L4+Lawson,+Michael

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

Teacher’s Name:** Mr. Lawson **Lesson 4:** Perspective
 * Grade Level:** 8th **Topic:** How the 1920s Changed How We Live

__**Objectives**__

 * Student will understand that** events from the past history can change how we live in the future. Students will understand the certain events change our social and economic patterns for decades.
 * Student will know** what caused World War I. Students will also know how the war changed how people lived when they arrived back in the United States. Students will know what happened as a fallout from the results of the war. Students will understand how our economic and social standing in the world as a superpower. Students will know how the outcome of World War I has changed how we live now due to treaties, the breakdown of some countries, and the responsibility given to the United States. Students will know what the epicurean lifestyle is, how it changed the social structure of the 1920s. They will also be able to
 * Student will be able to** tell me how the results from World War I changed everyday living in the 1920s. Students will be able to easily fill out any worksheet covering basic knowledge regarding World War I and the after effects seen in the United States. **Product**: Power Point **(4 Days 80 Mins)**

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920's Students understand major eras, major enduring themes, and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the world.


 * Rationale:** This lesson satisfies many of the Maine Learning results. The 1920s is considered a major time period of out history. World War I was so devastating to the psyche of the United States soldiers due to months of trench warfare. New inventions made for the battle field created a new atmosphere for what soldiers on both sides had to deal with. Because the returning soldiers had to deal with such traumatic situations they created a new way of living called the Epicurean Lifestyle. This way of life encouraged people to "burn the candle on both ends" which simply meant to live for now, not for the future. This way of living encouraged luxury spending which we adopted and still indulge in.

__**Assessment**__
Students will be given a handout with terms from World War I that would make the lives of soldiers hard, for example mustard gas, trenches, etc. Students will be paired in groups of two to fill out as much of the handout as possible. Once students finish as much of the handout as they can I will collect them. These handouts will not be graded. I will take the handouts home in order to see where all my students are in their knowledge of World War I. This will also allow me to see what events and terms I have to spend a little more time on in class. The next day I will get the students back in their pairs and hand back the term sheet. I will ask students to call out any terms they weren't able to come up with a definition for and review it with the whole class. Students will also have the option to work alone. Students will also be asked to write an essay that describes the battle field that the soldiers of WWI would have experienced. This will need to be a fairly detailed essay, so students will be given time to research on their laptops and with other students what it may have looked like and what elements are specific characteristics of WWI.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Students will need to pair up with the same person they were paired up with during the first assessment. If a student chose to work alone on the formative assessment then they can choose to do so again for the Power Point. However, if they decide they want to work with a group they can join a group of two and make it a group of three, or they can match up with someone else who worked alone. Students will need to create a power point presentation consisting of at least five slides contrasting life before and after World War I. This assessment will allow students to really understand the impact the first Great War had on our culture. Students will need to explain each slide well and make sure that it is relevant to how people were living. By the end of this lesson I will expect my students to be able to accurately explain many differences between pre and post war America. Students can focus on any specific category of life depending upon what interests them.

__**Integration**__
__Technology:__ Students will need to use Power Point in a type II way. Student will need to make an appealing slide show that depicts differences between life before and after World War I.

__English__: Student will need to read about the many, many differences between pre and post war America in order to create and effective slide show. Students may also focus on the vocabulary differences such as slang and just general words that essentially became extinct after the war.

__Groupings__
Groups are very important in my classroom. I believe a strong class uses groups on more than just work, but also conversation. Students who bounce ideas off kids their own age comprehend not only their ideas better, but see different views which expand thought and create better learning. I will use grouping during everyday seating. I will also use groups during assessment. Students will have at least one other student with them during most assessments. However, there is still plenty of time for students who work better as individuals.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students share information and answer questions during class discussion.


 * Interpersonal**: Students will work in small groups during both assessments, this will allow for them to bounce ideas off one another and produce better material.


 * Intrapersonal**: Students will be gathering information and filling out graphic organizers on their own. Students will also have the chance to work alone during both formative and summitive assessments.


 * Kinesthetic**: Students will be up moving around swapping information with other classmates. Students will also be engaged during the hook of the lesson when students will be asked to move around the room.


 * Visual**: Students will be showing their power point presentations.


 * Naturalistic:** Students will be asked to write an essay describing the battle field in World War I.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

Absent Student: Students who know they will be absent ahead of time are required to meet with me to pick up necessary materials such as the rubric and graphic organizer and to create a plan for project completion. In the event of an illness, please refer to the student handbook for school policy on make up work.

Students will be required to create a Power Point Presentation at the end of the lesson which will be used as the Summative Assessment. These presentations will need to be attractive and well done. Comparisons will need to accurate and reflect the changes made after World War I. The Power Point will be graded on a rubric I make that will be handed out the class before the presentation.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * Power Point software
 * pens/ pencils
 * Paper
 * Overhead projector/smart board
 * Evaluation rubric
 * Textbook
 * Class notes

__Source for Lesson Plan and Research__
Prewar America: [] []

Postwar America: [|http://www.tenafly.k12.nj.us/~hsspecialed/post.htm] [] [|http://www.chicousd.org/~bsilva/projects/great_war/effects.htm]

World War I Battles: [] []

World War I Weapons: [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson will allow students to grow and develop in diverse ways. Through this lesson students will work independently and in groups. Students will need to use their laptops to create a power point presentation in a type II way. Students will have opportunities to work alone or in groups. Students will also need to use many of their eight intelligences throughout the lesson. Beach Ball: For beach ball learners this unit will provide many choices because students will be able to chose their group, and what they want their Power Point to cover. The students will also have a variety of resources when researching WWI and exactly what they want to do their Power Point over. This will allow the beach ball learners to have some spontaneity in this lesson. Clipboard: For clipboard learners students will be able to fill out the persuasion map, which will give them a sense of organization and a better idea of why or why not America was better off after the war. Microscope: For microscope learners students will be able to analyzing the reasons for the start of the WWI and what its effects were when they take part in class discussion. The students will also be able to discuss their answers for the start of WWI and its effects in the round robin exercise.
 * //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.//

Rationale:**Please refer to my content notes at the end of this section. I used the Maine learning results, **//Students understand major eras, major enduring themes and historic influences in the United States and World history.//** Students will have to take a different perspective and look at the connections between the past (1920s) and today. The students will be asked justify the reasons for the start of the World War I. Students will also be asked to justify if the War was good or bad for America. The students will show that they have justified the reasons for the start of the World War I through comparing and contrasting life before and after war through creating a slide show presentation.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Pre-WWI: Life before World War I compared to after the war would seem like molasses. Slow, boring, and not very appealing. Life before the war consisted of women still covering their bodies except for their faces. It was a much slower way of living. People thought of this age as an age of tranquility and peace for America. The Progressive Era as many experts call it, America was on it way to becoming a super power without having to use military force. America was developing faster than any other nation at the time due to the creation of mills from the last 1800s. This was the fallout of the Industrial Revolution. America was booming and that is why we felt like we could simply dominate the War in Europe.

Post-WWI Compared to life before WWI these people lived life of the edge. A whole new generation took control when they arrived back from the war. The Epicurean way of living took hold of every young person out there. Women started to show some skin and cut their hair short. New trends started to emerge through this new way of life. People started doing crazy things like pole sitting. This is where people would sit hundreds of feet in the air on a simple pole. These new trends and ways of life were powered by inspiring figures. New figures in every category of living including political, business, music, entertainment, fashion. Because of these trends when this generation had children they had these people to look up to and keep this new way of life going for decades.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students share information and answer questions during class discussion.


 * Interpersonal**: Students will work in small groups during both assessments, this will allow for them to bounce ideas off one another and produce better material.


 * Intrapersonal**: Students will be gathering information and filling out graphic organizers on their own. Students will also have the chance to work alone during both formative and summitive assessments.


 * Kinesthetic**: Students will be up moving around swapping information with other classmates. Students will also be engaged during the hook of the lesson when students will be asked to move around the room.


 * Visual**: Students will be showing their power point presentations.


 * Naturalistic:** Students will be asked to write an essay describing the battle field in World War I.

Rationale:** Students will be given a handout with terms from World War I that would make the lives of soldiers hard, for example mustard gas, trenches, etc. Students will be paired in groups of two to fill out as much of the handout as possible. Once students finish as much of the handout as they can I will collect them. These handouts will not be graded. I will take the handouts home in order to see where all my students are in their knowledge of World War I. This will also allow me to see what events and terms I have to spend a little more time on in class. The next day I will get the students back in their pairs and hand back the term sheet. I will ask students to call out any terms they weren't able to come up with a definition for and review it with the whole class. Students will also have the option to work alone. Students will also be asked to write an essay that describes the battle field that the soldiers of WWI would have experienced. This will need to be a fairly detailed essay, so students will be given time to research on their laptops and with other students what it may have looked like and what elements are specific characteristics of WWI.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Students will need to pair up with the same person they were paired up with during the first assessment. If a student chose to work alone on the formative assessment then they can choose to do so again for the Power Point. However, if they decide they want to work with a group they can join a group of two and make it a group of three, or they can match up with someone else who worked alone. Students will need to create a power point presentation consisting of at least five slides contrasting life before and after World War I. This assessment will allow students to really understand the impact the first Great War had on our culture. Students will need to explain each slide well and make sure that it is relevant to how people were living. By the end of this lesson I will expect my students to be able to accurately explain many differences between pre and post war America. Students can focus on any specific category of life depending upon what interests them.

__Teaching and Learning Sequence__
My classroom arrangement will be a perimeter set up. This way all the students desk will be around the outside of the classroom. This will make it easy to make eye contact with one another and hear each other much better. Students will be able to easily interact with each other, and every student in the classroom will be able to see whatever is being presented. This perimeter arrangement will allow me to not only watch over all students and take notes on interaction and individual actions, but make a very comfortable environment for everyone.

Day 1:

Pre-Assessment (10 minuets) Hook (10 minuets) Lecture and Introduction (20 minuets) Power Point introduction/pairing students (20 minuets) Hand out rubric and discuss expectations (10 minuets)

Day 2:

Group exercise (10 minuets) Essay (30 minuets) Hand out persuasion map (5 minuets) Fill out graphic organizer/ research (25 minuets) Clarifying questions (10 minuets)

Day3:

Groups research and work on Power Point (80 minuets)

Day 4:

Power Point Presentations (80 minuets)

Students will gain important knowledge that allows them to connect the outcome of WWI and the 1920s to how we live today. Students will go through both classroom discussion, formative and summative assessment that will equip them with the knowledge to connect two time periods and give them a new perspective on how history can change the future. Students will be given specific examples of how the war changed how people live then and now. Students will have to answer questions in class and during assessments that shows me that they have learned about a specific time period during our history and they can also connect it to current times. Students will be given roles in the beginning of class that fit roles abundant in the late 1800s. Students will act out a quick play that will allow them to see how people lived then. Just after that the remaining students will get roles of people in the 1920s and after WWI. These students will also do a quick play that will show how people lived during that time. By doing this students will get a good idea about how a war and a specific thinking about life can change people forever.
 * Where, Why, What, Hook. Tailors: Bodily, Interpersonal.**

Students will be equipped with the information needed through classroom discussion where I will introduce important themes, dates, and names. Students will need to know that World War One was the first great war. This war not only changed how we as Americans lived, but also how the rest of the world functioned. Students will need to know what it was like for soldiers on the battle field during World War One. This will allow them to understand why people were so different when they came back from the war. Students will need to know specific details about the war like what kid of strategies were used that were particularly brutal and traumatizing because it is in fact what ended up causing the change in America. Students will need to know what it was like for the soldiers to come back to a different nation where women took on jobs and created a new way of life for families. Students will know what role women played during the war in order to keep production for not only our nations army going, but also how they filled in for jobs that were left by soldiers to keep everyday industries going. Students will also need to know what kind of jobs were available for women once men arrived back from the war like secretary positions and teaching positions. I will deliver this information to my students through a number of websites and handouts. Students will also participate in class discussions and activities that will allow them to connect in many ways to better remember the material. My preferred way to check for student understanding is to have a discussion. This allows for students to communicate what they feel about a topic and it also builds their ability to articulate thoughts which is a priceless quality. Students will also be asked to create a power point presentation that will be graded to check for further understanding. Pre-WWI: Life before World War I compared to after the war would seem like molasses. Slow, boring, and not very appealing. Life before the war consisted of women still covering their bodies except for their faces. It was a much slower way of living. People thought of this age as an age of tranquility and peace for America. The Progressive Era as many experts call it, America was on it way to becoming a super power without having to use military force. America was developing faster than any other nation at the time due to the creation of mills from the last 1800s. This was the fallout of the Industrial Revolution. America was booming and that is why we felt like we could simply dominate the War in Europe.

Post-WWI Compared to life before WWI these people lived life of the edge. A whole new generation took control when they arrived back from the war. The Epicurean way of living took hold of every young person out there. Women started to show some skin and cut their hair short. New trends started to emerge through this new way of life. People started doing crazy things like pole sitting. This is where people would sit hundreds of feet in the air on a simple pole. These new trends and ways of life were powered by inspiring figures. New figures in every category of living including political, business, music, entertainment, fashion. Because of these trends when this generation had children they had these people to look up to and keep this new way of life going for decades
 * Equip, Explore, Rethink. Tailors: Intrapersonal, Interpersonal, Linguistic, Logical.**

Students will need to make deep comparisons between life before and after WWI. This will mean that they will need to make connections between different facets of living. Students will not only have to look at comparisons but most importantly look at how these two times contrast. Students will also need to compare and contrast living from then and now. Students will need to build off the knowledge that they were previously provided with in order to make these deep comparisons. Students will be able to look at the War as if they were there. Students will need to look at these times through a different perspective. Students will need to look at the big picture of how the war changed us forever, not just the immediate changes seen. Students will be grouped in a number of different ways. Groups are very important in my classroom. Students will be in a group of three that will require them to choose what background music will be played during reflection time and working periods. These groups will rotate from week to week. I believe a strong class uses groups on more than just work, but also conversation. Students who bounce ideas off kids their own age comprehend not only their ideas better, but see different views which expand thought and create better learning. I will use grouping during everyday seating. I will also use groups during assessment. Students will have at least one other student with them during most assessments. However, there is still plenty of time for students who work better as individuals. Students will need to be in groups during activities like the hook that is used during this lesson to act out a small play. Students will be given feedback on all work that they turn in. I will also give feedback on verbal ideas that they present in class. They will be able to rethink what their ideas are though group work. Students will be encouraged to work with one another to refine their ideas and really think about what they think is right.
 * Explore, Experience, Rethink, Revise, Refine. Tailors**: **Bodily, Interpersonal, Musical.**

Students will take time at the end of every class to reflect upon what they have learned from the lesson. I will ask students for any clarifying questions in order to make sure that everyone understands what has been presented in class. Students will also be encouraged to write down those questions throughout class and even ask them during class. Students will also be able to self assess their work through the feedback that is given to them on any work that they turn in. Groups are also a way that students will be able to self assess themselves. By talking about ideas with one another they will be able to see how their ideas shape up to others and if they come across another idea that makes more sense they will be able to break down what they think is right and pick up what makes more sense. I will bring all student work home with me in order to make sure that they receive timely feedback. Also any free time I have during class will be devoted to going over papers and providing feedback. This lesson connects to previous lessons that have been taught because it requires a good understanding of the 1920s. It also connects to the next lesson because the political outlook that is presented during the late 1920s and early 1930s is greatly affected by the lifestyle brought back from Europe and the war.
 * Evaluate. Tailors: Interpersonal, Intrapersonal.**


 * Content Notes**

Pre-WWI: Life before World War I compared to after the war would seem like molasses. Slow, boring, and not very appealing. Life before the war consisted of women still covering their bodies except for their faces. It was a much slower way of living. People thought of this age as an age of tranquility and peace for America. The Progressive Era as many experts call it, America was on it way to becoming a super power without having to use military force. America was developing faster than any other nation at the time due to the creation of mills from the last 1800s. This was the fallout of the Industrial Revolution. America was booming and that is why we felt like we could simply dominate the War in Europe.

Post-WWI Compared to life before WWI these people lived life of the edge. A whole new generation took control when they arrived back from the war. The Epicurean way of living took hold of every young person out there. Women started to show some skin and cut their hair short. New trends started to emerge through this new way of life. People started doing crazy things like pole sitting. This is where people would sit hundreds of feet in the air on a simple pole. These new trends and ways of life were powered by inspiring figures. New figures in every category of living including political, business, music, entertainment, fashion. Because of these trends when this generation had children they had these people to look up to and keep this new way of life going for decades.

Persuasion Map, Term Sheet, Rubric
 * Handouts**