. In 1836, they declared Texas an independent state, called the Republic of Texas. After a decisive Texan victory at the Battle of San Jacinto later that year, fighting stopped. The Mexican government, however, never recognized the new state, and for the next decade, the Lone Star Republic had a shaky existence. It was under constant threat of invasion from Mexico, and the government did not have enough money in its treasury to work effectively.

<span style="font-family: 'Times New Roman',Times,serif;"> In 1845, the Republic of Texas voluntarily asked to become a part of the United States, and the government of the United States agreed to annex the nation. Mexican leaders had long warned the United States that if it tried to make Texas a state, it would declare war. And, almost immediately after Texas joined the union, the United States and Mexico went to war about where the proper border for the state of Texas should be. The Republic of Texas included the present-day state of Texas as well as portions of New Mexico, Kansas, Colorado, and Wyoming.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> **1846-1847 The start of the Mexican-American War-**The war took place in Mexico and California. In the end the US won. The treaty of Guadalupe Hidalgo came from the war. Mexico gave California, Utah, Nevada, Arizona and New Mexico to the US for 18 million. The war raised controversy in the US over slavery which later led to the civil war. President Polk started the war. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In 1818, the United States and Britain agreed to a "joint occupation" of Oregon, allowing citizens of both countries to settle there. Over the next several decades, American and British settlers came to Oregon for different reasons. The British came mostly for the fur trade, while Americans came to be missionaries or to start farms or larger settlements. By the 1840s, Americans outnumbered their British compatriots, and the fur trade was no longer as lucrative as it had once been. American expansionists — among them President James Polk — were increasingly looking to end the joint occupation and claim Oregon for America alone. Finding themselves in a weakened position, the British agreed to negotiate. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Negotiations between the United States and Britain over the Oregon Country began in the summer of 1845. Because any states that would eventually be formed out of the territory would be free states, anti-slavery Northerners were strongly in favor of acquiring as much of the territory as possible. America's first proposal was that the territory be divided roughly in half, with the boundary drawn at the 49th parallel. When the British rejected this offer, expansionist Northerners called for greater American aggression, using the slogan "Fifty-Four Forty or Fight!" ("Fifty-four Forty" referred to the latitude line marking the northernmost boundary of the territory.) Pro-slavery Southern Congressmen, however, made it clear that they would not support a war with Britain over the territory. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Britain did not want to go to war over the issue either, and in 1846, the two countries reached an agreement to divide the territory at the 49th parallel. Oregon Country would later become the modern-day states of Oregon, Washington, and Idaho, as well as portions of Montana and Wyoming.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After Texas joined the United States in 1846, a boundary dispute broke out almost immediately between the United States and Mexico, the country from which Texas had won its independence a decade earlier. The U.S. said the southern boundary of the state should be the Rio Grande, which was further south of the original boundary set by the Nueces River. On April 25, 1846, after the U.S. cavalry ignored an order from the Mexican army to retreat to the Nueces River and instead advanced south to the Rio Grande, fighting broke out. Three weeks later, Congress declared war on Mexico.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Fighting continued for more than a year, and ended in September 1847. In February 1848, the two countries signed the Treaty of Guadalupe-Hidalgo. The treaty recognized Texas as a U.S. state, and ceded a large chunk of land — about half the area that belonged to the Mexican republic — to the United States for the cost of $15 million. The Mexican Cession included land that would later become California, Nevada, and Utah, as well as portions of Arizona, New Mexico, Colorado, and Wyoming.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> The treaty also stated that Mexicans who remained in the state would be permitted to become U. S. citizens, and that they would be allowed to keep their property. However, the treaty was never fully honored. In the decades following the signing of the treaty, Mexican-Americans were stripped of nearly 20 million acres of their land by American businessmen, ranchers and railroad companies, as well as by the U.S. Department of the Interior and Department of Agriculture.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**The California Goldrush-** Began January 24, 1848 when gold was found by James Marshell at Sutters Mill in Coloma. Oregon and Hawaii were the first to hear. People did not believe it at first. The news brought 300000 people to California from the rest of the US and abroad. Gold seekers were called forty niner. Mexico lost about one third of its territory. The gold went quick and then was panned form the rivers. Many people became very wealthy from the gold. The gold rush influenced new transportation devices such as steamships and rail roads. Other effects of the Gold rush were Native Americans getting attacked and moved and also environmental harm was caused.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Persuasion map <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Assignment sheet for Google Earth Project <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">-Pictures for hook
 * __ Handouts __**


 * __ 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 __//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">There is a lot of math used in geography. Students need to use math and geography to relate their piece of land to others. There is organization involved with the persuassion maps and with creating the Google Earth projects.
 * // Clipboard: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will need to dig deep into the content found in the 1800s. They will need to think about what it was like to live during this time. They will use math to figure out the distances and science to look into the geographies land.
 * // Microscope: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">When discussing the wars, our class will have to be very compassionate and thoughtful. It is a lot to think about and a lot to imagine. It takes a supportive and caring classroom to discuss war.
 * // Puppy: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In this class we will use a lot of different learning styles to learn about the geography. The class will constantly be moving from one thing to another.
 * // Beach Ball: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This lesson targets a lot of different learning styles that all cover the same content. The students will be required to be organized in order to complete their persuasion graphs and to complete their projects. They will also need to analyze each event and the place that it took place. The will have to place themselves in this event and think about what they would do. While discussing the geography themed events of the 1800s the students will be required to really be thoughtful and us compassion. Many of the classes will discuss war deeply. It takes a caring and supportive class to discuss war comfortably. This lesson will also use a lot of different techniques to teach the students about the geography. The class will constantly be moving from one task to the other.
 * // 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.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The exit ticket will include questions about the students comfort with using Google Earth and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will self assess their work using a check list and peers will give feedback to improve the Google earth links. The check list will have a list of requirements for the project. There will also be a space for peers to give specific comments. The students will pass in a first copy of the Google Earth and I will give written feedback to all of the groups. These comments will be specific to each project.
 * // Formative: //**


 * // Summative: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Google Earth: You will be divided into groups and assigned a specific area of the US that was fought over in the 1800's. It is your job to observe the area of land on Google Earth and decide why you think the land was fought over. Compare your area to others and observe the distances between them. Embed your reasons why the land was valuable. You are required to embed at least seven comments. Worth 20 points.


 * // Rationale: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The Google Earth project will test the students overall understanding of the event that included geography in the 1800s. They will receive peer check lists, self check lists, and comments from the teacher before passing in this project. Their final grade will be detailed and will enable them to see what they did right and wrong. During class, I will use thumbs up and exit tickets to check for understanding during the lesson. The lesson will end with a exit ticket that will be fun and engaging. The exit ticket will include questions about the students comfort with using Google Earth and the content. Thumbs up and down will be used once a topic is covered and we are ready to move on. If I see a thumbs down I will retrace the lesson to what they did not understand.


 * // 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: 110%;">Student will understand that geography had a huge impact on the Expanding Nation.Student will know about the Mexican-American war, the gold rush, the Missouri Compromise, and the Fall of the Alamo. Students will be able to propose a reason why many states were fought over.
 * // Content Knowledge: //**


 * // MLR or CCSS: //**

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Maine Learning Results __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Content Area:** Social Studies <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Standard Label:** E History <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Standard:** E1 Historical Knowledge, concepts, themes and patterns <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Grade Level:** 6-8 "The Expanding Nation" <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**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. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Performance Indicators:** a, b, c, d


 * // Facet: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In this lesson, Students will really be asked to analyze and come up with causes and effects. They will have to look at the relationships between geography and events. They will learn how the nation grew and the events that occured in the process. This lesson will give them a overview of what happened in the 1800s and lead them into learning more about the specific changes that happened.


 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual:** Use charts and graphic organizers for arranging notes about the class discussion about geography. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical:** Use math to figure out how far Texas, Florida, California and the Great lakes are from one another. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal:** Time to talk with one another about the effects land has on change. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Bodily:** Arrange into a "map" of the different areas of the US that were fought over. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Musical:** As the students talk with one another about the effects land has on change, I will play music from the time period. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal:** Time to talk with partners about the effects land has on change. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist:** Create a list of geological features that would make specific places in the US valuable. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Intrapersonal:** Create a written list of reasons of why Texas, Florida, California and the Great Lakes were fought over.
 * // MI Strategies: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In partners, students will be assigned an area of land to search on Google Earth and embed reasons the land was fought over. By using Google Earth, students will become familiar with reading and analyzing maps. They will be able to actually see how land impacts a social implication. Placing the embedded comments into the map is a task that we would not be able to do with a real map. This project will enable students to look though the map and see the places we are studying. They will be able to picture the event occuring in these areas. This technology is organized and easy for a group to all work on at once.
 * // Type II Technology: //**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This lesson targets all learning types. It uses visuals on the board and in the students notes. It encourages logical students to use math and science to analyze the geography. It gives bodily and musical students a chance to relate their strengths to the 1800s. It uses both group work and class work. Students also give feedback to each other and themselves. It also targets naturalist learners in a way that they can use nature to analyze a area. The final project gives all of the intelligences a chance to use their strengths to produce a map with embedded links.
 * // 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 <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 110%;">In this lesson the class will work together to figure out how geography can effect a event for the better and for the worse. Students will use technology not only to create their final project but to create research for it as well. Students will need to explore the internet for ideas and arguments to make. They will begin to see how geography can effect any type of real world issue, not only the ones in 1800s. They will have homework that requires them to push themselves to figure out how to use Google Earth. They will also use the webpage provided to further their research from 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

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 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In this project the groups are able to assign each other different tasks to cover. The groups will have to consider each others weaknesses when doing this. Students will have a lot of freedom over what they want to cover in their comments and what they want to research. They will have to work together as a group to create the project and to make sure they meet all of the standards. They will have chances to peer assess each others work and to self assess using a checklist.

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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