L1+Hoffman,+Megan

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mrs. Hoffman **__Lesson__ #:** 1 **Facet:** Explanation
 * __ Grade Level __**** : ** 6-8 **__Numbers of Days:__** 2-3
 * __ Topic: __** The Civil War: Events leading up to division


 * __ PART I: __**

Students will understand that the Civil War impacted the foundations of the United States today Students will know Union, Confederate, Abraham Lincoln, Harriet Beecher Stowe, Jefferson Davis, Robert E. Lee, Antebellum, Timeline of key events that led to division Students will be able to describe the importance of the Civil War itself and the effects on government and society
 * __ Objectives __**
 * Product: ** Glogster digital posters

Maine Learning Results Social Studies E.History E1- Historical Knowledge, Concepts, Themes, and Patterns Grade Level 6-8 "The Civil War and Reconstruction 1850-1877" Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Performance Indicators: b,c During the lesson I will have the kids use a fist-to-five to show if they understand the material. Those who are at a 2 or a 1 can get extra help from me.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** This lesson on the precursors to the Civil War meets the standard by discussing the era and the historic influences in the United States that led to division among the states.
 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only): __** Students will do a Quick Write or Web giving all of their knowledge of the Civil War.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: **
 * Section II – timely feedback for products (self, peer, teacher) Self: ** KWL chart **, Peer: ** Share quick write or web
 * __ Summative (Assessment of __ Learning): ** Students will create digital propaganda posters using glogster. This can be from any aspect including slavery, women, compromise etc. Warning: this project will not be accepted if it has any disrespectful content. The poster must include pictures from the Civil War. (20 points)
 * __ Integration __**
 * Technology: ** Students will be using Glogster to create digital propaganda posters. This is a type 2 technology because it allows for students to express their creativity in a digital and interactive way.
 * Content Areas: ** Art- This project uses art through glogster to express their knowledge of the Civil War.


 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction: ** Use KWL graphic organizer to analyze what they know, write what they want to know, then at the end of the lesson they will write what they learned. They are then going to group share to confirm that they understand, then show a fist to five to make sure they are understanding the material.


 * Section II – Groups and Roles for Product: ** Glogster project will be done in pairs
 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal- ** The KWL chart allows for students to write their thoughts and the sharing allows for students to verbalize their thoughts
 * Logic- ** The KWL chart allows for the separation and organization of their Civil War knowledge and goals,
 * Visual- ** The glogster posters will allow the visual learner to create a visual product showing their knowledge of the Civil War
 * Kinesthetic- ** Role playing game about the devastating effects of the Civil War will target the kinesthetic learner
 * Interpersonal- ** The group share part will allow students to share their ideas
 * Intrapersonal- ** Students have the opportunity to work by themselves on the glogster project
 * Musical- ** I will have the musical student do the same glogster project, but make the poster on a Civil War song
 * Naturalist- ** The naturalist learner will have the option to do their glogster on a battlefield.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** Any students who are absent will be given additional time to complete any assignments given without penalty, provided that they email me with a due date within 3 days of the day back to school. Any extenuating circumstances will be judged on a case-by-case basis. I will have a wiki set up for notes on each class and it will be up to the student to see me for any handouts. If the absent student misses the glogster pairings, they will be added onto a air to make a group of three and the group will be responsible for catching the absent student up.


 * __ Extensions __**


 * Type II technology: ** Students will be using Glogster to create digital propaganda posters. This is a type 2 technology because it allows for students to express their creativity in a digital and interactive way.


 * Gifted Students: ** Students will create a recruitment poster for a certain regiment that they will research and include the leader's name and picture if available. When they present their poster, they will include a short history of this regiment in their presentation.

// Laptops // //Glogster account// //Projector// //White board and markers// //KWL graphic organizer// //Textbook// //Index cards for activity//
 * __ Materials, Resources and Technology __**

// KWL chart found at //[] // Glogster found at //[] // Content Notes Sources: // // Antebellum period events chronology that led up to the Civil War //[] Compromise 1850 [] Harriet Beecher Stowe [] Kansas-Nebraska Act [] Pottawatomie Creek Massacre [] Dred Scott [] Harpers Ferry Raid [] Election of 1860 [] The South Secedes []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Day 1: 80 Minutes // // Hook Activity (20 minutes) // //Pre- Assessment (15 minutes)// //Introduction to Antebellum era discussion 1850-1860 (45 minutes)// //Compromise of 1850- Pottawatomie Creek Massacre// // Day 2: 80 Minutes // // Conclusion of Antebellum era 1850-1860 discussion (35 minutes) // // Introduction to glogster and the project, assign teams (10 Minutes) // // Time to work with teams on project (35 minutes) // // Day 3: 80 Minutes // // Time to wrap up projects (40 minutes) // // Presentation of Glogsters (40 minutes depending on how many kids) //
 * __ 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) //

The classroom will be arranged in a perimeter style with the desks arranged on the outside of the room. This will allow for room when we do the hook and when I do the discussion. Students will understand that the Civil War impacted the foundations of the United States today. // MLR- Students understand major eras, major enduring themes, and historic influences in the history of Maine, //// the United States, and various regions of the world. // The reason why students need to learn this is because the Civil War had detrimental effects on the nation and prevention of repetition is critical. My hook is an index card activity simulating the devastation on the population during the Civil War. When the students walk in the classroom they will be handed an index card with a gray square or blue square on it and union/ confederate written below it. They will then separate based on their index card. I will then explain how many casualties occured during the civil war and proportionately have students sit down to represent death. The students will then see at the end how many kids are left standing at the end. At the end of this activity the students will return to their desk and do their quick write or web telling me what they know about the Civil War. I will be taking attendance during the pre-assessment.
 * Teaching and Learning ****Sequence**
 * Where, What, Why, Hook, Tailors: Verbal, Logic, Visual, Kinesthetic, Interpersonal, Intrapersonal**

Students will know Union, Confederate, Abraham Lincoln, Harriet Beecher Stowe, Jefferson Davis, Robert E. Lee, Antebellum, Timeline of key events that led to division (See Content Notes) Before the presentation students will use their KWL graphic organizer to analyze what they know, write what they want to know, then at the end of the lesson they will write what they learned. I will start our journey through the Civil War starting with the antebellum period and the things that led up to the Civil War from 1850-1861. For every ten minutes of the presentation there will be a discussion question. They are then going to have a group share discussion to confirm that they understand.When the students group share, questions will be asked for the students to reflect upon and share first with each other and at the end, with the class, their question will be "What was the most important thing that led to division between the states?"
 * Equip, Explore, Rethink, Tailors **** : Logic, Visual, Interpersonal **

Students will be able to describe the importance of the Civil War itself and the effects on government and society. When the students group share, questions will be asked for the students to reflect upon and share first with each other and at the end, with the class. During the lesson I will have the kids use a fist-to-five to show if they understand the material. Those who are a 2 or a 1 can get extra help from me **, ** and feedback by teacher on Product. Introduce to Glogster, they will watch the tutorial. After they have seen the tutorial I will have them make a digital poster on a random topic that they like to try out the program. S tudents will work in pairs to create digital propaganda posters for the Civil War. Students who hate working in pairs have the option to work alone. Students who prefer a naturalistic approach have the option to do their poster on a battlefield. Also, students who prefer a musical approach can make a poster of a song- similar to album artwork. All topics must be pitched to me first for approval. Most work on this project will be done in class.

**Explore, Experience, Rethink, Revise, Refine, Tailors: Naturalist, Musical, Visual, Kinesthetic, Interpersonal, Intrapersonal, Verbal, Logic**

Students will self-assess using a rubric for their glogster project. Their partner will help them with this assessment process. I will also be walking around and giving feedback as students are working on the projects in class. The combination of this feedback will help students feel more confident of their work. The antebellum period was the breaking point of the nation, so this project and lesson will provide a background for students and help them learn the beginning of the story before we delve into the Civil War itself. It also is a flexible project and allows students to express their creativity.
 * Evaluate, Tailors: Logic, Interpersonal, Intrapersonal**

Students will know: California was admitted to the Union as the 16th free state. In exchange, the south was guaranteed that no federal restrictions on slavery would be placed on Utah or New Mexico. Texas lost its boundary claims in New Mexico, but the Congress compensated Texas with $10 million. Slavery was maintained in the nation's capital, but the slave trade was prohibited. Finally, and most controversially, a fugitive slave law was put into effect requiring northerners to return runaway slaves to their owners under penalty of law. **Kansas-Nebraska Act**- The Kansas-Nebraska Act allowed each territory to decide the issue of slavery on the basis of popular sovereignty. Kansas with slavery would violate the Missouri Compromise, which had kept the Union from falling apart for the last thirty-four years. The long-standing compromise would have to be repealed. Opposition was intense, but ultimately the bill passed in May of 1854. Territory north of the sacred 36°30' line was now open to popular sovereignty. The North was outraged. **Pottawatomie Creek Massacre**- John Brown was not a timid man. A devout reader of the Bible, he found human bondage immoral and unthinkable. The father of 20 children, he and his wife Mary settled in Kansas to wage a war on the forces of slavery. A few days after the sack of Lawrence, Brown sought revenge. Three days after the Lawrence affair. Setting out after dark with 7 others and calling himself the Army of the North, Brown entered the pro-slavery town of Pottawatomie Creek. Armed with rifles, knives, and broadswords, Brown and his band stormed the houses of his enemies. One by one, Brown's group dragged out helpless victims and hacked at their heads with the broadswords. In one encounter, they even killed two sons of an individual they sought. Before the night was through, five victims lay brutally slain by the hands of John Brown. The South was outraged at such an attack.
 * __ Content Notes __**
 * Union**- The union army had many different names; The Federal Army, The US Army and the Army of the Potomac, but they all carried the same meaning. They represented the states that didn't secede. These states were located mostly in the north and included; California, Connecticut, Delaware, Illinois, Indiana, Iowa, Kansas, Kentucky, Maine, Maryland, Massachussets, Michigan, Minnesota, Missouri, New Hampshire, New Jersey, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Vermont, and Wisconsin. Delaware, Kentucky, Missouri and Maryland were known as "border states" which meant that they still had slavery, but they didn't secede from the Union with the rest of the slave states. There were also two states admitted to the union //during// the civil war, those were Nevada and West Virginia.
 * Confederate-** The Confederate States of America were formed when the southern slave states seceded from the union and formed their own "country". They formed an army known as the Confederate States' Army. These states included Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennesee, Texas and Virginia.
 * Abraham Lincoln-** Abraham Lincoln was the 16th president of the United States and was elected in 1860, just prior to division. He served for two terms and was assassinated during his second term on April 15th 1865. He had no support in the south, but swept the northern voters and was elected president anyway. His election outraged so many southerners that it was considered the signal to secede.
 * Harriet Beecher Stowe-** Harriet Beecher Stowe was a female author, She is best known for her novel Uncle Tom's Cabin published in 1852, after the compromise of 1850 which caused much dissatisfation with Stowe. It is an abolitionist novel disussing the mistreatment of slaves and how it violated the most basic of human rights. It was wildly successful at the time and kicked off the abolitionist movement in the North. She was married to Calvin Stowe who taught at Bowdoin College in Brunswick, ME.
 * Jefferson Davis-** Jefferson Davis was the leader of the Confederate States of America during the Civil War. Before the war, he was a senator from Mississippi who argued against secession but he believed in every states' right to choose. He resigned from the senate on February 9th 1861 and became the provisional president of the CSA.
 * Antebellum-** Antebellum means before a war, but it is used to describe a period before the Civil War.
 * Timeline of key events that led to division:**
 * Compromise of 1850-** In 1850, California wanted to come into the union as a free state- this was a problem for the south because it would upset the balance between free and slave states thus voting them out of congress because of the majority. So Henry Clay, nicknamed "The Great Compromiser" came up with a compromise that would work for both parties.
 * Dred Scott Case-** Dred Scott was a slave of an army surgeon, John Emerson. Scott had been taken from Missouri to posts in Illinois and what is now Minnesota for several years in the 1830s, before returning to Missouri. The Missouri Compromise of 1820 had declared the area including Minnesota free. In 1846, Scott sued for his freedom on the grounds that he had lived in a free state and a free territory for a prolonged period of time. Finally, after eleven years, his case reached the Supreme Court. At stake were answers to critical questions, including slavery in the territories and citizenship of African-Americans. The verdict was a bombshell. The Court ruled that Scott's "sojourn" of two years to Illinois and the Northwest Territory did not make him free once he returned to Missouri . The Court further ruled that as a black man Scott was excluded from United States citizenship and could not, therefore, bring suit. According to the opinion of the Court, African-Americans had not been part of the "Sovereign People" who made the Constitution.The Court also ruled that Congress never had the right to prohibit slavery in any territory. Any ban on slavery was a violation of the Fifth Amendment, which prohibited denying property rights without due process of law. The Missouri Compromise was therefore unconstitutional. The North felt that this was an unfair decision and the nation seamed to be splitting apart because of this issue.
 * Harper's Ferry Raid-**On October 16, 1859, John Brown led a small army of 18 men into the small town of Harper's Ferry, Virginia. His plan was to instigate a major slave rebellion in the South. He would seize the arms and ammunition in the federal arsenal, arm slaves in the area and move south along the Appalachian Mountains, attracting slaves to his cause. He had no rations. He had no escape route. His plan was doomed from the very beginning. But it did succeed to deepen the divide between the North and South.John Brown and his cohorts marched into an unsuspecting Harper's Ferry and seized the federal complex with little resistance. It consisted of an armory, arsenal, and engine house. He then sent a patrol out into the country to contact slaves, collected several hostages, including the great grandnephew of George Washington, and sat down to wait. The slaves did not rise to his support, but local citizens and militia surrounded him, exchanging gunfire, killing two townspeople and eight of Brown's company. Troops under the command of Lieutenant Colonel Robert E. Lee arrived from Washington to arrest Brown. They stormed the engine house, where Brown had withdrawn, captured him and members of his group, and turned them over to Virginia authorities to be tried for treason. He was quickly tried and sentenced to hang on December 2.
 * Election of 1860-** This was the election that resulted in Abraham Lincoln's presidency. The southerners were outraged that a man that none of them supported became president anyway. This was considered the straw that broke the camels back.
 * The South Secedes-** The force of events moved very quickly upon the election of Lincoln. South Carolina acted first, calling for a convention to secede from the Union. State by state, conventions were held, and the Confederacy was formed. Within three months of Lincoln's election, seven states had seceded from the Union. Just as Springfield, Illinois celebrated the election of its favorite son to the Presidency on November 7, so did Charleston, South Carolina, which did not cast a single vote for him. It knew that the election meant the formation of a new nation. The Charleston Mercury said, "The tea has been thrown overboard, the revolution of 1860 has been initiated." The Confederate States of America had been formed with Jefferson Davis as their president.

// KWL chart //
 * __ Handouts __**


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**


 * //__ Learning Styles __//**


 * // Clipboard: //**


 * // Microscope: //**


 * // Puppy: Since most of the work will be done in class, I will always be on hand to support the puppy learner to offer direction and feedback. //**


 * // Beach Ball: //**


 * // Rationale: //**


 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**


 * // Formative: //**


 * // Summative: //**


 * // Rationale: //**


 * // 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.//**


 * // Content Knowledge: See Content Notes //**

Maine Learning Results
 * // MLR or CCSS: //**

Social Studies E.History

E1- Historical Knowledge, Concepts, Themes, and Patterns

Grade Level 6-8 "The Civil War and Reconstruction 1850-1877"

Students understand major eras, major enduring themes, and historic influences in the history of Maine,

the United States, and various regions of the world.

Performance Indicators: b,c


 * // Facet: //**


 * // Rationale: //**


 * // 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.//**


 * // MI Strategies: //**


 * // Type II Technology: //**


 * // Rationale: //**

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

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

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

//**Rationale:**//

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

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

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

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