L3+Robinson,+Sarah

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

Teacher’s Name:** Sarah Robinson **Date of Lesson 3:** Interpret
 * Grade Level:** 9-diploma **Topic:** Civil War and Reconstruction

__**Objectives**__

 * Student will understand that** the Reconstruction period involved many obstacles for the U.S.
 * Student will know** the freedmen's bureau, radical republics, Andrew Johnson, Thaddeu Stevens, Charles Sumner, 13th, 14th, and 15th amendments, black codes, Reconstruction Act, and military enforcement.
 * Student will be able to** evaluate the obstacles faced by the U.S. during the Reconstruction period.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E1 Historical Knowledge, concepts, themes and patterns Grade 9 - Diploma "Civil War and Reconstruction 1850-1877" 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:** Through this lesson students will be able to learn about the major themes of the Reconstruction era and the historic influence it had on the United States during that time. The students will also be able to evaluate how these obstacles impacted the United States and the ideals that it brought to the world.

__**Assessment**__
The formative assessment will be through a rubric to allow the students to see what is expected from the students. Before the lesson starts the students will take a pre-assessment of defining people and terms which will give the teacher a good idea of the students knowledge. After the pre-assessment students will then complete a graphic organizer which will be a fact and opinion sheet, which will have facts of the obstacles that the United States faced during the Reconstruction period. This will help the students understand the obstacles faced by the United States during the Reconstruction period. After the fact and opinion sheet students will then take part in a cooperative learning exercise, which involves students being in groups of four and breaking in to the partners, the partners will discuss and reach an obstacle faced by the United States during Reconstruction. The teacher will be there in every step to help make sure the students succeed and learn.
 * Formative (Assessment for Learning)**

// Students will be asked to make a WebQuest that will have the obstacles that the U.S. faced during the Civil War and how the U.S. over came them during Reconstruction. Students will begin this project by completing a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. Students will be placed into groups of four and within this group of four, the students will be places into pairs and these pairs they will research the obstacles faced by the U.S. during Reconstruction. When the students come together into their group of four the students will then use all the information they have found to make a WebQuest. This will take the students three 80 minute class periods. The WebQuest will be judged by a rubric. //
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: // Students will be asked to make a WebQuest that will have the obstacles that the U.S. faced during the Civil War and how the U.S. over came them during Reconstruction. Students will make this // WebQuest by researching the obstacles face by the United States during the Reconstruction period, and there will be resources and links to help the students research. The students will be making WebQuest in groups of four, and these groups of four will be making a unique WebQuest that will help all the other students learn in the class.

__Visual:__ Students will be able to learn about the obstacle faced by the United States in the Reconstruction period by watching videos, and watching other students teach about their WebQuest.

__Verbal:__ Students will be verbally communicating with each other over the information they have learned and how they are going to make the WebQuest with the information they have learned.

__Art__: Students will be able to be very creative with this lesson, and make their WebQuest look and work however they would like. They can make it very creative and use all their artistic skills.

__Groupings__
After students have completed their fact and opinion sheets students will be placed into groups of four to answer questions on the Reconstruction period, and to make their WebQuests. The students will be placed into the these groups of four by picking a color as they walk into class, and there will only be a certain number of colors so the students will be split up equally.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: The students will verbal explain the WebQuest to the class.
 * Visual**: The WebQuest that the students will design could have a example that was made by an imovie.
 * Logical**: The students could think of their own strategy of how they would rebuild the south.
 * Naturalist**: During the presentation have students dress up in military enforcement clothes.
 * Kinesthetic**: How the students reenact many of the protest against black rights.
 * Intrapersonal**: When students are researching their subject they could have some alone time revaluate the information they have found.
 * Interpersonal**: When students come together to make the WebQuest they will all have to discuss and compare the information they have found with each other.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. If students miss class they will be expected to either email the teacher, or an email buddy to find out what they have missed and how they can make it up. Students can also look at the class wiki to see what they have missed. If the student is able to use internet the students could skype into the class. Students should also come see the teacher before class starts when they return to school to see what they have missed.
 * Modifications/Accommodations**

// Students will be asked to make a WebQuest that will have the obstacles that the U.S. faced during the Civil War and how the U.S. over came them during Reconstruction. Students will begin this project by completing a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. Students will be placed into groups of four and within this group of four, the students will be places into pairs and these pairs they will research the obstacles faced by the U.S. during Reconstruction. When the students come together into their group of four the students will then use all the information they have found to make a WebQuest. This will take the students three 80 minute class periods. The WebQuest will be judged by a rubric. //
 * Extensions**

__**Materials, Resources and Technology**__
Student Laptops Teacher Laptop Internet WebQuest Tutorial Terms and Persons Sheet Fact and Opinion Sheet Handouts Blank Paper Rubric

__Source for Lesson Plan and Research__
[|WebQuest tutorial], Used to teach the students how to make a WebQuest for their projects. Website on [|freedmen's bureau] to ensure their understanding of the obstacles faced by the United States during the Reconstruction period. [|Radical Republicans] A Website that teaches students about the Radical Republicans [|Andrew Johnson] Students will learn from this website how important President Andrew Johnson was to the Reconstruction period. [|Thaddeu Stevens] Students will learn about Thaddeu Stevens through this website. [|The 13th Amendment] This website will teach students what the 13th Amendment meant to the slaves, and the rest of the United States. [|The 14th Amendment] This website will again teach students what the 14th Amendment meant to the slaves, and the rest of the United States. [|The 15th Amendment] This website will again teach students what the 15th Amendment meant to the slaves, and the rest of the United States. The [|black codes] is something the students need to know about and this website will teach them all they need to know. [|Reconstruction Act] This will teach students about the Reconstruction Act and Reconstruction period.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: For the beach ball learners, in this lesson students will be able to use the variety of internet resources to research the obstacles faced by the United States during the Reconstruction periond. Students will also have a choice of activities because they will have many options of how they would like to make their WebQuest. The students will also have the personal freedom when students are able to think alone when they complete the terms and person paper. Clipboard: For the clipboard learners students will be able to fill on a fact and opinion which will help students organize their thoughts. There will be structure to how the WebQuest is made, and this structure will come from the rubric that students will be able to refer to when making the WebQuest. The rubric will also bring clear expectations for the students, so everyone will know what is expected. Microscope: For microscope learners students will be able to analyze the different resources provided so students can decide what information they would like to use in their WebQuest. Students will have discussion time when they are in their groups and are learning for each others knowledge that they have learned from the resources. Puppy: Students that are puppy learners will have a comfortable environment with in the classroom during the time of this lesson. The atmosphere will be encouraging because everyone's ideas will be supported. Lastly every student will have the respect of their colleagues because everyone will listen to each others ideas, and the facts they have learned.
 * //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 including the roots of democratic philosophy, ideals and institutions in the world.// The facet that is used in this lesson is Interpretation. The students will be asked to evaluate the obstacles faced by the U.S. during the Reconstruction period. The students will show that they have evaluated the obstacles faced by the U.S. during the Reconstruction period by making and presenting a WebQuest.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** // In this lesson I used a WebQues as technology and students will be asked to make a WebQuest that will have the obstacles that the U.S. faced during the Civil War and how the U.S. over came them during Reconstruction. Students will make this // WebQuest by researching the obstacles face by the United States during the Reconstruction period, and there will be resources and links to help the students research. The students will be making WebQuest in groups of four, and these groups of four will be making a unique WebQuest that will help all the other students learn in the class.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: The students will verbal explain the WebQuest to the class.
 * Visual**: The WebQuest that the students will design could have a example that was made by an imovie.
 * Logical**: The students could think of their own strategy of how they would rebuild the south.
 * Naturalist**: During the presentation have students dress up in military enforcement clothes.
 * Kinesthetic**: How the students reenact many of the protest against black rights.
 * Intrapersonal**: When students are researching their subject they could have some alone time revaluate the information they have found.
 * Interpersonal**: When students come together to make the WebQuest they will all have to discuss and compare the information they have found with each other.

Visual: Students will be able to learn about the obstacle faced by the United States in the Reconstruction period by watching videos, and watching other students teach about their WebQuest.

Verbal: Students will be verbally communicating with each other over the information they have learned and how they are going to make the WebQuest with the information they have learned.

Art : Students will be able to be very creative with this lesson, and make their WebQuest look and work however they would like. They can make it very creative and use all their artistic skills.

Rationale:** At the beginning of the lesson there will be a pre-assessment that will ask my students to define terms and people that was previous stated. For a graphic organizer the students will complete a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. Cooperative learning will be done by the exercise partners, this requires students to break into first 4 groups then into pairs and will split up into pairs to learn about a question and learn enough to teach to the other half of the group. The teacher will be able to answer any of the questions that the students might have. The students will be give links and internet resources to research and find more information. The students will be able to pick the obstacles that the United States faced during the Reconstruction period, that they want to do. The information found within the pairs will be brought together in the group of fours to make a WebQuest. This will take students about four 80 minute periods. Their will be a self-assessment through a rubric.
 * //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__
The classroom arrangement will be in a perimeter set up, so all the students desk will be around the outside of the classroom. This will bring a warm learning atmosphere to the classroom. 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 of the classroom will help students be motivated to learn, and it will help the teacher connect with every students.

On the first day of the lesson I will give the class a short explanation on why they are learning about the obstacles the United States faced during the Reconstruction period, and why it was and is to important the United States and even the rest of the world. (5 mins) The students will then be shown a short video called //Civil War: Promise of Reconstruction//, which will show a short summary and importance of the Reconstruction period. (10 mins) The students will then asked to fill out a sheet that will how terms and people from the Reconstruction period, so I will be able to see where the students stand on the subject. (10 mins) The students will then fill out a facts and opinion sheet by themselves but will be able to use the provided resources to help them fill out the sheet, and I will be going around the room to help the students. (15 mins) The students will then be asked to come together into groups of four from the colors they picked at the beginning of class, and in the these groups the students will break into pairs and pick a fact and an obstacle to teach the other pair about in their groups of four. (25 mins) The students will then come together into the groups of four to teach each other. (10 mins) The students will then watch a WebQuest tutorial and explore a WebQuest to help them understand how to make a WebQuest. (25 mins) On the second day the students will get into their groups of four and decide what obstacle they would like to continue and research to make their WebQuest about, and then the students will do the research of that obstacle. (25 mins) The students will then spend the rest of the class either doing more research on their topic or creating the main idea of their WebQuest. But by the end of class the students will be expected to have their research and the idea of their WebQuest done and ready to create a WebQuest on the next day. (55 mins) On the third day students will spend the whole day actually making the WebQuest and I will be able to help all the students with whatever problems they are having. (80 mins) The fourth day will consist of the students presenting their WebQuest and allowing the other students do complete others WebQuest and even learn more about the obstacles faced by the United States during the Reconstruction period. (80 mins)

Students will understand that the Reconstruction period involved many obstacles for the U.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//. Even though the Civil War was resolved that was not the end of the northern and southern arguments, during the Reconstruction period many problems presented themselves for the U.S. to resolve, and these problems shaped the U.S. today. The video //Civil War: Promise of Reconstruction// will show the students that problems did not end with the end of the Civil War and this will show them why it is important to understand what happened after the Civil War ended.
 * Where, Why, What, Hook, Tailor: Visual, Intrapersonal, Verbal**

Students will know about about the freedmen's bureau, radical republics, Andrew Johnson, Thaddeu Stevens, Charles Sumner, 13th, 14th, and 15th amendments, black codes, Reconstruction Act, and military enforcement. For the pre-assessment I will ask my students to define terms and people that was pervious stated. This will allow me to see where my students stand on this subject and if they need more time or help to understand the information that builds on this topic. For a graphic organizer I will ask my students to complete a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. Students will fill out this sheet by the resources that are provided, and they will do this by themselves and will compare their answers when they get into their groups of four. Cooperative learning will be done by the exercise partners, this requires students to break into first 4 groups then into pairs and will split up into pairs to learn about a question and learn enough to teach to the other half of the group. The information found within the pairs will be brought together in the group of fours to make a WebQuest. Before presenting their WebQuest students will be able to compare their WebQuest to a rubric, and see where they need changes. The students will also be able to ask me any questions that they have and talk to other groups to get ideas and feedback Their will be a self-assessment through a rubric and I will use the rubric to judge the WebQuest's by the students. There will be a [|WebQuest tutorial], which will be used to teach the students how to make a WebQuest for their projects. This is a great way to show the students how to make a WebQuest that is easy to understand and breaks down all the information. The students will be asked to make a WebQuest and this is a great way to get them started. After the tutorial has been shown the students will be able to explore WebQuest that they find on the web, and this will give students great ideas on how they would like to design and create their own WebQuest. The students will need to know about the [|freedmen's bureau] to ensure their understanding of the obstacles faced by the United States during the Reconstruction period. This website will provided the students with all they need to know about the freedmen's bureau. The freedmen's bureau is important to know because the students must understand that the newly freed slaves did not have a life of freedom and they need help to protect their rights from the people of the south who still didn't believe that they were free. The freedmen's bureau had to compete with the government when President Andrew Johnson was elected because no one wanted to support or give money to this cause. The [|Radical Republicans] is a group that is very important for the students to learn about and know ensure their knowledge of the obstacles faced by the United States during the Reconstruction period. The Radical Republicans did support equal rights for the newly freed slaves, and was in support of new freed men being treat with respect and equally. But the Radical Republicans were against Reconstruction of the South and refused to understand the live that the newly slaves were actually living in the south. After President Lincoln was assassinated, President [|Andrew Johnson] was elected to office. This website for the students to know and learn about because they must understand the struggles President Andrew Johnson when through during the period of Reconstruction. President Johnson was being pulled different ways by the Freedmen's Bureau and the Radical Republicans, and he was also feeling pressure by the south to help them rebuild their lives, and pressure from the north to do nothing for the south. The students need to understand that the obstacles faced by the United States during the Reconstruction period was also heavily felt by President Johnson. [|Thaddeu Stevens] was the main leader of the Radical Republicans, and he was a great leader that would never back down. The students need to know about Thaddeu Stevens because it is important for them to understand the main leaders and what drove them to their beliefs and thoughts. This website is amazing educational resource that will help students learn about Thaddeu Stevens and the Radical Republicans and how they impacted the Reconstruction period. This website will teach students what [|The 13th Amendment] meant to the slaves, and the rest of the United States. Students will also learn about [|The 14th Amendment] and this website will be very informational for the students. The students will also be able to realize just how important the the 14th Amendment was to the future of the United States. The students should also look at this website to learn about [|The 15th Amendment], which will help the students understand just how important the 15th Amendment was to newly freed black citizens of the United States. The [|black codes] is something that is very confusing to some, but it is very important for the students to understand. This website helps explain that the black codes during the Reconstruction period of the Civil War, were laws that were passed on to the state and local levels in the United States to limit the civil rights and civil liberties of the African Americans of the United States. This of course goes against almost what the Civil War stood for and the African Americans deserved all equal rights, and the students will learn about the obstacle. The [|Reconstruction Act] is something that was changed many times and has many parts to it. But this website will talk about the Reconstruction period, acts, and the other aspects of that era. It is very important for the students to understand that the Reconstruction period has many obstacles that caused it to be almost as much as a fight as the Civil War was.
 * Equip, Explore, Rethink, Tailor: Verbal, Intrapersonal, Interpersonal, Logical**

Each group of four will be asked to make a WebQuest showing how they have evaluated the obstacles faced by the United States during the Civil War. The group of four will first build ideas through researching the resources provided through internet links, and then by the fact and opinion sheet that they will compare in their groups. The partners and group exercise requires students to break into first 4 groups then into pairs and will split up into pairs to learn about a question and learn enough to teach to the other half of the group. The information found within the pairs will be brought together in the group of fours to make a WebQuest. There will be a self assessment through a rubric where students will be able to see what is expected from the WebQuest. The students will work on the WebQuest in their groups of four first by themselves with the research and ideas they have created. Then the students will be able to compare their ideas and WebQuest with other groups to build their WebQuest better and more educational. The students will have time to go over their WebQuest and make sure there are no mistakes, and make sure they it is ready to present to the rest of the class. The students will have time to rehearse their WebQuest to ensure it is ready to go. Students will be able to prove through this WebQuest that they have evaluated the obstacles faced by the United States during the Reconstruction. The organization will be through summative assessment and the product of a WebQuest.
 * Experience, Explore, Rethink, Revise, Refine, Rehearse, Organize, Tailor: Intrapersonal, Interpersonal, Verbal, Visual, and Logical.**

Students will be able to self-assess themselves through the rubric that has been created to judge the comic life that they will make. The rubric will show the student that they must meet certain expectations to receive a good grade that reflects the amount of work they have done. Such expectations will be the creativity of the project, the spelling and grammar, the WebQuest has all the parts need to complete the WebQuest, the students have built a WebQuest that is educational but fun at the same time, the students have the right citations, and information about the obstacles are correct. Students will have a small conference with the teacher before they hand in their WebQuest and present it to the class. Therefore the teacher will be able to tell the students if they need to make some changes to make sure they have met all the expectations of the WebQuest. The students will have homework and assignments that help them explore the resources provided so the students will be able to bring education information to the WebQuest. This will tie into the next lesson because it will the students further understand the Civil War and the Reconstruction period.
 * Evaluate, Tailor: Interpersonal, Verba**l.

There will be a [|WebQuest tutorial], which will be used to teach the students how to make a WebQuest for their projects. This is a great way to show the students how to make a WebQuest that is easy to understand and breaks down all the information. The students will be asked to make a WebQuest and this is a great way to get them started. After the tutorial has been shown the students will be able to explore WebQuest that they find on the web, and this will give students great ideas on how they would like to design and create their own WebQuest.
 * Content Notes**

The students will need to know about the [|freedmen's bureau] to ensure their understanding of the obstacles faced by the United States during the Reconstruction period. This website will provided the students with all they need to know about the freedmen's bureau. The freedmen's bureau is important to know because the students must understand that the newly freed slaves did not have a life of freedom and they need help to protect their rights from the people of the south who still didn't believe that they were free. The freedmen's bureau had to compete with the government when President Andrew Johnson was elected because no one wanted to support or give money to this cause.

The [|Radical Republicans] is a group that is very important for the students to learn about and know ensure their knowledge of the obstacles faced by the United States during the Reconstruction period. The Radical Republicans did support equal rights for the newly freed slaves, and was in support of new freed men being treat with respect and equally. But the Radical Republicans were against Reconstruction of the South and refused to understand the live that the newly slaves were actually living in the south.

After President Lincoln was assassinated, President [|Andrew Johnson] was elected to office. This website for the students to know and learn about because they must understand the struggles President Andrew Johnson when through during the period of Reconstruction. President Johnson was being pulled different ways by the Freedmen's Bureau and the Radical Republicans, and he was also feeling pressure by the south to help them rebuild their lives, and pressure from the north to do nothing for the south. The students need to understand that the obstacles faced by the United States during the Reconstruction period was also heavily felt by President Johnson.

[|Thaddeu Stevens] was the main leader of the Radical Republicans, and he was a great leader that would never back down. The students need to know about Thaddeu Stevens because it is important for them to understand the main leaders and what drove them to their beliefs and thoughts. This website is amazing educational resource that will help students learn about Thaddeu Stevens and the Radical Republicans and how they impacted the Reconstruction period.

This website will teach students what [|The 13th Amendment] meant to the slaves, and the rest of the United States. Students will also learn about [|The 14th Amendment] and this website will be very informational for the students. The students will also be able to realize just how important the the 14th Amendment was to the future of the United States. The students should also look at this website to learn about [|The 15th Amendment], which will help the students understand just how important the 15th Amendment was to newly freed black citizens of the United States.

The [|black codes] is something that is very confusing to some, but it is very important for the students to understand. This website helps explain that the black codes during the Reconstruction period of the Civil War, were laws that were passed on to the state and local levels in the United States to limit the civil rights and civil liberties of the African Americans of the United States. This of course goes against almost what the Civil War stood for and the African Americans deserved all equal rights, and the students will learn about the obstacle.

The [|Reconstruction Act] is something that was changed many times and has many parts to it. But this website will talk about the Reconstruction period, acts, and the other aspects of that era. It is very important for the students to understand that the Reconstruction period has many obstacles that caused it to be almost as much as a fight as the Civil War was.

Terms and Persons Sheet Facts and Opinion Sheet Rubrics
 * Handouts**