L4+Robinson,+Sarah

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

Teacher’s Name:** Sarah Robinson **Date of Lesson 4:** Perspective.
 * Grade Level:** 9-diploma **Topic:** Civil War

__**Objectives**__

 * Student will understand that** Civil War's outcome impacted the U.S. greatly.
 * Student will know** about Abraham Lincoln, Jefferson Davis, slavery, abolitionist, Union States, Confederate States, the cotton gin, textile mills, and the economy.
 * Student will be able to** compare and contrast the many reasons for the start of the Civil War.

__**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 out this lesson students will be able to learn about the different influences the Civil War had on the United States and rest of the World. Students will also learn about the major enduring themes and ideals that the Civil War brought upon the United States and the World.

__**Assessment**__
At the beginning of the lesson there will be a formative assessment through a graphic organizer, which the students will complete a an observation chart that will have each of the vocabulary words that they need to know in a column, for them to fill out. This will help me as a teacher realize how much they know on this subject. For a graphic organizer I will use the venn diagram. Students will compare and contrast the different reasons for the start of the Civil War also with the different opinions of the north and south. This will evaluate the students and see where they stand with the resources they have been provided. The students will also receive a rubric to see what till be expected from them when they make their blog.
 * Formative (Assessment for Learning)**

Students will be asked to make a blog that will show the information for the many reasons of the start of the Civil War, which will have good links to more information on the Civil War. The blog will be created through many different steps that the students will take to become educated on the subject of how the Civil War's outcome impacted the U.S. greatly. Students will be placed into jigsaw groups to teach others of the information they have found through researching this subject. This will help the students have all the information they need to make an educational blog. This will take the students two 80 minute class periods to make.
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology__: Students will be asked to make a blog that will express their knowledge on the reasons for the start of the Civil War. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their blog. Students will be asked to make the blog as creative and personal as possible. __Visual__: Students be able to bring all their information into the blog that they have learned from comparing and contrasting the many reasons for the start of Civil War into the blog in any visual way that they can. This will help all the visual learners, learn easily and have fun while learning.

__Groupings__
Students will be placed into two groups for the cooperative learning exercise of jigsaw and and the group will each be assigned a reason for the Civil War and if they are a northern or southern state. After using information provided in class students will discuss as a group their answer, and then split up into small groups to share with other groups who are from different states as they are. The students will be placed into the two groups by counting off by two's once all the students are in the classroom. Once the students are in their two big groups they will count off by fours to split into smaller groups. In these smaller groups students will be able to discuss that states reason for the start of the Civil War or how other reasons for the start of Civil War was effecting that state. The students will then be placed into groups of four by their choice and start to make their blog by the information they have learned. In these smaller groups students will be able to discuss the different reasons and perspectives of the states, they will be able to revise their blogs from the advice given from other students about their reasoning.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students will be able to verbal present their blog to the class.
 * Visual:** When making the blog students can research educational videos to go into the blog.
 * Logical**: I will provide links and information on the economy of the U.S. during this time and students can use the numbers to figure out some of the reasons.
 * Naturalist**: Students could dress up as northern and southern citizens when they they present their blogs.
 * Kinesthetic**: Students can react some of the first fights between the Northern and Southern states.
 * Intrapersonal**: When students work alone on the the observation chart they will have time alone to think.
 * Interpersonal**: When students come together to discuss their assigned reason and state they will be able to work together and interact.
 * Musical**: The hook I have is a song that will help the musical learns relate to this unit.

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 blog that will show the information for the many reasons of the start of the Civil War, which will have good links to more information on the Civil War. The blog will be created through many different steps that the students will take to become educated on the subject of how the Civil War's outcome impacted the U.S. greatly.
 * Extensions**

__**Materials, Resources and Technology**__
Student Laptops Teacher Laptops Blog Tutorial Internet Observation Chart Venn Diagram Markers/board Hand outs Blank Paper

__Source for Lesson Plan and Research__
[|Rubric] This will be used to help me make a great rubric. [|Blog Tutorial] This will be used to help the students learn how to make a blog. [|Abraham Lincoln] Students will use this website to learn how Lincoln influenced the start of the Civil War. [|Jefferson Davis] This will help the students realize what Davis did for the Civil War. The term [|abolitionist] is something that students will learn about from this website and learn about their importance to the Civil War. [|Union States] The students will learn from this website that these states were also known as free states, and they were ready to fight for complete freedom in the United States. [|Confederate states] The students will learn that the these states were known for their support of slavery and to have their own power within the government. [|Cotton Gin] The Cotton Gin was an invention that many can argue was a reason for the start of the Civil War and the students will learn this from the website. [|Textile Mills] With this website students will be able to explore what the Textile Mills and other inventions meant to the economy of the United States and the effects for the Civil War. The [|economic differences] of the south and north of the United States can be thought of one of the many reasons for the start of the Civil War, and the students will learn about this from this website.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: For beach ball learners this unit will provide many choices because students will be able to chose their group, and how they want to make their blog. The students will also have a variety of resources when researching their reason for the start of the Civil War. This will allow the beach ball learners to have some spontaneity in this lesson. Clipboard: For clipboard learners students will be able to fill out the observation chart, which will give them a sense of organization. There will be much structure to the set up of the blog because students will have to follow a rubric. Also from the rubric the students will understand the clear expectations of the teacher. Microscope: For microscope learners students will be able to analyzing the reasons for the start of the Civil War when they take part in the jigsaw exercise. The students will also be able to discuss their answers for the start of the Civil War in the round robin exercise. They will also be able to focus on the details of the blog when they make it. Puppy: For puppy learners the students will have a comfortable learning environment when they have time to discuss with their groups their answers for the reasons for the start of the Civil War. This also counts for the supportive grouping because students will be in groups that are researching the same reason. The peers in their groups will be respectful to all the answers that the students gives.
 * //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 Perspective. The students will be asked Students will be able to compare and contrast the many reasons for the start of the Civil War. They will explain through summative assessment; product is a blog.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal**: Students will be able to verbal present their blog to the class.
 * Visual:** When making the blog students can research educational videos to go into the blog.
 * Logical**: I will provide links and information on the economy of the U.S. during this time and students can use the numbers to figure out some of the reasons.
 * Naturalist**: Students could dress up as northern and southern citizens when they they present their blogs.
 * Kinesthetic**: Students can react some of the first fights between the Northern and Southern states.
 * Intrapersonal**: When students work alone on the the observation chart they will have time alone to think.
 * Interpersonal**: When students come together to discuss their assigned reason and state they will be able to work together and interact.
 * Musical**: The hook I have is a song that will help the musical learns relate to this unit.

Students will be asked to make a blog that will express their knowledge on the reasons for the start of the Civil War. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their blog. Students will be asked to make the blog as creative and personal as possible.

__Visual__: Students be able to bring all their information into the blog that they have learned from comparing and contrasting the many reasons for the start of Civil War into the blog in any visual way that they can. This will help all the visual learners, learn easily and have fun while learning.

Rationale:** At the beginning of the lesson there will be a formative assessment through a graphic organizer, which the students will complete a an observation chart that will have each of the vocabulary words that they need to know in a column, for them to fill out. This will help me as a teacher realize how much they know on this subject. For a graphic organizer I will use the venn diagram. Students will compare and contrast the different reasons for the start of the Civil War also with the different opinions of the north and south. This will evaluate the students and see where they stand with the resources they have been provided. The students will also receive a rubric to see what till be expected from them when they make their blog. Students will be asked to make a blog that will show the information for the many reasons of the start of the Civil War, which will have good links to more information on the Civil War. The blog will be created through many different steps that the students will take to become educated on the subject of how the Civil War's outcome impacted the U.S. greatly. Students will be placed into jigsaw groups to teach others of the information they have found through researching this subject. This will help the students have all the information they need to make an educational blog. This will take the students two 80 minute class periods to make.
 * //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__
I would like to have my room arranged in the way that all students can interact with each other easily and have a comfortable learning environment. The desks will be set up in four groups of desk, and according to the number of desk will depend on how big the grouping of desks will be. The desks will most likely be set up in a square formation, which will help the students learn from each other and still be able to pay attention to the teacher. This will also help the teacher move around the classroom easily and help every students when help is needed. On the first day of the lesson students will be watching a short video of the song //Civil Wa//r that discusses the causes of the Civil War: []. (5 mins) The students will then realize how important the Civil War was to the history of the United States. The students will then be asked to fill out a observation chart that will have each of the vocabulary words that they need to know in a column, for them to fill out. Students will be able to use the internet resources provided to look up these vocabulary words or use a book provided in class. (15 mins) Students will then be asked to fill out a venn diagram, and students will compare and contrast the different reasons for the start of the Civil War also with the different opinions of the north and south within the venn diagram. (15 mins) Students will then watch a tutorial on how to make a blog and then explore and research different blogs on the internet to think how they would like to make their tutorial. (30 mins) Students will then be asked to do a jigsaw exercise, which will help students realize the group and information they will be working with for their blog. (15 mins) On the second and final day of the lesson the students will spend 60 minutes of actually making their blogs with their groups. The students will be able to create any sort of blog with creativity with their group about their reason they are comparing and contrasting in their blog. Students will then be able to explore and look at other groups blogs. (20 mins)

Students will understand that Civil War's outcome impacted the U.S. greatly. //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 today there is still an argument between the Northern states and Southern states of the U.S. on what caused the Civil War, and how the outcome impacted the both sides differently. Students will also realize that even today the reasons for the start of the Civil War is compared and contrasted by different states of the United States, and it will forever never be agreed on. Students will be shown a video of the song //Civil Wa//r that discusses the causes of the Civil War: []. The students will be able to discuss their opinion of this video in their jigsaw groups, while thinking about their blogs.
 * Where, Why, What, Hook Tailor: Verbal, Visual, Interpersonal, and Musical.**

Students will know about Abraham Lincoln, Jefferson Davis, slavery, abolitionist, Union States, Confederate States, the cotton gin, textile mills, and the economy. For the pre-assessment I will have my students come complete a an observation chart that will have each of the vocabulary words that they need to know in a column, for them to fill out. This will help me as a teacher realize how much they know on this subject. I will walk around the classroom and make sure the students are using the internet resources provided to define the vocabulary and make sure the students understand what they are learning. For a graphic organizer I will use the venn diagram. Students will compare and contrast the different reasons for the start of the Civil War also with the different opinions of the north and south. The students will be able to bring their venn diagram to the jigsaw exercise and build more ideas from the group. The vocabulary words that the students have looked up for the pre-assessment will help the students realize what to put for their venn diagram along with the resources provided. For the cooperative learning section of the unit, I would like to use a jigsaw. For the jigsaw students will be put into groups and the group will each be assigned a reason for the Civil War and if they are a northern or southern state. After using information provided in class students will discuss as a group their answer, and then split up into small groups to share with other groups who are from different states as they are.There will be a self-assessment done through a rubric that judges the blog the students will make. The students will be able to research this website on [|Abraham Lincoln] to see how he influenced the start of the Civil War. The students will also be able to research how some of actions taken by Lincoln were upsetting to both sides of the Civil War. Although Lincoln wanted to end slavery, he understood that certain steps has to be taken to ensure the safety of the slaves and the rest of the United States. He could see the war coming and he was trying to decide to best way to start and end the Civil War.[| Jefferson Davis] was a man of honor, win the whispers of the Civil War came to the for front Davis went back to the his homeland of the South to defend his country. This is important to the students to know because they must understand how important it was to stand by your roots and your homeland during the Civil War. The Civil War was full of passion and the students must understand that, and by researching Jefferson Davis they will understand that. The term [|abolitionist] is something that stands for many important people and events that has happened in American history. During the pre Civil War period this new group called abolitionist were no longer standing in the shadows of slavery they were taking a stand for what they believed in and that was to free all slaves and have all equal rights to all colored people of America. When the Civil War began and even before the start of the Civil War the United States split into two sections and the northern section that supported freeing the slaves and having a government that had power was called the [|Union States]. These states were also known as free states, and they were ready to fight for complete freedom in the United States. The [|Confederate states] were known for their support of slavery and to have their own power within the government. This website is very educational for the students to research to learn more about the reasons for the start of the Civil War. The Confederate states were the first to secede from the United States, and this is important for the students to learn about, and learn about the reasons why the Confederate states secede. The [|Cotton Gin] was an invention that many can argue was a reasons for the start of the Civil War. This is because it called for more helpers to run the Cotton Gin, and that meant more slaves. But it also meant less slaves in the fields, which the north believe that they should become free. The students should also understand that the slaves were still in horrible conditions when working with the Cotton Gin because it was very dangerous. The Civil War was right in the middle of the Industrial Revolution, which led to make new inventions that helped the United States grow as a country. One example would be what was stated before the Cotton Gin, but another invention that the students should know about is [|Textile Mills]. With this website students will be able to explore what the Textile Mills and other inventions meant to the economy of the United States and the effects for the Civil War. The Civil War was started for many reasons and one major reason is the [|economic differences] of the south and north of the United States. The economy consisted of many factors, which involved the many new inventions and how the trade of following through the country. The students will use this website to learn all about the economy during the Civil War era.
 * Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Intrapersoal, and Verbal**

Students will be asked to do a cooperative learning exercise to help them complete a blog that will compare and contrast the different reasons for the start of the Civil War. For the cooperative learning section of the unit, I would like to use a jigsaw. For the jigsaw students will be put into groups and the group will each be assigned a reason for the Civil War and if they are a northern or southern state. Students will be placed into two groups for the cooperative learning exercise of jigsaw and and the group will each be assigned a reason for the Civil War and if they are a northern or southern state. After using information provided in class students will discuss as a group their answer, and then split up into small groups to share with other groups who are from different states as they are. The students will be placed into the two groups by counting off by two's once all the students are in the classroom. Once the students are in their two big groups they will count off by fours to split into smaller groups. In these smaller groups students will be able to discuss that states reason for the start of the Civil War or how other reasons for the start of Civil War was effecting that state. The students will then be placed into groups of four by their choice and start to make their blog by the information they have learned. In these smaller groups students will be able to discuss the different reasons and perspectives of the states, they will be able to revise their blogs from the advice given from other students about their reasoning. When the students are first places into groups to discuss their assigned reason and state of the Civil War, they will be able to rethink the ideas they had from the pre-assessment. When making the blog the students will be in their original groups they were assigned at the beginning of the jigsaw, but when they spilt up into groups to discuss the different reasons and perspectives of the states, they will be able to revise their blogs from the advice given from other students about their reasoning. After revising their blogs the students will be able to refine their blogs by looking over the rubric for the blogs and see what areas need to be refined. Students will have time to rehearse how they will present their blog to the class, on the second day of the unit. Students will be able to compare and contrast the many reasons for the start of the Civil War. They will explain through summative assessment; product is a blog. This will take two 80 minute class periods.
 * Experience, Explore, Rethink, Revise, Refine, Rehearse, Organize, Tailor: Intrapersonal, Interpersonal, Verbal, Visual.**

Students will be able to self-assess themselves with a rubric that they have had input in on how they would like to have their blog judged. The students will be able to see clearly what is expected from the teacher for their blogs. The students will also have time to meet with the teacher if they would like to see where they stand on the rubric according to the teacher. I will give my students timely feedback by meeting with them and giving them feedback right then so they know what needs to be fixed. The next section of lessons will be on the Reconstruction period so it leads nicely into the next section of history and the students will be able to see all that has changed.
 * Evaluate, Tailor: Interpersonal, Verbal**

The students will be able to research this website on [|Abraham Lincoln] to see how he influenced the start of the Civil War. The students will also be able to research how some of actions taken by Lincoln were upsetting to both sides of the Civil War. Although Lincoln wanted to end slavery, he understood that certain steps has to be taken to ensure the safety of the slaves and the rest of the United States. He could see the war coming and he was trying to decide to best way to start and end the Civil War.
 * Content Notes**

[|Jefferson Davis] was a man of honor, win the whispers of the Civil War came to the for front Davis went back to the his homeland of the South to defend his country. This is important to the students to know because they must understand how important it was to stand by your roots and your homeland during the Civil War. The Civil War was full of passion and the students must understand that, and by researching Jefferson Davis they will understand that.

The term [|abolitionist] is something that stands for many important people and events that has happened in American history. During the pre Civil War period this new group called abolitionist were no longer standing in the shadows of slavery they were taking a stand for what they believed in and that was to free all slaves and have all equal rights to all colored people of America.

When the Civil War began and even before the start of the Civil War the United States split into two sections and the northern section that supported freeing the slaves and having a government that had power was called the [|Union States]. These states were also known as free states, and they were ready to fight for complete freedom in the United States.

The [|Confederate states] were known for their support of slavery and to have their own power within the government. This website is very educational for the students to research to learn more about the reasons for the start of the Civil War. The Confederate states were the first to secede from the United States, and this is important for the students to learn about, and learn about the reasons why the Confederate states secede.

The [|Cotton Gin] was an invention that many can argue was a reasons for the start of the Civil War. This is because it called for more helpers to run the Cotton Gin, and that meant more slaves. But it also meant less slaves in the fields, which the north believe that they should become free. The students should also understand that the slaves were still in horrible conditions when working with the Cotton Gin because it was very dangerous.

The Civil War was right in the middle of the Industrial Revolution, which led to make new inventions that helped the United States grow as a country. One example would be what was stated before the Cotton Gin, but another invention that the students should know about is [|Textile Mills]. With this website students will be able to explore what the Textile Mills and other inventions meant to the economy of the United States and the effects for the Civil War.

The Civil War was started for many reasons and one major reason is the [|economic differences] of the south and north of the United States. The economy consisted of many factors, which involved the many new inventions and how the trade of following through the country. The students will use this website to learn all about the economy during the Civil War era.

Rubrics Venn Diagram Observation Chart
 * Handouts**