L4+Quinn-Kelly,+Kevin

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

Teacher’s Name:** Kevin Quinn-Kelly **Date of Lesson:** Lesson 4 - Perspective
 * Grade Level:**9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand that** there are different historical perspectives of the Civil War
 * Student will know** what arguments the north and the south had against each other.
 * Student will be able to** compare different points of view on the war

__**Maine Learning Results Alignment**__
Maine Learning Results E. History E1 Historical Knowledge, concepts, themes and patterns grade 9-diploma. "Civil War and Reconstruction 1850-1857" //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.//
 * Rationale:** Understand perspective is key to understanding why the Civil War happened. As students learn both sides of the issue they should come to appreciate hearing both sides in any conflict.

__**Assessment**__
The students will be asked to make an imovie of them having a debate with another student. The movie will be made in stages. Students will be given some time to work on the movies and then in class we will watch everyone's works in progress. As a class we will critique the movies giving feedback on both what we liked and what we feel needs improvement, this time will also give students an opportunity to address any technical difficulties they may be experiencing
 * Formative (Assessment for Learning)**

In previous classes students will have been acquiring information on why there was so much tension between the north and south at this time. This information will be utilized in this lesson because students will be asked to have a debate with another student. The debate will be recorded and made into an imovie. One student will take the perspective of a northerner and the other will take the perspective of a southerner. The idea is for starts to argue who started the war using everything they've learned about the social, economic, political, and geographic differences between the north and south. The movie can be set up in any way they want and students are allowed to use more people than just the two partners. The movies will all be presented in class, first for critique and then later we will watch the final products. Movies will be scored using a rubric.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will record themselves having a debate using imovie. This software allows students to be very creative in creating and editing movies.

__Groupings__
When the students walk into class they will be given either a blue card or a gray card. The class will be split into two halves and the students will be asked to sit with the people who have the same color card as them. The blue team will be the north and the gray team will be the south. The groups will be separated on either side of the classroom and each group will brainstorm ideas for why the other groups (either the north or south) is responsible for starting the war. The way students will partner up for the summative assessment is that I will have students partner with someone who was not on their side during class. Also the students will have to argue from the opposite point of view of what they had in class. In other words if a student was on the southern side during class they would be on the northern side for the movie.

__**Differentiated Instruction**__
__Verbal/Linguistic__: Engaging in debates is a very verbal activity, students will hopefully learn some debating skills, improving their verbal intelligence. __Logical/Mathematica__l: Students will need to use logic in examining the two documents that will be presented to them. __Visual/Spatial__: The graphic organizer will provide students with an opportunity to organize the material in a more visual way. I__nterpersonal__: Critiquing other students will allow students to exercise interpersonal intelligence, it will also provide a good learning experience for those who are lacking in this area. __Intrapersonal:__ Students will be given an opportunity to reflect on the exercise
 * Strategies**

Absent students will be asked to see me the on the day they return to school. I will explain to them what the assignment is and I will have to tell them who their partner is. I will give them the T-chart and they are encouraged to fill out with the help of their peers.
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

Technology: Students can use more people than just the two assigned partners. The movie can also have comedic aspects as long as the students are sure to get the content in. Dressing up the part will also earn students more points.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with imovie for each student Persuasion map handout imovie rubric

__Source for Lesson Plan and Research__
Content [] Graphic Organizer []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Clipboard: Students will be able to organize the different arguments in a graphic organizer. This in class exercise should effectively prepare them for when they have to do their own debate Beach Ball: These students will enjoy challenging their classmates in a debate, they will be competitive about it. Microscope: These students will be intrigued by trying to formulate good arguments against the other side. Puppy: The lesson will be a very inclusive group lesson in which all these students should be working together. These students should feel safe to express themselves in this kind of situation.
 * //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:** Students will know what arguments the north and south had against each other (please refer to content notes). //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.// The purpose of this lesson is largely the application of what the students have learned so far in the unit. In order to make good strong arguments in their debate, the students will call upon the information gained from the first three classes. This includes specific historical events that are considered part of the road to the civil war. Most of these events are over in the realm of politics and political differences between the north and south. Students also have learned about the social, economic, and geographic differences between the north and south which created tension between the regions. At this point students should have an understanding of the way all of these factors synthesized along with the issue of slavery. This imovie serves as a kind of midway assessment to see if students have mastered the concepts that have been presented so far. If students are able to make well thought out-factual arguments then I will know that they have a grasp of the content so far. If students can not construct good arguments then I will know that they do not have a firm understanding and I will need to help them to gain understanding.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Verbal/Linguistic__: Engaging in debates is a very verbal activity, students will hopefully learn some debating skills, improving their verbal intelligence. __Logical/Mathematica__l: Students will need to use logic in examining the two documents that will be presented to them. __Visual/Spatial__: The graphic organizer will provide students with an opportunity to organize the material in a more visual way. I__nterpersonal__: Critiquing other students will allow students to exercise interpersonal intelligence, it will also provide a good learning experience for those who are lacking in this area. __Intrapersonal:__ Students will be given an opportunity to reflect on the exercise
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** The students will be asked to make an imovie of them having a debate with another student. The movie will be made in stages. Students will be given some time to work on the movies and then in class we will watch everyone's works in progress. As a class we will critique the movies giving feedback on both what we liked and what we feel needs improvement, this time will also give students an opportunity to address any technical difficulties they may be experiencing. In previous classes students will have been acquiring information on why there was so much tension between the north and south at this time. This information will be utilized in this lesson because students will be asked to have a debate with another student. The debate will be recorded and made into an imovie. One student will take the perspective of a northerner and the other will take the perspective of a southerner. The idea is for starts to argue who started the war using everything they've learned about the social, economic, political, and geographic differences between the north and south. The movie can be set up in any way they want and students are allowed to use more people than just the two partners. After the first showing for critique the movies will be presented to the class.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Room will be arranged with half the desks on opposite sides of the room facing each other

Agenda Day one Present students with essays of differing opinions and discuss (10 min) Pass out persuasion map (2 min) Split class in two groups one north, one south (2 min) Each side prepares their argument using the persuasion map (15 min) Students return to their seats which should be facing each other (2 min) Sides of the class argue who started the war, each student is expected to contribute one fact (20 min) Discuss activity that just took place (10 min) Explain imovie project (5 min) Have students choose their own partner for making the movie (2 min) Pass out 2nd persuasion map (2) Work time to formulate arguments using the persuasion map (10 min) Homework: make imovie

Agenda Day two Watch and critique student movies (60-80 min) Any remaining class time will be spent giving students time to finish their movies (0-20 min) Homework: Finish movie

Agenda Day three Watch each movie (70-80 min) Reflect on the whole process (0-10 min) Homework: In a blog, reflect on the experience

Students will understand that there are different historical perspectives of the Civil War. Depending on where a person lives geographically they will have a different interpretation of the Civil War. The goal is to make the students aware of these biases and hopefully help them to see bias in a larger context. //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//. I will present the students with essays with differing opinions on what the Civil War was about. One article will be "What was the Civil War abut? A dissenting point of view" by Marc Engal. Students will read the articles and then we will have a class discussion about why people could have such differing opinions even this far after the Civil War was fought.
 * Where, Why, What, Hook, Tailor:** **Verbal, Logical, Interpersonal, Intrapersonal**

Students will know what arguments the north and the south had against each other. In order to facilitate this learning I will have the students use a persuasion map to create their own arguments from a either or a northern or southern perspective. First they will be used in class and the students will work together to come up with ideas but each student will be expected to complete his or her own organizer. Later the persuasion maps will be used again but this time students will be formulating their arguments individually and from a different perspective than the one that they had during class. Students won't necessarily be learning very much new content during this lesson but the will be applying content in a new way and further cementing it into their brains. During the class I will largely be an observer and facilitator. This will allow me to check for understanding with each group before they face each other. The in class debate also serves as a means to prepare them for the assessment and gives me a chance to make sure that they understand the content and the kinds of arguments that they should be making. If the students are struggling with the concept it means that I need to go back and reteach the content that they don't understand so that then we can move forward.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal**

The students will experience the content through a group activity. When the students walk into class they will be given either a blue card or a gray card. The class will be split into two halves and the students will be asked to sit with the people who have the same color card as them. The blue team will be the north and the gray team will be the south. The groups will be separated on either side of the classroom and each group will brainstorm ideas for why the other groups (either the north or south) is responsible for starting the war. The entire lesson and project is largely an assessment of students learning thus far. At this point students should have an understanding of the way all of the social, political, and economic factors and how they synthesized with each other and with the issue of slavery. This imovie serves as a kind of midway assessment to see if students have mastered the concepts that have been presented so far. If students are able to make well thought out-factual arguments then I will know that they have a grasp of the content so far. If students can not construct good arguments then I will know that they do not have a firm understanding and I will need to help them to gain understanding. Students will be given an opportunity to revise their products during the second class period. Each pair will present what they have of the movie so far and the entire class will critique it, stating what we liked and what we think needs improvement. This allows the student to recieve feedback from both myself as well as other classmates. After this feedback process the students will have more class work time to make revisions to their product.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical**

At the very end of the lesson students will write a reflection on what they thought about it. I will ask them to include both what they enjoyed and did not enjoy and whether they had fun overall. I also will ask them to think of any ways that the process could be improved for the future. Students will recieve feedback from myself throughout the lesson as I will be available to roam the class and attend to each student because these classes do not contain very much direct instruction. The most formal way I will be able to provide feedback to students is when students show their movie in class the first time. Through this process I will be individually giving feedback to each pair. In many ways this lesson serves as a midway point assessment to make sure that students understand the concepts and content and we can effectively move on to the next lessons.
 * Evaluate, Tailors****: Intrapersonal, Interpersonal, Logical**

Information from []
 * Content Notes**

//The nullification crisis of the 1830s was a dispute over Northern-inspired tariffs that benefited Northern interests and were detrimental to Southern interests. The legal basis for the Southern call for nullification of the tariff laws was firmly rooted in states'-rights principles. Northern proposals to abolish or restrict slavery- an institution firmly protected by the Constitution- escalated the regional differences in the country and rallied the Southern states firmly behind the doctrine of states' rights and the sovereignty of the individual states. Southerners viewed the Constitution as a contractual agreement that was invalidated because its conditions had been breached. From the time of the first Congress in 1789 to the outbreak of the Civil War there was dissension between the northern and the southern states over the matter of protective tariffs, or import duties on manufactured goods. Northern industries wanted high tariffs in order to protect their factories and laborers from cheaper European products. Demanding that "American laborers shall be protected against the pauper labor of Europe," tariff proponents argued that the taxes gave "employment to thousands of [American] mechanics, artisans, [and] laborers." The vast majority of American industry was located in the northern states, whereas the economies of the agricultural southern states were based on the export of raw materials and the importation of manufactured goods. The South held few manufacturing concerns, and southerners had to pay higher prices for goods in order to subsidize northern profits. The sectional friction caused by the tariffs bills eventually led the country to the nullification controversy of 1832, during which South Carolina declared the tariff laws null and void. John C. Calhoun, the father of nullification, developed the theory of secession and detailed the steps by which a state could sever its relationship with the Union and remove itself from the unfair power of the central government. Federal authority prevailed in the nullification crisis of 1832, but the theories developed by Calhoun would be invoked again when the country split apart in 1861.//

Persuasion map handout imovie rubric
 * Handouts**