L1+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 1 - Explain
 * Grade Level:** 9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand** that there were many causes of the Civil War
 * Student will know** the Missouri Compromise, the Compromise of 1850, Fugitive slave law, Kansas-Nebraska Act, Dred Scott decision, Uncle Tom's Cabin, assault of Charles Sumner, John Brown and the raid of Harper's Ferry, presidential election of 1860.
 * Student will be able to** teach their classmates about one event that helped lead to the Civil 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:** Students will learn the sequence of events that led to the Civil War, a major historic influence in the United States.

__**Assessment**__
Pre-assessment: Students will be given an ungraded quiz asking what they already know about the Civil War. Questions will include what caused the Civil War? Who won the Civil War? When was the Civil War fought? Do you think America could have another Civil War? Formative: Each student will organize information about their topic in a word web. Students will work together in groups but each student will have their own graphic organizer. Students will be expected to have their graphic organizer complete before or during the second class. During the second class period each group will meet with me providing me with an opportunity to look over their graphic organizers to make sure they are on the right path, as well as to answer any questions they may have.
 * Formative (Assessment for Learning)**

The class will be divided into groups of 2-4 depending on the class size. Each group will use Comic Life to create a comic that illustrates one event that contributed to the Civil War. Each group will be assigned a topic by the teacher. The groups will research their topic via the internet or books and will organize their findings into a graphic organizer. Each group will then make a rough draft of their comic on paper. The rough draft will be an outline of the comic and will include what kind of pictures will the group have? Where will the pictures go? What information will be provided and where will that be in relation to the pictures? Once the rough draft is complete students will create their final product using Comic Life. Each group will then give a short presentation to their peers in which they share their comic and explain their topic. After the presentations are done each group will pass in their product for scoring (I will use a rubric) and all the comics will be put together in chronological order to make one class comic. Each student will then be given this full class comic timeline. Through this activity students should learn the important events that led to the Civil War in an exciting way that will allow them to remember what they learned.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use Comic Life to create their own comics on the computer. Comic Life provides students with a basic comic template with which they can add pictures (of either themselves or one's found from the internet) and text. Art: Comic Life gives all students a chance to be artistic even those who might not be artistically inclined. Students will be encouraged to get as creative as they can with their comic.

__Groupings__
Students will break into Think-Pair-Share groups after the pre-assessment. The questions from the pre-test will be on the board, students will be asked to discuss these questions with there partner. Student's will pair up with their "fall" partner (pre-arranged pairings coordinated with the different seasons). One student will be expected to record the thoughts of the pair. After this the class will discuss their responses to these questions. For the Comic Life project students will be put into groups that have been pre-arranged by myself. Each student will be expected to do research, and learn how to use Comic Life. When presenting to the class each student will be expected to contribute something to the presentation.

__**Differentiated Instruction**__
Verbal/Linguistic- Students will be engaging in discussions with peers and full class discussions Logical/Mathematical: Piecing together the causes of the Civil War is like putting together a puzzle. Visual/Spatial: The graphic organizer will provide a more visual way to organize information. Students will also be using Comic Life which is a very visual program allowing these students to get very creative. Interpersonal: Students will be interacting with other students first in a think-pair-share and then within the context of their group project. Intrapersonal: The pre-assessment will require students to answer questions with only their own knowledge. Also students will reflect on the process after their projects are done. Musical: The beginning of class with include some music which should help these students become more interested in the topic.
 * Strategies**

Absent: Students are required to see me the next day to get any materials they have missed. Students will also need to be told what group they were in if they missed that part. Students are encouraged to seek out their peers for information on what we did in class. Students will need to immediately coordinate with group members so the absent student can get caught u
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

Technology: Students will use Comiclife to create a comic book on the computer. ComicLife allows students to be creative without requiring them to be artistically gifted. The software allows students to share their comic creations over the web, gifted students will be challenged to get creative and make their comic look as realistic as possible.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for each student and myself Computer speakers Word web graphic organizer handout Overhead projector Project rubric Pre-assessment

__Source for Lesson Plan and Research__
Comic Life tutorial [] Rubric [] Hook [] Graphic Organizer [] Missouri Compromise [] [] [] Compromise of 1850 [| http://www.pbs.org/wgbh/aia/part4/4p2951.html] Kansas-Nebraska Act [] Dred Scott decision [] Uncle Tom's Cabin [] Assault of Charles Sumner [] John Brown and the raid of Harper's Ferry [] Presidential election of 1860 [| http://www.tulane.edu/~latner/Background/BackgroundElection.html]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Clipboard: For students who find organization very important I have incorporated a graphic organizer. The organizer will be a word web which will allow students to organize important information around their central topic. Beach Ball: These students will enjoy the opening music video. Also these students like to engage in discussion, there will be no wrong answers in this discussion so students will be encouraged to say what they feel. These students will enjoy getting to switch from partners to groups and getting to move the classroom around a little bit. They will enjoy getting to make a comic book as well Puppy: Group work should make these students feel more comfortable. For the project I will pre-select groups so that the groups will hopefully work well together. I will emphasize that there are no wrong answers in our discussion which will hopeful help to create a safer environment for these students. Microscopes: These students will enjoy researching a topic to discover everything they can about it. During the class discussion I will be asking the students a lot of 'why' questions, these students will enjoy trying to get to the bottom of these questions. learning styles (puppy, beach ball, microscope, clipboard.)
 * //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 the Missouri Compromise, the Compromise of 1850, Fugitive slave law, Kansas-Nebraska Act, Dred Scott decision, Uncle Tom's Cabin, assault of Charles Sumner, John Brown and the raid of Harper's Ferry, presidential election of 1860 (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.// Students will be learning about the events leading up to the Civil War. Students will able to teach their classmates about one event that helped lead to the Civil War. After the American Revolution there was a slow chain of events that eventually culminated in the south seceding and the beginning of the Civil War. For students to truly understand the Civil War they will need to understand how the United States got there. These types of internal conflicts are an enduring theme throughout history. I hope to for students to be able to compare the years leading up to the Civil War to modern times and explain how things are similar or different.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Verbal/Linguistic- Students will be engaging in discussions with peers and full class discussions Logical/Mathematical: Piecing together the causes of the Civil War is like putting together a puzzle. Visual/Spatial: The graphic organizer will provide a more visual way to organize information. Students will also be using Comic Life which is a very visual program allowing these students to get very creative. Interpersonal: Students will be interacting with other students first in a think-pair-share and then within the context of their group project. Intrapersonal: The pre-assessment will require students to answer questions with only their own knowledge. Also students will reflect on the process after their projects are done. Musical: The beginning of class with include some music which should help these students become more interested in the topic.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology: Students will use Comiclife to create a comic book on the computer that can be made available on the web. ComicLife allows students to be creative without requiring them to be artistically gifted. The software allows students to share their comic creations over the web, gifted students will be challenged to get as creative as they can with their Comic, and include as much information as they can.

Rationale:** On the first day of the lesson students will be asked to take a pre-test. The student's responses to the questions I ask will help guide the direction of my teaching so that I do not end up spending too much time on material that the students already know. This pre-test will also give me insights into what kind of misconceptions students have which I will need to spend more time covering. Students will later be given informal evaluation when I look over their graphic organizers to make sure they are on track. I feel this is important because I do not want students to start making their product until I am sure they have a firm understanding of the important parts of their topic. For formal assessment the students will have to create a Comic illustrating their topic. They will then have to teach about this event to the rest of the class using their comic. I will grade the product using 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 will be arranged in two's so that everyone is facing the board during the discussion. As student's walk in they will be asked to sit next to their Fall partners. This will minimize transition time for the partners segment. Also for when students get in larger groups the desks can be pushed together so that one pair goes with another. This set up should decrease the amount of time it will take to get into groups.

Agenda Day One: Students take pre-assessment (10 min) Think-Pair-Share groups discussing questions (5 min) Class discussion on pre-assessment questions (10min) Students get in teacher assigned groups (5 min) Introduce product objective, have students begin downloading Comic Life (5 min) Pass out rubrics and graphic organizers (5 min) Assign each team a topic and have them begin research on that topic (25) Explain about Comic Life (10) Let students play with Comic Life (5 min) Homework is to become familiar with Comic Life and finish research and Graphic Organizer

Agenda Day Two: Short discussion on how to effectively present information to their peers (10 min) Meet with each group individually while other groups are either doing research or doing comic rough draft (10 min per group) Work on Comic rough draft which should be finished by the end of class (70 min) Those who finish rough draft will begin work on their final product (30 min) Homework is to finish comic, be prepared to present and make a handout with questions which the other students will have to answer

Agenda Day Three Group presentations, students will present in chronological order of their topic. (60-80 min) After each presenter I will lead a short discussion on the topic to tie up any loose ends and gauge student understanding. Remaining time will be spent reviewing everything the students just learned and putting these events in chronological order (20 min or less) My homework will be to compile all the comics together and make a full class comic timeline for each student.

Students will understand that there were many causes of the Civil War. I will teach my students that the road to the Civil War was very long and that there were a number of issues which kept piling up onto each other. Part of the opening discussion will center on the divisions in our country today. I will ask students if they think we could ever have another Civil War. The connection to today's world will hopefully make them feel less distant from events that took place 150 years ago. The MLR that aligns with this lesson is //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//. To hook the students in I plan to first play them part of a music video for "Civil War" by Guns N' Roses which should get them thinking about the topic and also seeing some images. They should also be excited that we are listening to music instead of doing work. The follow up of the initial hook is the discussion in which we will relate the pre-Civil War climate in America to today. Allowing students to focus a little more on their own lives rather than always having to learn about events that seem totally distant to them should make them more motivated and more involved in the discussion.
 * Where, Why, What, Hook, Tailor:** **Verbal, Logical, Musical, Interpersonal, Intrapersonal**

Students know the Missouri Compromise, the Compromise of 1850, Fugitive slave law, Kansas-Nebraska Act, Dred Scott decision, Uncle Tom's Cabin, assault of Charles Sumner, John Brown and the raid of Harper's Ferry, presidential election of 1860. I will begin the lesson by giving students a pre-test. The pre-test will provide me with information about what the students already know about the Civil War and what misconceptions they might have. This information will then allow me to not waste time covering material that they already know and it might also alert me to things I will need to cover that I hadn't thought of. As students finish up the pre-test I will write the questions they just answered on the board. When they are finished they will get in pairs with their fall season partners. They will then discuss the questions posed with their partner making sure to note where they agreed and where they disagreed. Each partner group will then discuss with the rest of class what their feelings were on the questions. During this discussion time I may ask the students follow up questions to probe their understanding further. I imagine there will be a fair amount of talk about slavery, and one point I want to make sure to hit is to ask students if there was more to it than just slavery. Once the discussion is done students will be told their groups and will sit with their group members. Once they are given instructions on what their assignment is they will use a graphic organizer to organize their research. During the second day of class I will meet with each group. This will provide me with a chance to make sure each group is on the right track. I will also be able to answer any questions they have about either their topic or Comic Life.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal**

Students will explore the content first with a discussion. Once the discussion is finished students will explore a particular topic in depth. When the students are finished with their product they will present to the class.The purpose of the lesson is for students to be able to teach their classmates about one event that helped lead to the Civil War. Each presenting group will be required to bring a handout for their classmates. The handout will contain questions on the topic selected by the presenting group that their classmates will have to answer. Each student will answer these questions individually. This process will allow me to first see if each group had a firm understanding of their topic and was therefore able to choose questions on the essential aspects of their topic. Second, it will require the students listening to have to pay attention, and writing things down will help to store the information better in memory. Third, It will be another measure by which I can grade the their presentation. If no student in the class was able to answer the questions provided it probably means that team did not effectively convey the information. Fourth having students provide their own questions will require them to get more into the mindset of a teacher. They will have to think about what are the important parts of their topic, and this will hopefully keep them on target when making their product. Students will be grouped initially in pairs with their fall seasonal partner. In these pairs one person will be the recorder, making sure to note where they agreed and disagreed and the other student will be the presenter. For the actual project students will be put into groups pre-arranged by myself. In these groups each student will be expected to do research, complete their own graphic organizer, contribute to the comic and the presentation. I will be meeting with each group to make sure their research is on track, this will help them to stay focused on the important aspects of the topic. After the meetings I will free to roam around the room checking on rough drafts, asking students questions to make sure they are on the right track.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical**

Students will reflect on the project by writing a blog entry in which they review the experience. This will include what they liked, what they didn't like, what they learned, how it could be improved in the future, and how they feel their product turned out and how their presentation went. This last questions will allow students to give a self-assessment. I will read all the blogs and provide feedback. The comics will be graded using a rubric. Once the projects are done I will put them all together to create a comic timeline for the students to use. The fact that the comics should be visual and more exciting then textbooks should hopefully help students to retain the information more efficiently. Everything will build from lesson to lesson, the comic timeline will hopefully act as a resource when students need to refer back to these events.
 * Evaluate, Tailors**: Intrapersonal, Linguistic, Visual


 * Content Notes**
 * Student will know** the Missouri Compromise, the Compromise of 1850, Fugitive slave law, Kansas-Nebraska Act, Dred Scott decision, Uncle Tom's Cabin, assault of Charles Sumner, John Brown and the raid of Harper's Ferry, presidential election of 1860.

[|Missouri Compromise] Since the time of the revolution the United States had managed to keep the number of slave and free states even. This balance of power was threatened in 1818 when Missouri applied for statehood. This issue remained unresolved until 1820 when Maine applied for statehood a compromise was devised where Maine would be admitted as a free state and Missouri a slave state. To help resolve further conflict it was agreed that any state from the remaining area of the Louisiana purchase North 36°30'N would be a free state.

[|The Compromise of 1850] was a series of five bills that were intended to relieve the sectional tensions of the time. Its goal was to deal with the spread of slavery to territories in order to keep northern and southern interests in balance. Here is a summary of the five bills: [| http://americanhistory.about.com/od/beforethewar/g/compromise1850.htm]
 * 1) California was entered as a free state.
 * 2) New Mexico and Utah were each allowed to use popular sovereignty to decide the issue of slavery. In other words, the people would pick whether the states would be free or slave.
 * 3) The Republic of Texas gave up lands that it claimed in present day New Mexico and received $10 million to pay its debt to Mexico.
 * 4) The slave trade was abolished in the District of Columbia.
 * 5) The [|Fugitive Slave Act] made any federal official who did not arrest a runaway slave liable to pay a fine. This was the most controversial part of the Compromise of 1850 and caused many abolitionists to increase their efforts against slavery.

[| Kansas-Nebraska Act] The Kansas-Nebraska Act was passed by the U.S. Congress on May 30, 1854. It allowed people in the territories of Kansas and Nebraska to use popular sovereignty (decide for themselves) to decide whether or not to allow slavery within their borders. The passage of the act repealed the Missouri Compromise of 1820 which prohibited slavery north of latitude 36°30´. Once the act was passed northerners and southerners flocked to Kansas, since the issue would be decided by popular vote, whichever side had more people would win. This resulted in a slew of violence and earned the nickname [|Bleeding Kansas].

[|Dred Scott] was a slave who was taken from the slave state of Missouri to the free state of Illinois. When Scott's master died he, with the help of abolitionists, sued to try to gain his freedom. His reasoning was that he should be free because he had been living in a free state. The case went all the way to the Supreme Court where seven out of nine Justices declared that no slave or descendant of a slave could be a U.S. citizen, or ever had been a U.S. citizen. As a non-citizen, the court stated, Scott had no rights and could not sue in a Federal Court and must remain a slave. Anti-slavery northerners were infuriated by the decision.

[| Uncle Tom's Cabin] An anti-slavery novel written by Harriet Beecher Stowe, a northerner who had never seen a plantation. The book became wildly popular in the north and presented the most personal depiction of slavery they had ever experienced. It is considered that the book turned many apathetic northerners firmly against slavery. Southerners were in turn outraged by the book and called it slander. Apparently when Stowe visited the White House Lincoln reportedly said, "so you are the little woman who wrote the book that made this great war."

[|John Brown's Raid] John Brown was an ardent abolitionist. He wanted to end slavery by causing a slave uprising. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Brown was hanged on December 2. He became a martyr for the abolitionist movement and a treasonous murderer to the south.

[|Attack on Charles Sumner] On May 19, 1856, Senator Charles Sumner of Massachusetts, a prominent voice in the anti-slavery movement, delivered an impassioned speech denouncing the compromises that helped perpetuate slavery and led to the 'bleeding Kansas' situation. One person in particular Sumner attacked was Andrew Butler. The next day Butler's nephew Preston Brooks, a member of the House of Representatives, attacked Sumner with a cane while he was working at his desk and continued to beat him until he lay bleeding and unconscious on the floor. Northerners were of course outraged by the incident and used it as evidence of how violent the south was. [|Election of 1860] The Republican party was a brand new party founded on an anti-slavery agenda. In 1860 Abraham Lincoln, a Republican, beat out J. C. Breckinridge and John C. Calhoun for the presidency. In just over a month South Carolina seceded from the Union, feeling that they did not want to be a part of a nation whose leader did not represent their interests. By February of 1861 6 other states seceded and the stage was set for war.

Word web organizer Comic rubrics Pre-test
 * Handouts**