L2+Lebel,+Chelsea

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

    // Maine Learning Results: Social Studies // //E: History// ////E1: Historical knowledge, concepts, themes and patterns// //Grade 9 to Diploma: The Revolutionary Era, 1754-1783// //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.////
 * __Teacher’s Name __****: ** Ms Lebel **__Date of Lesson__:** Lesson 2 (Perspective)
 * __Grade Level __****: ** 11 **__Topic__:** Different perspectives on the American Revolution
 * __Objectives __**
 * Student will understand that ** the differences in points of view regarding the American Revolution
 * Student will know **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">points of view and cause and effect
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will be able to do **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">understand Colonial and English points of view to understand why colonists felt they could declare independence.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will complete Persuasion Maps to outline argument for a debate. This debate is used to test students understanding of different colonial perspectives about the American Revolution. As a debate group students will compare and contrast their persuasion maps in order to outline a concise and clear argument. Upon comparing their persuasion maps students will revise their persuasion maps in order to strengthen their arguments. Before the debate students will once again meet in their debate groups and rehearse their arguments in order to once again strengthen their argument.
 * Rationale:** Students will be able to understand the era of the American Revolution and the themes of revolution as well as the historical influences on the United States and the world.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **

Students will write reflections in blogs and self-evaluate the debate. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Upon finishing the debate students will pass in completed Persuasion Maps. Students will also individually write a blog entry regarding their conclusion to the debate. Students must back up their debate conclusion with facts and points that relate directly back to the debate as well as to their understandings of the American Revolution. Students will also include a summary of the argument from both sides that must also include facts and points that relate directly back to the debate. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">English: Students will use their writing skills to create their persuasion maps as well to form and write their conclusions for the debate. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Upon entering the room students will be handed a number either 1 or 2. The class will be split in half according to these numbers. This is to create the debate groupings. One half of the class will represent the Colonists and the other half will represent the English. Students will remain in this grouping for this lesson. Students will work together in these groups to review, revise and rehearse their debate arguments according to what they have outline in their persuasion maps. During the debate the students will work together in order to create a successful argument.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will create persuasion maps using Creately. Creately is an online tool that allows teams to work together in collaboration to create documents such as KWL charts or persuasion maps. As these are created online it easy to review, revise and refine these maps online before final printing.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Other Content Areas: **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student's IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * Strategies **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Naturalist**: Students will record observations from debate
 * Visual:** Students will organize thoughts using persuasion map
 * Verbal:** Students will write arguments for debates with supporting arguments
 * Interpersonal:** Students will work in pairs to review debate arguments
 * Intrapersonal:** Students will write self-evaluations and conclusions about the debate
 * Logical**: Students will sequence debate arguments in a logical order
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will create persuasion maps using Creately. Creately is an online tool that allows teams to work together in collaboration to create documents such as KWL charts or persuasion maps. As these are created online it easy to review, revise and refine these maps online before final printing. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Access to Creately Laptops Projector/SmartBoard Numbers for being divided into groups <span style="font-family: "Times New Roman","serif";">
 * Absent**: Student's will be required to meet me after school in order to discuss what was missed. Students that are absent will complete an alternative assignment as they were unable to participate in the debate that will represent colonial and English points of view. Students will also be given a folder in which all handouts and hand-backs are placed.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**

**__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Resources: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This website gives an American perspective on the American Revolution <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The BBC gives a god British perspective on the American Revolution <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This website talks about the British Perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The PBS Liberty series website is a good source for an American perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This website gives a good American Perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The British Library gives a good perspective about the British <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Library of Congress describes the American Revolution from an American Perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Williamsburg website describes the American Perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The National Park Service gives a good overview of the American Revolution <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Lesson Plans: <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will know points of view and cause and effect about the American Revolution
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates 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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">S //// tudents that are puppies will be comfortable in the classroom setting and group activity setting because there is no right or wrong answer. Students that are clipboards will find that they will be able to organize their individual persuasion maps. Beach balls will be able to work creatively in their groups to form arguments for the debate. Microscope students will be able to follow a sequence and be able to logically organize their debate argument. //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**

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. // Students will be able to understand the era of the American Revolution and themes. Student will be able to exhibit the causes and course of the American Revolution through using a classroom activity and two interactive timelines. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Naturalist **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: Students will record observations from debate
 * Visual:** Students will organize thoughts using persuasion map
 * Verbal:** Students will write arguments for debates with supporting arguments
 * Interpersonal:** Students will work in pairs to review debate arguments
 * Intrapersonal:** Students will write self-evaluations and conclusions about the debate
 * Logical**: Students will sequence debate arguments in a logical order

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will complete Persuasion Maps to outline argument for a debate. This debate is used to test students understanding of different colonial perspectives about the American Revolution. As a debate group students will compare and contrast their persuasion maps in order to outline a concise and clear argument. Upon comparing their persuasion maps students will revise their persuasion maps in order to strengthen their arguments. Before the debate students will once again meet in their debate groups and rehearse their arguments in order to once again strengthen their argument.
 * Technology**: Students will create persuasion maps using Creately. Creately is an online tool that allows teams to work together in collaboration to create documents such as KWL charts or persuasion maps. As these are created online it easy to review, revise and refine these maps online before final printing.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Students will write reflections in blogs and self-evaluate the debate.


 * Summative (Assessment of Learning)**

upon finishing the debate students will pass in completed Persuasion Maps. Students will also individually write a blog entry regarding their conclusion to the debate. Students must back up their debate conclusion with facts and points that relate directly back to the debate as well as to their understandings of the American Revolution. Students will also include a summary of the argument from both sides that must also include facts and points that relate directly back to the debate. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The class will still be sitting in smaller group arrangements before splitting into their debate groups.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

Day One: Students will be split into groups 5 minutes Research on the different perspectives and explanation of debate expectations 40 minutes Introduction to Creately 10 minutes Creation of Accounts and Playtime 20 minutes Students create persuasion maps 5 minutes Homework: Students should start working on persuasion maps.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day Two: Handout Debate Checklists 2 minutes Review, Revise and refine persuasion maps 20 minutes Rehearse 10 minutes Debate 30 minutes Discussion 20 minutes Start writing conclusions and finish conclusions for homework

Student will understand the differences in points of view regarding the American Revolution. Student will also know points of view and cause and effect Student will be able to understand Colonial and English points of view to understand why colonists felt they could declare independence. //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.// In order to hook students they will listen to a clip from NPR regarding different perspectives on the American Revolution. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will need to how to form concise arguments in order to prepare for their debate. Student will also understand the cause and effect of how different sides view things. Students will complete notes and a persuasion map in order to form their arguments. Students will be given the tools in the form of internet based research to get a basic understanding of the different perspectives. Students will research in order to gain factual information to use in their debate. Students will complete blogs for self-assessment and reflection. Students will also be able to ask questions within their group to clarify points and facts. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will use their knowledge in the form of a debate. Students will use the debate to demonstrate understanding and learning. Students will create persuasion maps to outline their understandings and thoughts. The persuasion maps are created in order to allow students to organize their understandings. Students will debate in order to gain perspective on the different points of view. Students are too assume the roles of their perspective and argue with American independence is a good or bad thing. Students following the debate will write their conclusions in a blog entry that describes their thoughts and opinions but must include factual information as well as points that were brought up during the debate. Before the debate students will work in their groups to form arguments and to review their persuasion maps. Students will also work together to rehearse for the debate. This is so that students will be able to logically form and be able to execute their arguments. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will write blog entries for self-evaluation and reflections. Students will learn at the end of the debate which side made the more successful argument and we will discuss what could have been done to make debate more firm and to make arguments more concise. Students will also receive feedback on their conclusions. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">American <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Called patriots, Whigs or American <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Considered traitors to the crown <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Linked to Presbyterianism <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Working class <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Loyalist <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Loyal to the crown <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Labeled Tories or King’s Men <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Considered traitors by Americans <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Had turned back on colonies in the American Perspective <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Honorable to England <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Linked to Anglicanism <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Wealthier made up 20% of population <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Labeled Red-Coats <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Colonies were considered a convenience <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Only had one duty to fulfill-Mercantilism <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Felt that colonies should bear weight of the cost <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Considered American colonists rebels <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Debate Evaluation Sheets <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Index cards for debate groupings
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Where, Why, What Hook Tailors: Intrapersonal, Interpersonal, and Musical **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Equip, Explore Rethink, and Revise Tailors: Intrapersonal, Interpersonal, Logical, and Verbal **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Intrapersonal, Interpersonal, Verbal, Visual **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **Intrapersonal, Verbal, Logical, and Naturalist**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Perspectives **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Colonial **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">British **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**