L5+Whitney,+Christopher

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : Mr. Whitney ** **__Lesson #: 5__ __Facet: Apply__**
 * __ Grade Level __**** : 9-10 ** **__Numbers of Days: 3-4__**
 * __ Topic:The Gold Rush __**


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** during this time period the Untied States gained a new national identity


 * Student will know ** the who what when where why of the California Gold Rush and how this event completed expansion for the U.S. across the continent.


 * Student will be able to **apply knowledge of Westward Expansion through a video discussion


 * Product: Video Panel **

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Rationale:This lesson meets standards b y showing students how the Gold Rush is related to American Expansion.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only) __**


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **Formative Assessment - pair and share graphic organizer. **Checking for Understanding**:scale of 1-10 After completing the compare/contrast G.O students will partner up to talk about the graphic organizer as I walk around the room listening to conversation and adding input when needed.

Section II – timely feedback for products (self, peer, teacher) For this project students will receive peer and teacher feedback.


 * __ Summative (Assessment of Learning): __**

Technology: Students will use a type of recording device to record themselves talking about the Gold Rush and how it connects to Westward
 * __ Integration __**

Expansion and a new American identity.

Content Areas: During the discussion students will be learning about the Gold Rush and the different reasons for expanding.

__ Groupings __ Section I - Graphic Organizer & Cooperative Learning used during instruction WWWW(Who What When Where) G.O

Section II – Groups and Roles for Product

__ Differentiated Instruction __

__ MI Strategies __


 * Verbal/Linguistic:** Students will be able to use verbal intelligences in the video debate.
 * Logical/Mathematical** Students can use statistics and numbers to support points in video debate
 * Visual/ Spatial:**
 * Bodily Kinesthetic** Students can be moving in video debate
 * Musical** Have music playing during debate( background)
 * Intrapersonal** students work on the debates by themselves
 * Interpersonal** students do the compare/contrast in groups
 * Naturalist:** Can do a debate on landscapes and how territories changed

__ 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: It will be hard for students who miss class to participate in the discussion however I would have them do a different activity in the form of an essay, or a meeting with me where students can talk about the material and so that I can see that students can clearly make connections between the Gold Rush and other examples of Westward Expansion.

__ Extensions __

Type II technology: Students will use a video recording device (laptop, camera,) to record a lecture or panel on Westward Expansion.

Gifted Students: For students who need to be challenged I would have them make another video showing how the Gold Rush and Westward Expansion connect to the world at the time. This will give students a better scene of a world dynamic and how America played a role in that.

__ Materials, Resources and Technology __

Cover pages WWWW worksheets Powepoint G.O.

__ Source for Lesson Plan and Research __ http://www.eyewitnesstohistory.com/californiagoldrush.htm (Overview of the Gold Rush)

http://www.pbs.org/wgbh/amex/goldrush/(Video and information about the Gold Rush)

http://museumca.org/goldrush/(Artifacts and Stories of the Gold Rush)

• [] • [|http://www.freedomsphoenix.com/Article/115294-2012-07-20-profiting-from-europes-new-gold-rush.ht] • [] (Slide 2) • [] (Slide 3) • http://www.paulrich.net/students/readings/california_gold_rush/california_gold_02.html (Slide 4)

http://www.noehill.com/plumas/cal0337.asp

__ PART II: __

__ 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) //

Agenda

Day 1: Hook:10 min Content Note Groups:65 Introduce Video Panel Project: 10

Day 2: Refresher on Gold rush information: 10 Discussion: 30 Start Video Panel Project: 40 Homework: work on Video Panel

Day 3 Gold Rush Movie: 80 Homework: Finish Video Panel

Day 4: Present Projects.

For this lesson it would be best if desks were arranged in a big circle for big discussions.

Students will understand that westward expansion created a new national U.S. identity //Students understand major eras, themes and historical influences in U.S and World History// This lesson is to educate students about the California Gold Rush, and to apply previous knowledge about Westward Expansion to this historic event. When students walk into the classroom, I will show them a slideshow of different sites where gold was found in California. After each correct question, I will give that student a packet of either Who, What, When, Where. Students will then be grouped into their "expert groups."
 * Where,Why,Hook,Tailors:Verbal,Visual,Intrapersonal**, **Logical**

Students will know the who what when where why of the California Gold Rush and how this event completed expansion for the U.S. across the continent.(Se content notes below)

Students will be broken up into "Expert groups" and assigned a specific part of the Gold Rush to cover (Who What When Where Why.) After students gather information they will informally present their findings to the rest of the class after meeting with me. During these informal presentations students will be filling out a WWWW graphic organizer. After all the presentations students will pair up to make sure that all parts of the G.O are complete as I walk around doing my CFU(1-10). . After that activity, I would introduce the Video Panel project to the students so that can have a chance to think about what they will say, even though there is no homework for that day. The assignment involves them making a panel discussion about how the Gold Rush relates to Westward Expansion and the unit we have been working on.

On the second day I would start the class by clarifying and questions students had about the the Gold Rush. Then I would turn the class towards a discussion about Westward Expansion in general and have students come up with examples to support their points. While they are doing this they will be jotting down notes in a compare contrast organizer to compare the Gold Rush to other examples of expansion. Once we had wrapped up the discussion, I would let students get started on their video projects by having them write scripts of what they plan to say. The next day in class I would address any questions or problems related to the assignment before showing a movie on the Gold Rush. On the fourth day students will present their presentations and gain feedback from two peers in the form of a compliment sandwich. I will allow students to make revisions which they can submit for regrading however it is not required they do so.


 * Explore, Experience,Refine, Tailors: Verbal,Bodily,Interpersonal, Visual ,Intrapersonal, Musical**

__ Content Notes __ Students will know….. Who: In March 1848, New Jersey man James Wilson Marshall, found nuggets of gold in the American River near John Sutters Mill. Although at first thought too good to be true, people started to make the move west in May.By the end of the year, more than 7,000 people would enter California looking for gold. It wasn't that easy however. As students have learned, it was a tall task just trying to make it across the U.S alive. In California there are no rules. Indian attacks, disease, and greed would take the lives of hundreds of Americans trying to find gold, however not even those risks would stop the dream of becoming rich. Over the course of 4 years, more than 2 million dollars in gold would be mined in Sacramento (Where Marshall found the original gold nuggets.) Even though gold was first found in 1848 and although no gold would be found after 1852, the migration of Americans from the East did not stop as people found other means of living on the West Coast such as fruit or wheat, which were becoming increasing popular. It seems crazy that people would give up everything for the hope of the few ounces of gold, however it was becoming more and more common. By 1850 California would enter the Union as the 16th free state. However the South would make great gains in their pro-slavery efforts in a result of the Compromise of 1850. In exchange for California becoming a free state, the South got slave holding rights in both Utah and New Mexico territories and the Fugitive Slave law protecting slave owners against runaway slaves. At this point, every state applying for statehood is an opportunity to shape America.

Students will also compare this example of Westward expansion to others we have looked at over the course of the unit. What are the motives of different parties traveling west? What are they looking to find on the West Coast? How does the expansion relate to America in a world view and in the terms of slavery. (Cal being a free state.) That will to explore and move. What makes an American?

// Implications: The boom in California would allow it to apply for statehood in 1850, becoming the 16th free state of the United States of America. People go for gold and stay there to create new lives. //

__ Handouts __ Cover Pages // WWWW Question checklist. // // G.O. //

__ 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: Directions are clear and specific so that clipboards can follow a checklist to complete this assignment. //

// Microscope: can analyze and put to use logical skills during the panel. //

// Puppy: Puppies will have time share their own opinion during the discussion so that they are heard and not talked over by other students //

// Beach Ball: Switching up activities will keep beach balls interested by keeping them engaged. //

// Rationale:All learning styles should be recognized in the classroom //

// 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:1-10 scale //

// Summative:The panel videos are evidence of Summative Assessment //

// Rationale:It is important to assess students in different ways to accurately assess their level of mastery. //

// 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 //

// MLR or CCSS: //

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History. Performance Indicators: A, D

// Facet: Apply //

// 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:Interpersonal, Intrapersonal, Verbal, Musical, Naturalistic, //

// Type II Technology:Video Debates //

// Rationale:Students need to be engaged by their strongest intelligences. //

__//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. a. Promote, support, and model creative and innovative thinking and inventiveness

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 It //is my job as a teacher to engage all of my students and help them growers as students and as people.//

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:// //Students should use technology related to real worl////d situations// ||  ||   || 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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