L5+Higgins,+Emily

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

** LESSON PLAN FORMAT **

__**Lesson #**__: 5 **Facet:** Interpretation **__Numbers of__ Days:** 3 __**Topic:**__ 1920's government __**PART I: **__
 * __ Teacher’s Name __**** : ** Ms. Higgins
 * __ Grade Level __**** : ** 6-8

__**Objectives **__ Students will understand that the government and laws changed the lives of the people of America. Students will know Amendments, laws, government, Congress, Presidents, how a bill becomes a law. Students will be able to judge the laws passed in the 1920's.
 * Product: **Comic Life

__**Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment **__ Maine Learning Results Content Area: Social Studies Standard Label: E. History Standard: E1. Historical knowledge, concepts, themes and patterns Grade Level Span: Grade 6-8 "The 1920's: Prosperity and Problems" //Students understand major eras and major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. // Performance Indicators: a,b

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Historic influences, major themes and major eras are included to meet MLR standards in the lesson about the basics of 1920's government.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessments **__

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Formative (Assessment for Learning) **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For this lesson I will use exit tickets to check for student's understanding of the content and the project. Students will make up their own creative scale to tell me their understanding about the content they are learning and about how their Comic Life is coming along. Students will complete this exit ticket at the end of each lesson. Students will be able to ask any question on the exit ticket that I will address in the next class.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Student will use a rubric to assess themselves and their partners. I will also give feedback to each student and their partner orally. I will go over the rubric with the partners. I will also use the same rubric to assess their final project.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section II – timely feedback for products (self, peer, teacher) **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Summative (Assessment of Learning): **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Comic Life 50 points**- Students will make a comic explaining a law in a creative way to younger students. Students need to have at least 3-5 pages of the comic. Pages can be formatted any way the student sees fit. Comic should be colorful, creative and engaging. Students should remember who their audience is and fit the needs of the audience. The comic is graded out of 50 points, using a rubric to assess. Students will also self-assess their comic life before passing it in.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Integration **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Comic Life is a comic making software that allows students to make professional looking comics. Students will make a 3-5 page comic about a law that interprets the laws that were being passed during the 1920's. The comics would need to be creative but accurate. Students will use their comics to make a comment about the laws that the government passed in the 1920's. Students will make a political comic like the ones in the New Yorke and other political papers.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**English:** English is being used because of the captions on the comics.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Areas: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Art:** Art is being used in the comic through the pictures being used.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Political Science:** Political Science is being used because students need to have an understanding of how the government works.

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Groupings **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will use a a flow chart to jot down information about different laws and amendments passed in the 1920's. Students will work individually on completing their flow chart. After students are done filling out their flow chart, they will be put into partners for their Comic Life.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Partners will be chosen by students picking different color shapes from a jar. The shapes will determine the partners. After the partners are chosen then they can compare flow charts and chose a topic for their comic. They will plan their comic on paper before finding images on the computer or drawings. Students will be doing an equal parts on the comic.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Differentiated Instruction __**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students partner up with another group to explain their comic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will use the comic to show how laws effects the environment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will use logic to explain the law and if it worked. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will find songs to go along with their comic about the laws. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will take time by themselves to reflect on their comic and working with their partner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will write a short write up explaining their comic.
 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">MI Strategies __**

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Modifications/Accommodations **__ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: 120%;">Students who are absent will need to come see me and communicate with their partner on what they missed. The partners will have to come to me with a game plan for how they will complete their Comic Life at a timely manner. If needed the absent student and their partner will receive extra time to complete their Comic Life, since the Comic Life software is only in school.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Plan for accommodating absent students: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Extensions **__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Comic Life is a type II technology because it lets students make a professional looking comic. Students could make their own comics before on paper, however the Comic Life software gives students more ability to make their comic look as real and professional like it would be in the real comic industry. Students will also use Comic Life to show what they know and make a political cartoon of government and laws in the 1920's.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Type II technology: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">For this lesson gifted students will create an audio podcast reading their comic. This will enhance their comic making it exciting to share with other students. The podcast can include music and changes in voice using garage band which was in a previous lesson.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Gifted Students: **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Materials, Resources and Technology **__ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Exit ticket // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laptops // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Comic Life software // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Projector // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Garageband // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubrics // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Flow Charts // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Different colored shapes //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Overview of political events of the 1920's, including elections, presidents and laws passed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Review of prohibition. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Hook for students to learn how a bill becomes a law. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Hook for students about the 3 branches of government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Overview about laws in segregation in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Review of laws about immigration in the 1920's. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - A look at government spending in 1920's in graph forms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Article about politics in the 1920's <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - List of amendments made 11-27 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] - Site to find definitions. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] Quick overview of a famous Sacco and Vanzetti case for the 1920's <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] Dictionary website. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s#start_entry] - Immigration laws of 1920's. []- Hook for this lesson. A video about Prohibition in the 1920's __**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">PART II: **__
 * __<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Source for Lesson Plan and Research __**


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__Teaching and Learning Sequence__ (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',Times,serif; font-size: 120%;">**-Hook:** For this lesson the hook is a video about prohibition. (5 Minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[] <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Content Review:** I will review content the students have learned in previous lesson so they can fill in their flow chart. (35 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Picking Partner:** Students will now pick their partners for the Comic Life. They will be picked by each student picking out a different color shape. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Introduction Comic Life Project:** At this time I will introduce the Comic Life project to the partners and show them a student sample of what I expect and go over the rubric. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Exit Tickets:** Students will now fill out an exit ticket saying how well they understand the Comic Life project. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap Up Class:** I will give students time to pack up their bags and finish their exit tickets, which they will have to give to me before they leave the room. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DAY 1: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Clarifying Questions:** To start class I will answer any questions that they students might have about the Comic Life project. (10 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Comic Life Project Work Time:** Students will have this time to work on their Comic Life with their partner. (40 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Meet one-on-one with Students:** After the students have a good head start I will check on how the work is coming along and go over the rubric with a set of two partners. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Exit Tickets:** Students will have this time to fill out their exit ticket. (5 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap Up Class:** I will give students time to pack up their bags and finish their exit tickets, which they will have to give to me before they leave the room. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DAY 2: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Finish up Comic Life**: Students will have this time to finish up their comic lives. (20 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Sharing Comic Life:** Students will show their comics by leaving them around the room for their peers to look at. (40 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**- Self-Assessment:** Students will now assess their work their their partner. They will use the same rubric as I will use to assess themselves. (15 minutes) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**-Wrap Up Class:** Students will have this time to finish up their self-assessment and pack up to go to their next class. (5 minutes)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">DAY 3: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will sit in clusters for this lesson. The clusters will consists of 4 people. This is so that students can collaborate with other groups to form ideas for their Comic Life. Students will understand that the government and laws changed the lives of the people of America. S//tudents understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world.// People have different opinions about laws being passes in Congress and choose to express it in many ways. I will use a video to hook the students. This video will show the effects that prohibition had on society. It shows images of speakeasies, and the destruction of home made bathtub gin. After the video is shown I will have a discussion with students about what they saw and what was their opinion about what went on during this time. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Where, Why, What, Hook Tailors: Musical, Visual, interpesonal and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know Amendments, laws, government, Congress, Presidents, how a bill becomes a law (See Content Notes). Students will have to fill out a flow chart about what steps the laws took to get passed to become a law in the 1920's. This will help the students remember how a bill becomes a law for when they are creating their Comic Life. Partners will be chosen by each student drawing a colored shapes. Only two shapes will be the same color (purple square, pink triangle, yellow circle, etc.). Partner will have the same color and same shape. These will be drawn randomly by each student. To check for understanding I will use exit tickets. Students will make their own scale telling me how much they understand what they are doing for their Comic Life. Students can also use their exit ticket as an opportunity to write down any questions or concerns they have about their Comic Life project or partner. Students will need to give me their exit ticket before they can leave the room. I will give students time to become comfortable with the Comic Life software and working with their partner.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, and verbal. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to judge the laws passed in the 1920's. Students will work in partners to create a political comic about laws, presidents, or amendments that were during the 1920's using the Comic Life software. This political comic will not be present, but will be shared by peers going around and reading other comics. Partners will set up their station how they want. Music can even be added to their station as long as it goes along with the 1920's theme. Students will travel to each station to read the comics. Two sets of partners will meet with me while they are working on their political comics to go over the rubrics so that all students understand what I am expecting out of them. Students will also self-assess their work with their partner using the rubric I have gone over with them.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Explore, Experience, Revise, Refine, Tailors: Visual, interpersonal, logic, verbal, and musical. **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Final project that will be assessed is the political comic made with the Comic Life software. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will make a comic explaining a law in a creative way to younger students. Students need to have at least 3-5 pages of the comic. Pages can be formatted any way the student sees fit. Comic should be colorful, creative and engaging. Students should remember who their audience is and fit the needs of the audience. The comic is graded out of 50 points, using a rubric to assess. Students will also self-assess their comic life before passing it in.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Evaluate, Tailors: Verbal, interpersonal, and visual. **

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Notes **__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will know Amendments, laws, government, Congress, Presidents, how a bill becomes a law.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1.the act of amending or the state of being amended. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. an alteration of or addition to a motion,bill,constitution, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment 18- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 3. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Amendment 21- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 1. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The eighteenth article of amendment to the Constitution of the United States is hereby repealed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 2. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The transportation or importation into any State, Territory, or Possession of the United States for delivery or use therein of intoxicating liquors, in violation of the laws thereof, is hereby prohibited. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Section 3. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by conventions in the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laws- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1.the principles and regulations established in a community by some authority and applicable to its people,whether in the form of legislation or of custom and policies recognized and enforced by judicial decision. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. any written or positive rule or collection of rules prescribed under the authority of the state or nation,as by the people in its constitution. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Sacco and Vanzetti- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1920- 1927 both men were charged with a murder in Boston, Mass. Both men were Italian immigrants who were anarchist. In 1920 a guard and paymaster for a shoe company were shot outside and the two murders got away. Nicola Sacco and Bartolomeo Vanzetti were arrested and charge with a double murder when they were claimed to be the murder by witnesses. "On their arrest they made false statements; both carried firearms; neither, however, had a criminal record, nor was there any evidence of their having had any of the money." Both were sentenced to death, even though later it was thought that only Sacco committed the crime and Vanzetti was innocent. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Anarchist- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A person who rebels against any authority, established order, or ruling power. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Racial Integrity Laws of the 1920s- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Laws past during the 1920's to keep the "whiteness" of America pure expectantly in Virginia. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">"Elite white Virginians, often belonging to the Anglo-Saxon Clubs of America (ASCOA), worried that their efforts on behalf of white supremacy might be confused with the more violent work of the Ku Klux Klan."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[|http://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s#start_entry]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">September 1922 - The Anglo-Saxon Clubs of America s formed in Richmond and begins demanding legislation to prohibit marriage between a white person and anyone who has any amount of non-white heritage.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">March 20, 1924 - Virginia passes the Racial Integrity Act, a law aimed at protecting whiteness on the state level. It prohibits interracial marriage, the only exception being a marriage between a white person and a person with less than one-sixteenth Indian blood.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">March 22, 1926 - A law known as the Massenburg Bill, which mandates racial segregation at all public assemblies, goes into effect. The law requires "the separation of white and colored persons at public halls, theaters, opera houses, motion picture shows and places of public entertainment and public assemblages."

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presidents- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1920 U.S. ELECTION - The U.S. presidential election of 1920 was dominated by the aftermath of World War I. The wartime boom had collapsed. Diplomats and politicians were arguing over peace treaties and the question of America's entry into the League of Nations. Overseas there were wars and revolutions; at home there were strikes, riots, and a growing fear of radicals and terrorists. Disillusionment was in the air.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">28. Woodrow Wilson (1913-1921)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">29. Warren G. Harding (1921-1923)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">30. Calvin Coolidge (1923-1929)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">31. Herbert Hoover (1929-1933)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">On June 8, 1920, the Republican National Convention meeting in Chicago nominated Warren G. Harding, an Ohio newspaper editor and United States Senator, to run for president with Calvin Coolidge, governor of Massachusetts, as his running mate.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The Democrats, meeting in San Francisco, nominated another newspaper editor from Ohio, Governor James M. Cox, as their presidential candidate, and 37 year-old Assistant Secretary of the Navy Franklin D. Roosevelt, a fifth cousin of the late president Teddy Roosevelt, for vice president.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The presidential election of 1920 continued the debate between the nationalistic activism of Roosevelt's presidency and the global idealism of Wilson's administration. Harding, the winner, inherited major domestic and international problems that tested his leadership.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1924 U.S. ELECTION - The U.S. presidential election of 1924 was won by incumbent President Calvin Coolidge in a landslide as he presided over a booming economy at home and no visible crises abroad. Coolidge (Republican) won the election in a landslide, with Davis (Democrat) only winning the 11 former Confederate states and Oklahoma, and losing the popular vote by 25 percentage points. The Republicans did so well that they won in New York City, a feat that has not been repeated since.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1928 U.S. ELECTION - The U.S. presidential election of 1928 pitted Republican Herbert Hoover against Democrat Alfred E. Smith. The Republicans were identified with the booming economy of the 1920s and Smith, a Roman Catholic, suffered politically from anti-Catholic prejudice.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The election held on November 6, 1928 was won by Republican candidate Herbert Hoover by a wide margin on pledges to continue the economic boom of the Coolidge years. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Congress- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. The national legislative body of the United States, consisting of the Senate and the House of Representatives. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. The two-year session of this legislature between elections of the House of Representatives.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Senate- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">a. Senate The upper house of the U.S. Congress, to which two members are elected from each state by popular vote for a six-year term. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">b. often Senate The upper house in the bicameral legislature of many states in the United States. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">House of Reps- <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The U.S. House of Representatives forms one of the two branches of the U.S. Congress. The House comprises 435 members who are elected to two-year terms. The U.S. Constitution vests the House with the sole power of introducing bills for raising revenue, making it one of the most influential components of the U.S. government. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">[]

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Handouts **__ //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rubrics // <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Flowchart//

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale **__

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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',Times,serif; font-size: 120%;">Learning Styles **__

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Clipboard: ** This lesson provides a clear expectations, structure, and consistent routines for those students who learn this way. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Microscope: ** This lesson provides discussion, and focus on details for students who learn best this way. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Puppy: ** This lesson provides a comfortable environment and supporting grouping for students who learn in this way. // //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Beach Ball: **​This lesson provides adapted environments for students who learn this way. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: ** This lesson provides a verity of options for those who learn in different ways including MI verity. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: 120%;">Formative: **// //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment for learning- There will be checking for understanding during the lesson. I will use exit tickets to gage the student understanding about the project and working with a partner. Students can use their exit ticket as a way to ask questions that I will address during the next class. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Summative: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Assessment of learning- The Comic Life will be graded by using a rubric. Students will need to show that they can judge the laws that were passed using their own opinion. The Comic Life is worth 50 points total. Students will have to make their own political comic. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: **// // This lesson the experience of working with a partner <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">and creating a political comic. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: 120%;">Students will know Amendments, laws, government, Congress, Presidents, how a bill becomes a law. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students will be able to judge the laws passed in the 1920's. //
 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Content Knowledge: //**

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">MLR or CCSS: **// //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Students understand major eras and major enduring themes, and historic influences in history of Maine, the United States and various other regions of the world. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Facet: **// //Interpretation//

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">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: 120%;">MI Strategies: **// //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Interpersonal:** Students partner up with another group to explain their comic. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Naturalist:** Students will use the comic to show how laws effects the environment. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Logic:** Students will use logic to explain the law and if it worked. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Musical:** Students will find songs to go along with their comic about the laws. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Intrapersonal:** Students will take time by themselves to reflect on their comic and working with their partner. // //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Verbal:** Students will write a short write up explaining their comic. //

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Type II Technology: **// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//Comic Life is a type II technology because it lets students make a professional looking comic. Students could make their own comics before on paper, however the Comic Life software gives students more ability to make their comic look as real and professional like it would be in the real comic industry. Students will also use Comic Life to show what they know and make a political cartoon of government and laws in the 1920's.//

//**<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Rationale: ** This lesson provides a verity of activities that students can do to develop a deeper understanding of the content and to take it beyond class. //

a. Promote, support, and model creative and innovative thinking and inventiveness
 * NETS STANDARDS FOR TEACHERS**
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

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

//This lesson has all of the standards included because it includes technology, problem solving, student reflection, and collaboration.//
 * //Rationale://**

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

//**Rationale:** This lesson has all of the standards including designing relevant learning experiences, pursue individual curiosities, abilities to use digital tools and multiple assessments.// ||  ||   || 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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