L6+Perry,+Clayton

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Clayton Perry ** **__Lesson #: 6__ __Facet: Application__**
 * __Grade Level __****: 6-8 ** **__Numbers of Days: 7__**
 * __Topic: The Civil War __**


 * PART I: **

Student will understand that technology changed the course of the Civil War.
 * Objectives **

Student will know Terminology: minie ball, telegraph, photography, ironclad, C.S.S. Virginia, U.S.S. Monitor.

Student will be able to do exhibit the effectiveness of technology in the Civil War.


 * Product: **iMovie

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical Knowledge, concepts, themes and patterns

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 6-8 "Civil War and Reconstruction, 1850-1877"

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will 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',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> It is important to learn about Civil War technology because it is crucial to understanding the outcome of the war.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Free write: Students will write about what they have learned, how they are progressing with their assignments, and whether or not they are having trouble understanding the content. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Self-assessment: Students will receive a rubric for their product and use the rubric to assess themselves on their progress. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Peer assessment: Students will receive a checklist to use when they assess a product from one of their peers to assess their work based on what it does and doesn’t have in terms of requirements.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning): **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher feedback: Students will be assessed on both their product and the presentation of their product using rubrics.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">iMovie: You are a political scientist trying to become the curator of the Civil War exhibit at the Smithsonian. You are instructed by the board of directors to present an essay on the impact of technology in the Civil War in the form of a video presentation. There are many candidates applying for the position, so you need to make your video as convincing, and as interesting as possible. Your video will be judged on the historical content, how well it's made(video/sound editing, grammar, lighting, etc.), how you present the video(e.g. attire, speech clarity), and how well you keep the audience's attention.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will use iMovie to create a brief video introduction to their piece of Civil War technology.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Science: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will examine the scientific principles used to develop their specific piece of Civil War technology(e.g. physics, chemistry).


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Math: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will examine what kind of calculations are required to develop their piece of Civil War technology and what kind of mathematical principles are required.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will require good grammar skills when presenting to the class.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a KWL chart to demonstrate what they already know of the content area, what they want to know about the content, and what they learned after the lesson. They will then compare these charts with their peers.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be counted off by 4s(I will star counting off students going down the rows of desks out loud, counting "1, 2, 3, 4; 1, 2, 3...etc."). All students who were given a "1" are grouped together, then all students who were given a "2" are grouped together, and so on for the other numbers. In the event of uneven groups, I will adjust the groups as necessary to make sure that they all have as close to the same number of people as possible. Each person in the group will be responsible for contributing to the project because the grade will be given collectively to the group, as opposed to individually.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal-Linguistic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would write a first-hand account from the point of view of a journalist as a series of telegrams.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would calculate the velocities and distances achieved by the weaponry used, the average rate of advancement of soldiers, and the average speed of steam trains used to transport troops and equipment.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would explain how photography played an important role in the Civil War and display examples of photography from the era.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would give a physical demonstration of the effect of Civil War technology(e.g. using a telegraph as opposed to delivering a letter).


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students would demonstrate how Civil War technology was referenced in song, or write a song referencing a piece of Civil War technology.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will debate over two different pieces of Civil War technology to determine which one had a larger impact.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will write a journal in the style of someone using Civil War technology(e.g. Ironclad helmsman, photographer, telegraph operator).


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will examine the terrain in Civil War photographs and use Google Earth to determine where the photo was taken.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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',serif; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: Students who are absent for any period of time will receive additional time to complete the assignment as well as any materials they will need to complete it. Students who are absent for an extended period of time due to medical reason will receive any additional aid they require to complete the coursework.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will use iMovie to create a brief video introduction to their piece of Civil War technology.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students labeled as gifted will be assigned as their group's secretary. They will be given the task of compiling all of the group's ideas and then figuring out a coherent way to organize those ideas.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Laptops/Computers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Lesson handouts <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Rubrics <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Board and markers <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Projector screen <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Projector
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Excellent source of information on the topic, including videos about various pieces of Civil War technology.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: General information about the war, including technology and weaponry.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: The effect of technology on the war.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] : North Carolina Museum of History article on some of the notable technological advances in the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Article on how the Civil War shaped the field of medicine.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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',serif; font-size: 12pt;">PART II: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance(4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Break class up into two groups(5 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Instruct class on the activity(5 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Bring half of one group out to the hallway and give them instructions(5 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Instruct the other half of the group (3 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Have first (by foot) write and send the message (7 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Have second (via e-mail) write and send the message (7 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Bring back the groups and discuss the activity (8 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Assign groups and have them sit together for the remainder of class, thendiscuss the project and the lesson (36 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Groups will be given the entirety of class to develop their project. The groups should be seated at their respective tables and they will have access to any additional resources that they need, including the library. If students wish to use library materials, they will have to sign them out and bring them back to the classroom and return them at the end of class. If they wish to use the materials outside of school to work on their project, they may sign them out according to library policies and will return them in the condition they borrowed them in. (76 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Groups will be given the entirety of class to develop their project. The groups should be seated at their respective tables and they will have access to any additional resources that they need, including the library. If students wish to use library materials, they will have to sign them out and bring them back to the classroom and return them at the end of class. If they wish to use the materials outside of school to work on their project, they may sign them out according to library policies and will return them in the condition they borrowed them in. (76 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Groups will be given the entirety of class to develop their project. The groups should be seated at their respective tables and they will have access to any additional resources that they need, including the library. If students wish to use library materials, they will have to sign them out and bring them back to the classroom and return them at the end of class. If they wish to use the materials outside of school to work on their project, they may sign them out according to library policies and will return them in the condition they borrowed them in. (76 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 5: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Groups will be given the entirety of class to develop their project. The groups should be seated at their respective tables and they will have access to any additional resources that they need, including the library. If students wish to use library materials, they will have to sign them out and bring them back to the classroom and return them at the end of class. If they wish to use the materials outside of school to work on their project, they may sign them out according to library policies and will return them in the condition they borrowed them in. (76 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 6: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Groups will be given the entirety of class to develop their project. The groups should be seated at their respective tables and they will have access to any additional resources that they need, including the library. If students wish to use library materials, they will have to sign them out and bring them back to the classroom and return them at the end of class. If they wish to use the materials outside of school to work on their project, they may sign them out according to library policies and will return them in the condition they borrowed them in. (76 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 7: (80 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">-Taking attendance (4 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Group presentations / Q and A (76 min.)


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Classroom Arrangement: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be seated at tables with their project groups. This is the best seating arrangement for this lesson because it will be the most beneficial for the groups as they work on their projects in terms of productivity.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that technology changed the course of the Civil War. Students will understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. It is important to learn this because it is crucial to understanding the outcome of the Civil War. Students will participate in a hands-on class activity demonstrating the effectiveness of various pieces of Civil War technology, such as the telegraph and photography. Students will compare the effectiveness of taking a photograph versus drawing a sketch of someone, and compare the effectiveness of sending an instant message(comparable to a telegraph)versus delivering a hand-written message on foot.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual, Spatial, Kinesthetic, Interpersonal, Intrapersonal, Logical

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know…Terminology: Minie ball, telegraph, ironclad, photography, C.S.S. Virginia, U.S.S. Monitor. (See content notes.)Students will use a KWL chart to organize facts based on what they already know versus what they have yet to know and what they have learned during the lesson. Students will self-assess their work using a teacher-provided rubric and peers will assess their work through the use of checklists. I will provide the students with any materials they might need for the project, including use of computers and the library. I will periodically check in with the groups to see if they are having trouble or need some clarification as to how to complete their project. The students will also have the chance to respond to the project in a free write. The groups will be able to judge each other’s progress using checklists at certain stages of the project to make sure they are on track for completion.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal, Intrapersonal, Logical

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to…Use a KWL chart to organize facts based on what they already know versus what they have yet to know and what they have learned during the lesson. Students will create a product using an iMovie to prove their understanding of Civil War technology. This product will have been judged on its progress by both myself and the other groups. I will have used a rubric to track the progress of the project as it was being completed. I will use the same rubric for the final grade of the project. The groups will use this same rubric to judge themselves on how they think they did on the project and presentation. Groups will present their products in a random order, determined at the start of class the day of the presentations. Once the groups have presented, the students will evaluate the products using the same checklists they used to evaluate the projects as they were being made to determine the progress made from the project to the final product. I will evaluate the products using the same rubric used by the students to evaluate themselves on the product and presentation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical, Visual, Spatial, Kinesthetic, Interpersonal, Intrapersonal, Musical

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Checking for Understanding: Free write. Timely Feedback: Self: rubric. Peer: checklist. Teacher: rubric.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical, Interpersonal, Intrapersonal


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know…..

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Minie ball: Before the Civil War, soldiers were equipped with muskets with smooth-bore barrels, meaning that the lead ball fired from the musket was not very accurate at a distance beyond 50 yards. However, that all changed when the U.S. Army adopted the Minie ball as its primary form of musket projectile. The Minie ball was designed with a cone shape and a hollowed-out base. This allowed the sides of the ball to flare out and conform to the spiraled grooves in the rifled barrel of the U.S. Army's Springfield muskets. This gave the bullet a spin as it left the barrel, making it far more accurate out to longer distances. This would prove to be a devastating advantage over the Confederate Army.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Telegraph: Samuel Morse's invention of the telegraph revolutionized communication. It would consequentially revolutionize warfare for both the Union and Confederate armies. Before the invention of the telegraphs, messages were sent by a courier, either on foot or on horseback. The telegraph made communication almost instant, and therefore made warfare much more coordinated. Thousands of miles of telegraph line were constructed by the Union during the war, giving them an advantage in battlefield communication.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Photography: In any conflict prior to the Civil War, visual representations of the battlefield were only available through artists' renderings. This meant that any images were subject to exaggeration or glorification(e.g. Washington crossing the Delaware). However, with the invention of photography in the early to mid-19th century, accurate representations of battlefield conditions were now possible. This in turn invented the field of photojournalism, making the images of war, however horrible they may have been, available to the American people for the first time.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ironclad: Wooden, sailing warships, such as the U.S.S. Constitution, were the mainstay of the U.S. Navy since the birth of the nation during the Revolutionary War. However, with sailing ships being made obsolete by the invention of the steam engine, the next inevitable step was to make ships of a material other than wood. Thus the first generation of "ironclads" was born: metal-plated steamships armed with several cannons on either side.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C.S.S. Virginia: Made from the scuttled remains of the U.S.S. Merrimack, the Virginia was the Confederacy's first ironclad vessel. This ship would later go on to face off against a U.S. ironclad in one of the greatest stalemates in naval history.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">U.S.S. Monitor: Made famous by its battle against the C.S.S. Virginia in 1862, the Monitor was truly unique in being one of the first vessels to not only be an ironclad, but to also have a rotating gun turret. Though it could not defeat the heavily-armored Virginia, the Monitor was an engineering marvel to say the least.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Syllabus <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Project information <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Project rubric <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Presentation rubric <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Graphic organizers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">Learning Styles **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: Students will be given a syllabus and information regarding the expectations for the project. This, combined with plenty of classroom instruction will give them the guidance they need.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: Students will have the opportunity to do research on a specific piece of Civil War technology, using whatever sources they can find that I deem are appropriate for the project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: Students will receive any help that they need in class or on the project and will receive any accommodations they may need to help them complete their work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: Students will be able to work in their groups to come up with different ideas for how the project will be completed and presented. Students will also be able to participate in a variety of classroom activities to help vary learning on a specific topic.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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',serif; font-size: 12pt;">Formative: Students will write about what they have learned, how they are progressing with their assignments, and whether or not they are having trouble understanding the content. Students will receive a rubric for their product and use the rubric to assess themselves on their progress. Students will receive a checklist to use when they assess a product from one of their peers to assess their work based on what it does and doesn’t have in terms of requirements. I will assess the students on both their product and the presentation of their product using the same rubric that they used to assess themselves.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: You are a political scientist trying to become the curator of the Civil War exhibit at the Smithsonian. You are instructed by the board of directors to present an essay on the impact of technology in the Civil War in the form of a video presentation. There are many candidates applying for the position, so you need to make your video as convincing, and as interesting as possible. Your video will be judged on the historical content, how well it's made(video/sound editing, grammar, lighting, etc.), how you present the video(e.g. attire, speech clarity), and how well you keep the audience's attention.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: To better understand the effectiveness of technology in the Civil War is to better understand the reasons for the outcome. The result of the Civil War would have been drastically different had certain technologies not existed.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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',serif; font-size: 12pt;">MI Strategies:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal-Linguistic: Students would write a first-hand account from the point of view of a journalist as a series of telegrams.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical/Mathematical: Students would calculate the velocities and distances achieved by the weaponry used, the average rate of advancement of soldiers, and the average speed of steam trains used to transport troops and equipment.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual/Spatial: Students would explain how photography played an important role in the Civil War and display examples of photography from the era.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily/Kinesthetic: Students would give a physical demonstration of the effect of Civil War technology(e.g. using a telegraph as opposed to delivering a letter).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Musical/Rhythmic: Students would demonstrate how Civil War technology was referenced in song, or write a song referencing a piece of Civil War technology.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: Students will debate over two different pieces of Civil War technology to determine which one had a larger impact.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: Students will write a journal in the style of someone using Civil War technology(e.g. Ironclad helmsman, photographer, telegraph operator).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: Students will examine the terrain in Civil War photographs and use Google Earth to determine where the photo was taken.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: Students will form into groups and create an iMovie to exhibit a piece of Civil War technology. In the video, the student groups will explain what their piece of technology was, what it was used for, who invented it, how effective it was, and how it changed the war. By creating this, the students will gain a much greater understanding of the outcome of the war, and how certain technologies directly affected it.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: This project appeals to all eight intelligence types. By leaving the project open-ended, it allows the students to showcase a piece of Civil War technology in a way that works best for them. By allowing the students to work with video, audio, photos and digital effects, it allows students to better enhance their arguments in ways that tailor to all intelligence types.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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',serif; font-size: 12pt;">Content Knowledge: Students will understand that technology changed the course of the Civil War. It is important to learn about Civil War technology because it is crucial to understanding the outcome of the war.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical Knowledge, concepts, themes and patterns

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 6-8 "Civil War and Reconstruction, 1850-1877"

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will 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',serif; font-size: 12pt;">Facet: Application <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to exhibit the effectiveness of technology in the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">NETS STANDARDS FOR TEACHERS <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">a. Promote, support, and model creative and innovative thinking and inventiveness

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">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: 12pt;">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: 12pt;">Rationale: I will be allowing students to be creative with their iMovie presentation in order to best hold the attention of their peers. The more interesting and creative the product is, the more likely the students are to learn the topic. Students will also be able to use digital tools in order to gather information to create their iMovie. They will also be able to track the progress of their projects as well as assess their final product by using rubrics to reflect on their knowledge of the topic and the way they conveyed that knowledge.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">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: 12pt;">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: 12pt;">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: 12pt;">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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: Students will have access to all of the necessary technology that they need to complete their projects. I will be able to respond to the needs of students through the reflections in their free writes. By using the iMovie as a project format, I will provide the students with a way to use a multitude of learning styles in order to convey their knowledge of the content area. ||  ||   || 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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