L5+Perry,+Clayton

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


 * __Teacher’s Name __****: **Clayton Perry **__Lesson #:__** 5 **__Facet:__** Perspective
 * __Grade Level __****: **6-8 **__Numbers of Days:__** 3
 * __Topic: __**The Civil War


 * __PART I: __**


 * __Objectives __**
 * Students will understand that ** the Civil War had a major social and political impact on the country today.


 * Students will know **...Important Events and People: Reconstruction, Abraham Lincoln, John Wilkes Booth, Andrew Johnson, passage of the 13th and 14th Amendments


 * Students will be able to **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">analyze the social and political impact of the Civil War.


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<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;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It is important to learn about the social and political impact of the war in order to understand how it affects the country today.


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

<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;">Formative (Assessment for Learning) __**
 * <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;">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;">Section II – timely feedback for products (self, peer, teacher) **

<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;">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;">Google Docs: Students are going to use Google Docs to draft mock legislation in a hypothetical scenario to aid in reconstruction after the Civil War. Students are going to debate over the legislation and separate into groups as hypothetical committees to edit the legislation where necessary. The legislation will finally be brought to a vote once a finished project has been established.
 * __<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 Google Docs on their laptops or school computers to work on the project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English: Students will need to use proper grammar when submitting the mock legislation and use correct terminology.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Political Science: Students will need to learn the process of how a bill becomes a law and become familiar with the sections of the United States constitution regarding the Legislative branch.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given a sequence chart to write down the process of a bill becoming a law. This will give them an idea of what they want to do in terms of the process of passing the bill. This will be a heavily cooperative effort, as students will be debating the proposed mock legislation and working together to edit the bill in committees. Students will share the legislation on Google Docs to facilitate the editing process.
 * __<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 debate the initial proposed legislation. Once debate has taken place and necessary edits to the bill are discussed, students will defer the bill to committees. Students will be separated into groups when the time comes for committee deferral. The groups will be randomly selected. Each group will take the role of a committee charged with proposing edits to the bill.
 * <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 will be able to draft and present legislation in front of the class.


 * <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 may organize their thoughts and ideas on an issue before drafting legislation.


 * <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 may use visual aids in addition to presenting their legislation to make their argument.


 * <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 may get up and use materials from around the room and walk around the room while presenting their legislation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students may consult with their peers regarding legislation that was just presented or before deciding to draft legislation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students may reflect on their legislation or any part of the lesson in their free write.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * //<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) //**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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 reasons 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 Google Docs to share and edit the proposed legislation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students will be given the task of comparing their own proposed legislation to real reconstruction legislation.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Laptops/Computers with internet access <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Projector <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Copies of the U.S. Constitution <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Sequence charts
 * __<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;">[]: Classic “Schoolhouse Rock” segment on how a bill becomes a law.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Article on the passage of the Thirteenth Amendment which abolished slavery.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Article on the passage of the Fourteenth Amendment which granted citizenship rights to anyone born or naturalized in the United States, including emancipated slaves and free African-Americans.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]: Article on the passage of the Fifteenth Amendment which gave men of all races the right to vote.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.history.com/videos/president-ulysses-s-grant-the-celebrity#president-ulysses-s-grant-scandal-and-legacy]: Series of videos detailing the strengths and weaknesses of President Ulysses S. Grant’s reconstruction policies.


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (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: 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;">- Explaining the section of the Constitution regarding the Legislative branch and explaining the process of how a bill becomes a law, including watching the //Schoolhouse Rock// segment, “I’m Just a Bill.”(26 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Handing out sequence charts, explaining the assignment, establishing a shared document on Google Docs, and establishing groups, or “committees.” (30 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Brainstorming ideas in committees for legislation. (15 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Allow time to respond in a free write. (5 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;">- Regroup into committees and finalize ideas for legislation (16 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Propose legislation to the entire class and then vote for one piece of legislation which the entire class wishes to see turned into a law (20 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Regroup into committees and begin researching the subject of their proposed bill and formalizing the language of the legislation over Google Docs (35 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Allow time to respond in a free write (5 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;">- Regroup into committees and confirm any edits made to the legislation and prepare it for proposal to the class (16 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Allow students to discuss the edits made and debate on the edits made and whether or not it should be edited further (20 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Allow the students to finalize the bill and prepare it for a vote (20 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Bring the legislation up for final discussion and a vote (15 min.) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Allow time to respond in a free write (5 min.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know…. Important Events and People:
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Reconstruction: This refers to the era between the end of the Civil War and the end of Ulysses S. Grant’s presidency in 1877. During this turbulent time in American history, the patience of the American people is tested to its limits. Six days after the Confederate surrender at Appomattox, Abraham Lincoln is shot and killed by John Wilkes Booth. Andrew Johnson, an anti-abolitionist Democrat, becomes president. He promptly tries to block Republican-sponsored bills, such as the passage of the Fourteenth Amendment, which would have given citizenship rights to African-Americans and freed slaves. His veto was overridden. The presidency would promptly be given to the hero of the Union, Ulysses S. Grant, in 1869. Though his presidency was ridden with economic depression and various corruption scandals with members of his cabinet, Grant remains remembered as the president who gave men of all races the right to vote.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Abraham Lincoln: Forever remembered as the president who freed the slaves, Lincoln remains one of the most popular American presidents of all time despite continued debate over his use of executive powers. Elected in 1860 and 1864, his second term was tragically cut short by an assassin by the name of John Wilkes Booth. The Civil War was only over six days when Lincoln died. Lincoln’s legacy of benevolence towards freed slaves would not be carried on by his successor, Andrew Johnson. In fact, Johnson actively tried blocking any legislation that would have benefited freed slaves. Johnson’s presidency would ultimately suffer for this, and Ulysses S. Grant easily won the 1868 election.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">John Wilkes Booth: An actor and Confederate sympathizer, Booth’s name would forever become infamous for his assassination of Abraham Lincoln. On April 14, 1865, Booth snuck up behind Lincoln while he was watching a performance at Ford’s Theatre in the presidential box and shot him in the back of the head. Booth then leaped over the railing, becoming entangled in a curtain and breaking his leg, and then yelled either “Sic semper tyrannis!”(“As always to tyrants” in Latin, the motto of the state of Virginia)or “The South is avenged!” He was eventually caught and shot in a barn by U.S. cavalry. He would die of his wound.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Andrew Johnson: Lincoln’s second vice president, Johnson was a Democrat and a vocal anti-abolitionist. Johnson’s presidency was marked by complete lack of cooperation in the Republican-controlled House and Senate. He actively tried to block any bills that would grant rights to freed slaves, including the Fourteenth Amendment, which he vetoed, but his veto was promptly overridden. The presidency was easily won in 1868 by the Republican candidate: Ulysses S. Grant.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ulysses S. Grant: Known in the North as being the hero of the Union, Grant was the obvious choice for president in 1868. Not long after taking office, Grant signed the Fifteenth Amendment to the Constitution, which granted men of all races the right to vote. Though his presidency is now remembered in a positive light for its benevolent stance towards freed slaves, Grant struggled in his second term with growing resentment in the Southern states due to the continued presence of federal troops. Economic woes in 1873 did not help the situation either. Impatience on both sides grew when rioting broke out in the Southern states resulting in the deaths of many freed slaves. Though the rioting was obviously out of control, Grant refused to send in any additional federal troops to quell the conflict. Grant left office in 1877, effectively ending the Reconstruction era.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Passage of the 13th, 14th and 15th Amendments: The defining legislation of the Lincoln presidency, the Thirteenth Amendment abolished slavery. Though it was signed in early 1865 before the end of the Civil War, the Amendment was not ratified until December of that year, eight months after Abraham Lincoln’s death and the end of the war. With the new Johnson presidency underway, it did not take long before the Fourteenth Amendment was proposed. This would grant citizenship rights to anyone born or naturalized in the United States, which included all freed slaves. Passed by the House and Senate, the Amendment was vetoed by Johnson. However, his veto was promptly overridden, sending a strong message to the Johnson Administration that his presidency was dead in the water. Shortly after President Ulysses S. Grant took office in 1869, he promptly signed the Fifteenth Amendment to the Constitution, which gave men of all races the right to vote. Grant carried the African-American vote unanimously in his reelection in 1872.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Sequence charts <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- U.S. Constitution
 * __<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 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__<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: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be given specific instructions and sequence charts to help them learn the process of creating and passing legislation. They will also be given printed copies of sections of the U.S. Constitution so they have a direct reference for creating and passing laws.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be given the opportunity to research real Reconstruction era legislation and use it as a basis for their own legislation.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to go back and forth between working with groups and editing their proposed legislation on Google Docs.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that the Civil War had a major social and political impact on the country today. It is important to learn this in order to better understand the remaining cultural differences between the Northern and Southern states.

<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;">MLR or CCSS: //**

<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;">Students will be able to analyze the social and political impact of the Civil War.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Perspective


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<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 will be able to draft and present legislation in front of the class.


 * <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 may organize their thoughts and ideas on an issue before drafting legislation.


 * <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 may use visual aids in addition to presenting their legislation to make their argument.


 * <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 may get up and use materials from around the room and walk around the room while presenting their legislation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students may consult with their peers regarding legislation that was just presented or before deciding to draft legislation.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students may reflect on their legislation or any part of the lesson in their free write.


 * //<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 Google Docs to share and edit a hypothetical piece of Reconstruction-era legislation.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This project appeals to several different MIs. It allows students to organize their research in a linear fashion and put it into a cohesive piece of hypothetical Reconstruction-era legislation. It gives them the ability to share information through Google Docs. It also allows them to collaborate with others as well as reflect on their findings.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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 their product using the same rubric that they used to assess themselves.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students are going to use Google Docs to draft mock legislation in a hypothetical scenario to aid in reconstruction after the Civil War. Students are going to debate over the legislation and separate into groups as hypothetical committees to edit the legislation where necessary. The legislation will finally be brought to a vote once a finished project has been established.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Certain cultural differences between the Northern and Southern United States can be directly attributed to the Civil War and its outcome. To better understand the war, and the implications it had for people living in both the United States and Confederate States, is to better understand the differences that remain in our country today.

<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: Through the use of Google Docs, students will be able to share ideas and make necessary changes much more easily than if they did not use it. They will also be able to revisit any edits they made and reflect on their changes and what difference they made.

<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. Through the use of Google Docs, students will be utilizing a Type II technology that will expand their knowledge of technology and help them present their content in a way that appeals to several different intelligence types. ||  ||   || 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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