L6+Hoffman,+Megan

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mrs. Hoffman ** **__Lesson #:__ 6 __Facet:__ Application**
 * __Grade Level __****: 6-8 ** **__Numbers of Days:__ 3**
 * __Topic: __**** World Events 1850-1877 **


 * __PART I: __**

Students will understand that there were many other key events happening in the world besides the Civil War
 * __Objectives __**

Students will know the sequence of world events at the time of The Civil War and Reconstruction

Students will be able to produce a world view at the time of the Civil War and Reconstruction

Product: Prezi

Maine Learning Results
 * __Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Social Studies E.History

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> E1- Historical Knowledge, Concepts, Themes, and Patterns

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Grade Level 6-8 "The Civil War and Reconstruction 1850-1877"

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Students understand major eras, major enduring themes, and historic influences in the history of Maine,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> the United States, and various regions of the world.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Performance Indicators: b,c

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This lesson meets the standard because it encourages students to think globally when it comes to the study of this era.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Assessments __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Pre-Assessment: __****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> none **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">There will be an inside-outside circle activity to give students an opportunity to share what they learned with each other as well as discuss questions. As the lesson goes on, I will check periodically with a thumbs up/down scale to make sure they understand
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Self: students will self-evaluate using a rubric for the prezi <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Peer: During the presentations, students will give peer feedback using the two stars and a wish method <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teacher: the teacher will be walking around during in-class work time giving verbal feedback
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Working in pairs or groups of three, students will create a Prezi showing the perspectives of different countries during this time. They will each choose a significant event that happened between 1850-1877 in another country and present to the class. Students are going to teach the class for this lesson. They will research an event that they draw out of a hat. Their job is to become an expert in this topic and make a prezi to teach the class.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Prezi is an amped up powerpoint that is interactive and hosted on the web. This is a type 2 technology because it has so many more features than a powerpoint and it is a web 2.0 tool.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">English- Students will engage in public speaking when they teach the class about their topic through prezi
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Areas: **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History Map Graphic Organizer will be used by the students when they are doing their research for their prezi and by the class when they are presenting to keep track of what was going on.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students are going to teach the class for this lesson. They will be in pairs or groups of three and research a topic that they draw out of a hat. Their job is to become an expert in this topic and make a prezi to teach the class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MI Strategies __**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Verbal- The prezi assignment will allow linguistic learners to write about their world event during the time of the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Logic- The spider map woll allow logical learners to plot out what was going on at this time

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Visual- The prezi assignment will allow visual learners to express their world event in a creative presentation.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Kinesthetic- the hook activity will allow kinesthetic learners to move around the classroom in order to put the events in order.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Interpersonal- the inside-outside circle activity will allow interpersonal learners to interact with each other and actively share their information.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Intrapersonal- the intrapersonal learner will have the opportunity to work on their prezi alone.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Plan for accommodating absent students: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;"> Any students who are absent will be given additional time to complete any assignments given without penalty, provided that they email me with a due date within 3 days of the day back to school. Any extenuating circumstances will be judged on a case-by-case basis. I will have a wiki set up for notes on each class and it will be up to the student to see me for any handouts. If the absent student misses the prezi groupings, they will be added onto a group and the group will be responsible for catching the absent student up.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Extensions __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Type II technology: **<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Prezi is an amped up powerpoint that is interactive and hosted on the web. This is a type 2 technology because it has so many more features than a powerpoint and it is a web 2.0 tool.


 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Topics will be sorted into difficulties, so students wanting a challenge can choose to do the more difficult topics

//<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History frame graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time-Order chart graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Podbean accounts <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Audio software <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Laptops <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Projector <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">White board and markers <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">KWL graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Textbook
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Materials, Resources and Technology __**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">T’aiping Rebellion 1850-1864- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Crimean War 1853-1856- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Franco-Austrian War, Second Italian War for Independence 1859 [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Second Polish Revolution “The January Uprising” 1863-1864- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Austrian Seven Weeks’ War against Italy, Germany, and Bohemia 1866- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Franco-Prussian War 1870-1871- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Russian-Turkish War 1877- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">World Events List- [] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History Frame GO- []
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">PART II: __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">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',serif; font-size: 10pt;">Day 1:80 minutes //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Hook Activity- 10 minutes // //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Introduce to prezi and experiment with it- 40 minutes // //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Group students and introduce assignment- 30 minutes // <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 2:80 Minutes //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Prezi work day- 80 minutes // <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 3:80 Minutes //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Prezi presentations- 80 minutes //

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will understand that there were many other key events happening in the world besides the Civil War. MLR- Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. There were other things going on in the world from 1850-1877, It is important to learn about more than just what was happening on our home front. My hook is that students will work as a class to make one large timeline. A fishing wire or clothesline stretched across the room will be the base of the timeline. Students will try to arrange the index cards containing events in order. I will correct the mistakes at the end before we go on with the assignment
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teaching and Learning Sequence **
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Where, What, Why, Hook, Tailors: Visual, Logic, Kinesthetic, Interpersonal **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will know the sequence of world events at the time of the Civil War and Reconstruction (See Content Notes) Students will use History Frame graphic organizer to keep track during the prezi presentations of what is going on at this time. After each presentation, there will be a thumbs up/down to check for understanding. Introduce to prezi, they will watch the prezi tutorial. They will then make a prezi about their favorite thing to do to try it out. Working in pairs or groups of three, students will create a Prezi showing the perspectives of different countries during this time. They will each choose a significant event that happened between 1850-1877 in another country and present to the class. Students are going to teach the class for this lesson. They will research an event that they draw out of a hat. Their job is to become an expert in this topic and make a prezi to teach the class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Equip, Explore, Experience Tailors: Logic, Visual, Interpersonal, Intrapersonal **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The students will be teaching the class on an event that they draw randomly. There will be an inside-outside circle activity at the end of presentations to give students an opportunity to share what they learned with each other as well as discuss questions. As the lesson goes on, I will check periodically with a thumbs up/down scale to make sure they understand


 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logic **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will self-assess using a rubric for their prezi project. During the creation process, the teacher will be walking around answering questions and providing feedback. The combination of this feedback will help students feel more confident of their work. The world had other events going on at the time of the civil war, this project allows students to explore these events more deeply. It also is a flexible project and allows students to express their creativity.
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Evaluate, Tailors: Logic, Interpersonal, Intrapersonal, Verbal **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will know….. //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">T’aiping Rebellion 1850-1864 __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- revolt against the Ch'ing (Manchu) dynasty of China. Perhaps the most important event in 19th-century China, it was led by Hung Hsiu-ch'üan, a visionary from Guangdong who evolved a political creed influenced by elements of Christianity. His object was to found a new dynasty, the Taiping [great peace]. Strong discontent with the Chinese government brought him many adherents, especially among the poorer classes, and the movement spread with great violence through the eastern valley of the Chang River. The rebels captured Nanjing in 1853 and made it their capital. The Western powers, who at first sympathized with the movement, soon realized that the Ch'ing dynasty might collapse and with it foreign trade. They offered military help and led the Ever-Victorious Army, which protected Shanghai from the Taipings. The Taipings, weakened by strategic blunders and internal dissension, were finally defeated by new provincial armies led by Tseng Kuo-fan and Li Hung-chang. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Crimean War 1853-1856- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">war fought mainly on the Crimean Peninsula between the Russians and the British, French, and Ottoman Turkish, with support, from January 1855, by the army of Sardinia-Piedmont. The war arose from the conflict of great powers in the Middle East and was more directly caused by Russian demands to exercise protection over the Orthodox subjects of the Ottoman sultan. Another major factor was the dispute between Russia and France over the privileges of the Russian Orthodox and Roman Catholic churches in the holy places in Palestine. Supported by Britain, the Turks took a firm stand against the Russians, who occupied the Danubian principalities (modern Romania) on the Russo-Turkish border in July 1853. The British fleet was ordered to Constantinople (Istanbul) on September 23. On October 4 the Turks declared war on Russia and in the same month opened an offensive against the Russians in the Danubian principalities. After the Russian Black Sea fleet destroyed a Turkish squadron at Sinope, on the Turkish side of the Black Sea, the British and French fleets entered the Black Sea on Jan. 3, 1854, to protect Turkish transports. On March 28, Britain and France declared war on Russia. To satisfy Austria and avoid having that country also enter the war, Russia evacuated the Danubian principalities. Austria occupied them in August 1854. In September 1854 the allies landed troops in Russian Crimea, on the north shore of the Black Sea, and began a year-long siege of the Russian fortress of Sevastopol. Major engagements were fought at the Alma River on September 20, at Balaklava on October 25, and at Inkerman on November 5. On Jan. 26, 1855, Sardinia-Piedmont entered the war and sent 10,000 troops. Finally, on Sept. 11, 1855, three days after a successful French assault on the Malakhov, a major strongpoint in the Russian defenses, the Russians blew up the forts, sank the ships, and evacuated Sevastopol. Secondary operations of the war were conducted in the Caucasus and in the Baltic Sea.After Austria threatened to join the allies, Russia accepted preliminary peace terms on Feb. 1, 1856. The Congress of Paris worked out the final settlement from February 25 to March 30. The resulting Treaty of Paris, signed on March 30, 1856, guaranteed the integrity of Ottoman Turkey and obliged Russia to surrender southern Bessarabia, at the mouth of the Danube. The Black Sea was neutralized, and the Danube River was opened to the shipping of all nations. The Crimean War was managed and commanded very poorly on both sides. Disease accounted for a disproportionate number of the approximately 250,000 men lost by each side.The war did not settle the relations of the powers in eastern Europe. It did awaken the new Russian emperor Alexander II (who succeeded Nicholas I in March 1855) to the need to overcome Russia’s backwardness in order to compete successfully with the other European powers. A further result of the war was that Austria, having sided with Great Britain and France, lost the support of Russia in central European affairs. Austria became dependent on Britain and France, which failed to support that country, leading to the Austrian defeats in 1859 and 1866 that, in turn, led to the unification of Italy and Germany. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Franco-Austrian War 1859, The Second Italian War for Independence- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The Piedmontese, following their defeat to Austria in the First Italian War of Independence, found that they could not defeat a great power such as Austria without allies. This led Camillo Benso, conte di Cavour to attempt to establish relations with other European powers, partially through Piedmont's participation in the Crimean War. In the peace conference at Paris for the Crimean War, Cavour attempted to bring attention to efforts for Italian unification. He found Britain and France to be sympathetic, but entirely unwilling to go against Austrian wishes, as any movement towards Italian independence would necessarily threaten Austria's territory in Lombardy and Venetia. Individual talks between Napoleon III and Cavour after the conference identified Napoleon as the most likely, albeit still uncommitted, candidate for aiding Italy. On January 14, 1858, Felice Orsini, an Italian, led an attempt on Napoleon III's life. This assassination attempt brought widespread sympathy for the Italian unification effort, and had a profound effect on Napoleon himself, who now was determined to help Piedmont against Austria in order to end the revolutionary activities that the governments inside Italy might allow to happen in the future. Emperor Napoleon III and Camillo Benso, Conte di Cavour, the prime minister of the Kingdom of Piedmont-Sardinia, signed a secret treaty of alliance against Austria: France would help Sardinia to fight against Austria if attacked, and Sardinia would then give Nice and Savoy to France in return. This secret alliance served both countries: it helped with the Sardinian (Piedmontese) plan of unification of the Italian peninsula under the House of Savoy, and weakened Austria, a fiery adversary of Napoleon III's French Empire. Cavour, being unable to get the French help unless the Austrians attacked first, provoked Vienna with a series of military manoeuvers close to the border. Austria issued an ultimatum on April 23, 1859, asking for the complete demobilization of the Sardinian army, and when it was not heeded Austria started a war with Sardinia (April 29), thus drawing France into the conflict. Fear of involvement by the German states led Napoleon to seek a way out of the war, so he signed an armistice with Austria in Villafranca. Most of Lombardy, with its capital Milan (excepting only the Austrian fortresses of Mantua and Legnago and the surrounding territory), was transferred from Austria to France, which would immediately cede these territories to Sardinia. The rulers of Central Italy, who had been expelled by revolution shortly after the beginning of the war, were to be restored. This deal, made by Napoleon behind the backs of his Sardinian allies, led to great outrage in Sardinia — Cavour himself resigned in protest. However, the terms of Villafranca were never to come into effect: although they were reaffirmed by the final Treaty of Zürich in November, by then the agreement had become a dead letter. The central Italian states were occupied by the Piedmontese, who showed no willingness to restore the previous rulers, and the French showed no willingness to force them to abide by the terms of the treaty. The Austrians were left to look on in frustration at the French failure to carry out the terms of the treaty. The next year, in 1860, with French and British approval, the central Italian states — Duchy of Parma, Duchy of Modena, Grand Duchy of Tuscany and the Papal Legations — were annexed by the Kingdom of Sardinia, and France would take its deferred reward, Savoy and Nice. This latter move was vehemently opposed by Italian national hero Garibaldi, a native of Nice, and directly led to Garibaldi's expedition to Sicily, which would complete the preliminary unification of Italy. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Second Polish Revolution “The January Uprising” 1863-1864- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">After humiliating defeats in the Crimean War, the Russian Empire under Tsar Alexander II embarked on major liberal reforms. For Congress Poland this meant political amnesty, conciliatory measures in cultural and religious matters, and the creation of the Agricultural Society to tackle the peasant question. Simultaneously, Alexander II warned the Poles against political “daydreaming.” The Agricultural Society, a union of reformist landowners headed by the popular Hrabia (count) Andrzej Zamoyski, debated changes in the agrarian sector but found it hard to avoid politics. A patriotic movement later known as the Whites grew around and partly out of the society. It included landowners and members of the bourgeoisie (often of German or Jewish origin), such as the banker Leopold Kronenberg. At this time a Polish-Jewish dialogue promoted close cooperation.On the other side of the political spectrum, there developed a number of conspiratorial groups composed of students, younger army officers, artisans, and members of the lesser gentry. Subsequently called the Reds, these radicals acted as a pressure group on the Agricultural Society and staged demonstrations commemorating Polish patriots or historic events. In 1861, the year of the peasant emancipation decree in the Russian Empire, demonstrators in Warsaw clashed with Russian troops, and several were killed or wounded.The Russians, determined to be firm with the radicals, sought a dialogue with the upper classes. But Zamoyski, worried lest he appear subservient to the Russians, demanded a return to the guarantees of the 1815 constitution. Such demands were rejected, and Zamoyski was eventually ordered to leave the country. The Russian viceroy turned to Zamoyski’s rival, Margrabia (margrave) Aleksander Wielopolski, whose program of limited concessions (Polonization of education, restoration of local self-government, transformation of the peasants into tenants, and emancipation of the Jews) was acceptable to St. Petersburg. Wielopolski’s contempt for public opinion and high-handed methods—especially the disbanding of the Agricultural Society and a showdown with the Roman Catholic Church—estranged him from the Poles. Tension grew after a massacre of demonstrators near the castle square. Wielopolski, appointed the head of government in 1862, introduced reforms that were not insignificant but did not include peasant emancipation. He was viewed as an enemy by both the Reds, who created an underground National Committee, and the Whites, who also set up a clandestine organization. Wielopolski decided to break the Reds by drafting large numbers of them into the Russian army. In January 1863 the National Committee, left with no choice but to take up the challenge, called on the peoples of Poland, Lithuania, and Rus (Ukraine) to rise, decreed peasant emancipation, and appealed for support from the Jews (“Poles of Mosaic faith”). Thousands responded to the call; however, because the insurgents had failed to capture any town or compact territory, the National Committee, transformed into the National Government, had to operate anonymously underground. In the spring the Whites joined the uprising, contributing finances and international contacts but also seeking to control the movement. Fighting extended into Lithuanian and Belarusian lands but not into Ukraine. In some instances the peasantry participated in the struggle, and in others they cooperated with the Russians. France proffered encouragement and hinted that the blood of the insurgents would mark the boundaries of an independent Poland. But in practice France, Britain, and Austria did not go beyond joint diplomatic démarches in St. Petersburg. Prussia sided with Russia. The insurgents, equipped with primitive weapons, fought doggedly as partisans in small detachments and succeeded in keeping the rising going until the autumn of 1864, when its last and most prominent leader, Romuald Traugutt, was captured and executed. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Austrian Seven Weeks’ War against Italy, Germany, and Bohemia 1866- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">war between Prussia on the one side and Austria, Bavaria, Saxony, Hanover, and certain minor German states on the other. It ended in a Prussian victory, which meant the exclusion of Austria from Germany. The issue was decided in Bohemia, where the principal Prussian armies met the main Austrian forces and the Saxon army, most decisively at the Battle of Königgrätz. A Prussian detachment, known as the army of the Main, meanwhile dealt with the forces of Bavaria and other German states that had sided with Austria. Simultaneously, a campaign was fought in Venetia between the Austrian army of the south and the Italians, who had made an alliance with Prussia. The 1866 campaign was a carefully planned stage in the unification of Germany under Prussia’s Hohenzollern dynasty, of which Otto von Bismarck was the principal agent. The issue was clear-cut: Prussia deliberately challenged Austria for the leadership of the German Confederation. Prussia had challenged Austria in 1850, but the complete failure of its mobilization in that year compelled the acceptance at Olmütz of the somewhat humiliating terms of Austria. Since then Prussia, with Bismarck as statesman, Count Helmuth von Moltke as strategist, and Count Albrecht von Roon as army organizer, had prepared methodically for a fresh challenge. The actual pretext found by Bismarck in 1866 was a dispute over the administration of Schleswig and Holstein, which Austria and Prussia had seized from Denmark in 1864 and had since held jointly. Diplomatic exchanges began in January and military preparations a little later, but hostilities did not actually break out until the middle of June. By the alliance with Italy, Bismarck contrived to divert part of the Austrian forces to the south. This advantage, together with that of Prussia’s modernized army discipline, resulted in a Prussian victory; the war was formally concluded on August 23 by the Treaty of Prague. The treaty assigned Schleswig-Holstein to Prussia. The latter also annexed Hanover, Hesse-Kassel, Nassau, and Frankfurt outright, thus acquiring the territory that had separated the eastern and the western parts of the Prussian state. By the Peace of Vienna (Oct. 3, 1866) Austria ceded Venetia for transfer to Italy. Prussia’s victory in the war enabled it to organize the North German Confederation. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Franco-Prussian War 1870-1871- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> The Franco-Prussian War, was a war in 1870-1871 lost by France to the German states under the leadership of Prussia. The underlying causes of the conflict were the determination of the Prussian statesman Prince Otto Edward Leopold von Bismarck to unify Germany under Prussian control and, as a step toward this goal, to eliminate French influence over Germany. On the other hand, Napoleon III, emperor of France from 1852 to 1870, sought to regain both in France and abroad the prestige lost as a result of numerous diplomatic reverses, particularly those suffered at the hands of Prussia in the Austro-Prussian War of 1866. In addition, the military strength of Prussia, as revealed in the war with Austria, constituted a threat to French dominance on the continent of Europe. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Russian-Turkish War 1877- __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The last Russo-Turkish War (1877–78) was also the most important one. In 1877 Russia and its ally Serbia came to the aid of Bosnia and Herzegovina and Bulgaria in their rebellions against Turkish rule. The Russians attacked through Bulgaria, and after successfully concluding the Siege of Pleven they advanced into Thrace, taking Adrianople (now Edirne, Tur.) in January 1878. In March of that year Russia concluded the Treaty of San Stefano with Turkey. This treaty freed Romania, Serbia, and Montenegro from Turkish rule, gave autonomy to Bosnia and Herzegovina, and created a huge autonomous Bulgaria under Russian protection. Britain and Austria-Hungary, alarmed by the Russian gains contained in the treaty, compelled Russia to accept the Treaty of Berlin (July 1878), whereby Russia’s military-political gains from the war were severely restricted.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Notes __**

//<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History Frame Graphic Organizer //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">- [|//http://www.readingquest.org/pdf/hist_frame.pdf//]
 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Handouts __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">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. //**


 * //__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Clipboard: There will be an opportunity to use graphic organizers and the notes and links will be on the class wiki so the clipboard learner will be organized. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Microscope: There will be plenty of discussion questions addressed in this lesson so the microscope learner will be able to analyze and think critically of world events from 1850-1877 //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Puppy: Since most of the work will be done in class, I will always be on hand to support the puppy learner to offer direction and feedback. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Beach Ball: There are many options for the prezi project so the beach ball learner will have plenty of choices for their interests. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This lesson will incorporate techniques to reach every learning style so all children will have the opportunity to learn. They will have plenty of support from the teacher, they will be organized with the class wiki and the graphic organizer, they will think critically of world events from 1850-1877, and the options will be there for students to have a choice. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 6 - //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> //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',serif; font-size: 10pt;">There will be an inside-outside circle activity to give students an opportunity to share what they learned with each other as well as discuss questions. As the lesson goes on, I will check periodically with a thumbs up/down scale to make sure they understand
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Formative: //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Working in pairs or groups of three, students will create a Prezi showing the perspectives of different countries during this time. They will each choose a significant event that happened between 1850-1877 in another country and present to the class. Students are going to teach the class for this lesson. They will research an event that they draw out of a hat. Their job is to become an expert in this topic and make a prezi to teach the class.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Summative: //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> **//There will be a variety of assessment methods used from a quick circle activity to more in depth rubrics and projects. This will give the students plenty of chances to get feedback and clarification.//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 7 //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> - //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',serif; font-size: 10pt;">Content Knowledge: See Content Notes //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MLR or CCSS: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> **//Maine Learning Results//**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Social Studies E.History //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E1- Historical Knowledge, Concepts, Themes, and Patterns //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level 6-8 "The Civil War and Reconstruction 1850-1877" //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">the United States, and various regions of the world. //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Performance Indicators: b,c //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Facet: Application //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 8 - //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> //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',serif; font-size: 10pt;">Verbal- The prezi assignment will allow linguistic learners to write about their world event during the time of the Civil War.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MI Strategies: //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Logic- The spider map woll allow logical learners to plot out what was going on at this time

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Visual- The prezi assignment will allow visual learners to express their world event in a creative presentation.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Kinesthetic- the hook activity will allow kinesthetic learners to move around the classroom in order to put the events in order.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Interpersonal- the inside-outside circle activity will allow interpersonal learners to interact with each other and actively share their information.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Intrapersonal- the intrapersonal learner will have the opportunity to work on their prezi alone.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Prezi is an amped up powerpoint that is interactive and hosted on the web. This is a type 2 technology because it has so many more features than a powerpoint and it is a web 2.0 tool.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This lesson will incorporate almost all of the learning styles so every child will have the chance to learn in the way that works best for them while also giving them practice time to grow their other strengths. //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">a. Promote, support, and model creative and innovative thinking and inventiveness
 * //__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">NETS STANDARDS FOR TEACHERS __//**
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">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. **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This meets the standard because students will have to plan out their prezi and present it to the class and teach them what they have learned. //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">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. **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">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',serif; font-size: 10pt;">c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Prezi is an amped up powerpoint that is interactive and hosted on the web. This is a type 2 technology because it has so many more features than a powerpoint and it is a web 2.0 tool. ||  ||   ||
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