L3+Malbon,+Jason

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

Teacher’s Name:** **Mr. Malbon**
 * Grade Level: 9 - Diploma** **Topic: Court Cases of the 1920's**

__Objectives__

 * Student will understand that** important events in two major court cases uncovered major rifts in America by producing a play.
 * Student will know** details and significance of Sacco and Vanzetti, Scopes-Monkey trial, John Scopes, Charles Darwin, Modernists vs. Traditionalists - who was who. Judge Webster Thayer, Xenophobia, anarchists, Red Scare. Students will use a graphic organizer (fact & opinion) to record key information on the court case. Students will choose which court case they will have by a random lottery.
 * Student will be able to** produce a short play depicting highlights of the court case (Application) **Product:** play **3 days (Organize)**

__Maine Learning Results Alignment__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920'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.


 * Rationale:** Several areas of the Maine Learning Results will be satisfied as a result of this lesson. The 1920's are considered a major era of United States History. This era included enduring themes such as religion and its role in public education and the role of science in education. This idea is exemplified in the Scopes/Monkey Trial. Attitudes about immigrants and citizens with non-traditional backgrounds are shown through the Sacco and Vanzetti case. Influences are threaded through todays society since new immigrants are still targets of discrimination and hatred. The teaching of evolution continues to be hotly debated in our own time. Our democtratic philosophy is also called into question since the outcomes of these trials put freedoms and basic American ideals into question.

__Assessment__
**Formative (Assessment for Learning)** Formative assessments will be measured from a series of brief activities and graphic organizers. In the beginning of class, the teacher will read a short outline about teaching evolution in the classroom and how the issue has survived to modern times. The teacher will explain the issue of evolution in curriculums and the science vs. religion antagonism. Introduce the [|Scopes-Monkey Trial.] Teacher will explain how court cases can have an impact on our society. Examples from other cases during different eras can be brought in such as the Rodeny King or O.J. Simpson Trials (race relations). Explain that the two cases that will be taught deal with social and moral issues of the country. The teacher can check knowledge by asking pointed questions about basic freedoms we take for granted that were effected by these cases. As detailed below, the class will be divided into groups of four. There will be six groups total. Three groups will be given the Sacco & Vanzetti Trial, and three will be given the Scopes/Monkey trial. The groups they are assigned to will be the same group doing the play project. Students will be given a basic time-line/fact sheet regarding each case. They will also be given a Fact & Opinion Graphic organizer to fill out individually and will give them a chance to form deeper understandings before engaging in the cooperative learning exercise. Jigsaw will follow classic form. Students with the same subsection of info will group and discuss. Each member will have a fact sheet suited to their trial. There will be space for added notes. Students wll be encouraged to think of character personalities and life situations since they will produce a short play. Formative evaluation will also take place through exit tickets. Slips of paper with enough room to write answers to two major questions regarding each of the court cases will be given out during last 5-10 minutes of class. Students will be ready for dismissal when exit ticket is given to and accepted by the teacher.


 * Summative (Assessment of Learning)** Summative assessment will be through a take home quiz and the play project. The take home quiz is designed to allow students to bring together all of their learning about the court cases. Two short essays, fill in the blank, matching exercises and one long essay will make up the quiz. Students will be encouraged to use their handouts, books, computer and class notes. The quiz will be due the following day for a grade. The short play will be assigned to the students during the cooperative learning project earlier in the class. A general project checklist will be provided detailing what is expected of the play. The idea is to have fun, not be bogged down in minute details. Students are required to briefly meet with the teacher for approval of their idea before formally beginning the project. This is to ensure that the content is appropriate and on target. Each group member is expected to have a significant speaking part. A typed dialog will be handed in at the onset of the presentation. The play should be approximately four minutes in length. The audience should be able to learn about the trial's major causes, events and outcomes and significance as a result of the play. Everybody will be assigned a journal entry to do describing the group plays that they saw and desribed what they learned about each trial.

__**Integration **__
Technology: Type II computer use be intergral for those who choose to film their play and load it into an iMovie. Students will be able to choose to do an iMovie instead of acting the play live in class with permission from the teacher. Research on the laptops will be needed to gather facts, character profiles and sequence of events.

Mathematics: Since the play project requires a sequence of events and follow basic guidelines of a checklist, mathematical learners will utilize their skills.

English: Written dialoge is required for the project. The dialog should follow a script type format and be free of typo's and slang, unless it is used for a specific character.

Groups for the lessons will be formed in the following manner. Before the lesson starts, the desks will be gathered into groups of four. There will be six groups total. Three teams will be given the Sacco & Vanzetti Trial, and three will be given the Scopes/Monkey trial. The teams they are assigned to will be the same group doing the play project. Each table group will also be given a number 1-6 written on a note card. As students are entering the room they will be assigned a number and be asked to find the appropriate table group. This grouping will be suitable for the two day lesson as well.

__**Differentiated Instruction**__

 * Strategies**
 * Kinesthetic:** Students will have the opportunity to be very active during the play project.
 * Intrapersonal:** Reflecting on the hook presentation, filling out graphic organizers and checklists.
 * Interpersonal:** React to group members and leading discussions and gathering information from classmates.
 * Naturalist:** Can describe the outdoor setting of the Scopes - Monkey trial. Hot summer day, Tennessee climate, describe what spectators saw. They will bring the outside setting in for the class.
 * Linguistic:** Developing story for play, writing responses, checklists, exit tickets.
 * Auditory:** Listening to teacher explanations, watching and listening to plays, hearing group teachings.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**
 * Modifications/Accommodations


 * Absent Students**: Students will have access to a class wiki page to stay up to date. A homework hot-line will be provided for students with no internet access. The teacher will update their home answering machine by posting the most current homework or class assignments as well as important, pertinent information needed. A buddy system will also be available to acquire materials, notes and outlines of the days activities. Students will also have personal folders for teachers to put materials that were assigned in case a parent or gaurdian wishes to visit the teacher personally.

The short play will be assigned to the students during the cooperative learning project earlier in the class. A general project checklist will be provided detailing what is expected of the play. Each member of the team is expected to play a role and contribute to the story line in some way. Students will have a choice whether to film their play in a movie format or perform it live in class. Type II technology will be used by those who choose to make a short iMovie of their play project. Students who choose the iMovie will be given and extra day to turn in their project.
 * Extensions**

__**Materials, Resources and Technology**__
Newspaper clipping of teaching evolution Basic time-line/fact sheet Fact & Opinion Graphic organizer Exit tickets Checklist for play project Laptops for research and play project Team contract

__Source for Lesson Plan and Research__
Students will have good sources of information with the handouts and graphic organizers. The following websites also have a wealth of information to be used by the students for their projects and their take home quizzes. [] - A very detailed site about the significance of the Sacco and Vanzetti case and the resulting miscarrage of justice. [] - Another strong link about the Sacco & Vanzetti case with a multitude of hyperlinks to other sites. [] - More info on Sacco & Vanzetti. [] - Scopes/Monkey Trial. Detailed description of events and people involved as well as issues at play. [] - Easy to follow timeline/list of events with detailed descriptions. All of the above links should be all the students need to do classwork, quizzes and the play project. Although they can find more information on the web if they choose, they should not need to. [] Excellent example of a school play. I will use this to show students how to incorporate music, setting, dialog and proper credits. iMovie tutorial. []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson satisfies standard three in the following ways. First, by using a variety of class activities such as the hook discussion, Fact & Opinion organizer activity and jigsaw activity, students will demonstrate knowledge in diverse ways. Type II technology will be present in the use of laptops for research and developing final play project. The **Beach ball** type will have access to multiple sources of materials ranging from handouts, individual and group discussions and the freedom to be creative in their final project. **Clipboards** will have a checklist to prepare and be organized for their play project as well the same fact sheet from lesson one for the two day lesson. Visual cues will be given from tutorial sites written on the whiteboard. **Microscope** learners will be able to delve deep into content areas throught group discussions and topic research via internet. Successful completion of project will depend on their focus for details. Finally, **Puppies** will have the benefit of a positive, supportive work environment. All learners will be choosing celebrities from all walks of life from diverse cultural and social backgrounds.
 * //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:** Standard 4 will be satisfied by way of checking formative assessments and the flow of class activities to see who is engaged and showing progress. Group work and class discussion will allow for clarifying material, answer questions, and maintain progression in student learning. A fact sheet about each court case as well as suitable websites will provide enough content information for students to complete assignments and projects. Students will self-assess during class activities and group work. A checklist which will be used for the project will allow them to self assess progress as well. Laptops will be available throughout the class so students can research as needed during project planning and building. Learning results will be satisfied since students will have to form and demonstrate new knowledge and produce a play that tells a brief story about a court case. Students will be using Type II technology as they see fit injecting their own MI into the process as a natural course. Subject matter will be uncovered using the internet and search engines. The play project will identify how these court cases were significant and why they are important in American culture. Students will learn the significance of a major historical era during the play project. Much of the material in the court cases can be realed back to lessons one and two as well as to the following lessons on rural/urban antagonisms and population migrations. Personailites in these cases have already been introduced. In the followng lessons, issues regarding rural/urban topics will be examined closer and in more detail.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: Kinesthetic:** Students will have the opportunity to be very active during the play project. The above learners will have the benefit of their laptops to help them with worksheets, handouts, quizzes and reasearch for their plays. Technology is used through computers in order to produce a short four minute movie or play. Students will have a choice whether to film their play in a movie format or perform it live in class. Type II technology will be used by those who choose to make a short iMovie of their play project.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Intrapersonal:** Reflecting on the hook presentation, filling out graphic organizers and checklists.
 * Interpersonal:** React to group members and leading discussions and gathering information from classmates.
 * Naturalist:** Can describe the outdoor setting of the Scopes - Monkey trial. Hot summer day, Tennessee climate, describe what spectators saw. They will bring the outside setting in for the class.
 * Linguistic:** Developing story for play, writing responses, checklists, exit tickets.
 * Auditory:** Listening to teacher explanations, watching and listening to plays, hearing group teachings.

Rationale:** Students will be given a basic time-line/fact sheet regarding each case. They will also be given a Fact & Opinion Graphic organizer to fill out which will give them a chance to form deeper understandings before engaging in the cooperative learning exercise. Jigsaw will follow classic form. Students with the same subsection of info will group and discuss. Each member will fill out a checklist suited to their trial. The checklist will allow space for added notes. Students wll be encouraged to think of character personalities and life situations since they will produce a short play to be done with video. Formative evaluation will also take place through exit tickets. Slips of paper with enough room to write answers to two major questions regarding each of the court cases will be given out during last 5-10 minutes of class. Students will be ready for dismissal when exit ticket is given to and accepted by the teacher. The short play will be assigned to the students during the cooperative learning project earlier in the class. A general project checklist will be provided detailing what is expected of the play. The idea is to have fun, not be bogged down in minute details. . Students are required to briefly meet with the teacher for approval of their idea before formally beginning the project. This is to ensure that the content is appropriate and on target. Each group member is expected to have a significant speaking part. A typed dialog will be handed in at the onset of the presentation. The audience should be able to learn about the trial's major causes, events and outcomes and significance as a result of the play.
 * //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__
Class will be set up before the lesson begins in groups of four to five. There will be a total of six groups. This set up will work for all class lecture, individual work and team work. As the teams will also be doing the plays together, the set up will be convenient for research and to develop their plays. Students will be asked to have their laptops out and booted up as they enter the classroom. The two day agenda will be written on the board detailing the flow of class activities and material to be covered. This will be pointed out to students at the onset of class.


 * Day One Agenda:**

The agenda will be described in detail for the following two days and any follow up question will be answered. **(2 min)**

A few basic questions will be posed to the class such as; What is evolution? Do we teach evolution in school today? Has the theory of evolution always been popular? Why or why not? A few facts will be read to the class regarding the issue of evolution. The teacher will then read a recent article from two years ago. The significance of the article and the controversy of evolution will be highlighted and the Scopes-Monkey trail will be briefly described. The teacher will explain how a major trial or court case can have a lasting impact on society. They will be introduced to their projects and the class agenda will move forward. **(10 min)**

Court cases to study will be given to each group. Groups one through three will get the Scopes-Monkey Trial. Groups four through six will be given the Sacco-Vanzetti case. Teams will be given a basic time-line/fact sheet regarding each case. The fact sheets will list a chronology of events, terms, important people and cultural significance. They will also be given a Fact & Opinion Graphic organizer to fill out which will give them a chance to form deeper understandings before engaging in the cooperative learning exercise. The Fact side of the sheet will be given and include an important controversial issue at hand such as; Should we teach evolution or creationism? Why? A Fact regarding the Sacco-Vanzetti case might include; The sacco-vanzetti case proved that we are intolerant toward immigrants. These sheets are a chance for students to form preliminary ideas. The Fact & Opinion sheets will be done individually. **(10 min)**

When proper time is given, the students will be asked to share an item off of their organizer. **(3 min)**

Jigsaw exercise will follow. Groups that are working on the same court case will be helping each other learn key factors about the case. A fact sheet will be handed to the group showing main ideas to learn and understand. There will be six major themes teams on the fact sheet. There will also be a list of websites to use that will have all the information needed for the fact sheet. Each group will be responsible for two of the items on the sheet. Teams will be required to learn and share knowledge with the other groups. Sacco-Vanzetti groups will teach to each other and likewise for Scopes-Monkey groups. This activity is basically a large jigsaw/think-pair-share activity. The classroom should be very busy and a little noisy. The checklist will allow space for added notes. The teacher will assign which group gets what items to learn and teach. Team learning and research **(10 min)** Team sharing and teaching **(10 min)**

Class will be formally assigned their play projects in detail. Another checklist with requirements will be handed out. Included in the checklist will be a script requiment to be turned in at the outset of their presentation. A generic team contract will be handed out with specific tasks that should be done for a successful project. Each team member will sign the contract and the teacher will keep it to help in assessment of individuals as well as the group. **(10 min)**

Students are asked to spend the rest of class working in their groups on the play which will be acted out during the second half of the following days class. **(35 min)**

Class will begin with a quick stuffed animal toss game as done in the previous lesson. Each student will have the opportunity to share what they have learned so far about their court case. They can give several details if they wish. They can use their sheets, handouts and checklists to find facts to share. **(10 min)**
 * Day Two Agenda:**

The teacher will remind the class of resources they have available to them such as web sites, sheets, their laptops, etc. **(5 min)**

Students continue to prepare for their play projects. There should be plenty of time after presentations for the following. Students will write a journal entry about what they learned fo​r the project and the previous days activities. Teams will finish up on their plays and be ready to present during the next class. **(65 min)**

Day Three Agenda: Class will perform their plays. **(50 Min)** Students will be required to write a journal entry about what they learned and liked about each others’ projects. **(20 Min)** Time permitting, the class can play an impromptu animal toss game to share what they have learned about the lessons and prepare for the next lesson where they will be switching court cases for another project. Teacher will share what is up and coming for the next lesson. **(10 Min** **)**

Students will know details and significance of Sacco and Vanzetti, Scopes-Monkey trial, John Scopes, Charles Darwin, Modernists vs. Traditionalists, and details about the background of each trial. Judge Webster Thayer, Xenophobia, anarchists, Red Scare are just a few terms that will be examined during the lesson. The reason these court cases became so sensationalized was due in large part to the mass media of the day. Scandal, controversy and negativity were common fodder during this time. The 1920's started with the sensation of the Red Scare, the scandals of the Harding administration and in 1924 and the sickening and disturbing case of Leopold and Loeb. The popularity of the automibile made it possible for the press to cover vast distances quickly. Stories could be brought to the masses in a moments notice. Newspapers were also widely distributed to the public and were affordable and easily obtained. News became entertainment which dovetailed nicely with the new found fascination with movies and radio. This was the generation that may have been the first to become mass media junkies. These cases were also kitchen table topics. The issues at hand were easliy understood and talked about. Everyone had an opinion and likely new about the lasting significance these cases had. **Equip, Explore, Rethink, Revise, Tailoring: Verbal, Visual, interpersonal, Intrapersonal, Logical, Naturalist, Kinesthetic.**

Students will learn through a series of formal and informal activities. Question and answer at the beginning of class will allow for initial knee-jerk reactions from students which can then be expanded and changed during the activities. Students will have plenty of chances to rethink and build upon what they are introduced to through the class hook, class questions, fact and opinion sheet, jigsaw activity, exit ticket, play project and journal reflection. The Fact & Opinion Graphic organizer will give them a chance to form deeper understandings before engaging in the cooperative learning exercise. Since they will be in groups, they will have the opportunity to ask each other questions and learn together. Formative evaluation will also take place through exit tickets. Slips of paper with enough room to write answers to two major questions regarding each of the court cases will be given out during last 5-10 minutes of class. Students will be ready for dismissal when exit ticket is given to and accepted by the teacher. Acting out their plays will be particularly great for kinesthetic learners. All students should gain the benefit of a memorable activity which will take them out of their comfort zones. Also, they will see other groups doing the same play which will provide repetition of material and slight variations in presentaions that will help students learn. The differences in each groups plays will be good sources of learning.

The second lesson about court cases will involve building a comic life story in which students will represent a plaintiff point of view or a defendant point of view. Since the previous lesson will give such good background, students will be able to learn by repetition, class activities and further teacher lectures. For the following lessons, Students will switch court cases. Those who did the Scope-Monkey trial will now have Sacco-Vanzetti and so on. Type II technology will play a much more important role by way of the comic life project. The idea is to gain further understanding of the issues affecting the country at that time and talk in more detail about the wider scope of the subject matter. For example, The Scopes trial pitted creationists against modernists and brougth to the foreground the issue of religion and science. The later lesson on rural versus urban antagonism can also be introduced since those of a rural culture generally favored the creationists side while the opposite was true of the urbanites. The difference between state law and federal law can be briefly touched upon since the Scopes trial came about by the breaking of the Butler Act. A Tennessee state law. Each state would decide in its won whether or not to allow or ban the teaching of evolution. It wouldn't be until decades later when the Supreme Court ruled against a Louisianna Law which tried to ban the teaching of evolution.

[] Scopes Monkey Play made by students. [] - A very detailed site about the significance of the Sacco and Vanzetti case and the resulting miscarrage of justice. [] - Another strong link about the Sacco & Vanzetti case with a multitude of hyperlinks to other sites. [] - More info on Sacco & Vanzetti. [] - Scopes/Monkey Trial. Detailed description of events and people involved as well as issues at play. [] - Easy to follow timeline/list of events with detailed descriptions. All of the above links should be all the students need to do classwork, quizzes and the play project. Although they can find more information on the web if they choose, they should not need to. The following more extensive list of ideas will be provided via several checklists and fact sheets. Mandatory items for the play projects will be listed as well. Students will need only to bring them to life in a creative way.
 * Content Notes**

Although this trial lasted only seven days in the summer of 1925, it was very significant in the way social issues that came to light. Terms such as the Butler Act, creationist, traditionalist, modernist, urban/rural antagonism, free speech and science vs. religion are important in understanding the trial and are important even in modern times. The trial created a spectacle in Dayton Tennessee. Throngs of reporters gathered to cover the events and people from all over the country came to gain a glimpse of the proceedings. The trial is famous not only for the issues at play but also in the fiery testimony given by the prosecuting and defense attorneys. Evolution versus Religion Creationism vs. Modernism and Evolution Fundamentalists (another name for Creationsists) What types of speech can the courts ban..if at all? It can be argued that the Butler Act interfered with the right of free speech since teachers could not teach evolution in terms of the latest scientific models. Role of the media in sensationalizing the case. The spectacle of an outdoor tial. Two big names in American life: Clarence Darrow and William Jennings Bryan. The case came to trial from actions taken by the ACLU advertising for someone to break the law and be represented in court. The case was meant to be a media circus from the start. Town officials from Dayton, Tennessee wanted the media attention and political groups wanted the Butler Act challenged in court. The Butler Act - Tennessee Law stating that creationism had to be taught. It's ok for lower level life to have eveloved but humans were not. ACLU - instigators in the breaking of the law. Put an add in the local paper volunteering to give free representation in court to anyone willing to break the law. John Scopes - Agreed to break the law although he was not a science teacher but a football coach who was filling in for a science teacher for a little while.
 * Scopes-Monkey Trial:**
 * Terms and ideas to know:**

Sacco and Vanzetti were two immigrants from Italy who moved to this country in 1908. Both men shared unpopular views about the government. They were both anarchists. That is, they believed that organized government was corrupt and should be done away with. Anarchists believe that the best society is one without government as a central authority. Why would recent immigrants feel this way? Do people living comfortable, affluent lives generally want to uproot government? Would a naturalized citizen of the United States feel disenfranchised and unwelcome? No. On the other hand, immigrants, who are constantly discriminated against, have little access to education, cannot speak the language and are victims of hate crimes obviously become angry and frustrated. They are likely to find groups that make them feel accepted. Sacco & Vanzetti become victims of the country’s fear of immigrants, people who have different beliefs, and people who don’t agree with our government. In 1920, they were also at the wrong place at the wrong time. To help you understand the Trial of Sacco and Vanzetti and its importance we will talk about the following themes:
 * Sacco-Vanzetti:**

Where were the most recent immigrants coming from? Answer - Eastern Europe and Italy. Aslo many people were coming in from Asia. Do you think people in general would have had a favorable view of these two men? Probably not since they were Italians, had "strange" customs, couldn't speak the language, had opposing political views, and didn't associate with the general public. Would a jury of white Anglo-Saxon males be impartial towards these guys? Most definately not! No physical evidence ever found. Judge Webster Thayer - Railroaded the two into a guilty verdict. Red Scare - still very fresh in the minds of American who still feared Immigrants and radicals. Impartial juries and fair trials. The two men were given an all white anglo-saxon jury. The trial was a total mockery of justice. A terrible example of what our country was supposed to stand for. World wide phenomena - Candlelight vigils were staged around the world demanding the release of the two men. Intolerance - The United States seen as a hypocracy. Give us your tired, your weak..etc. not really practiced.
 * Other facts about the case:**

Basic time-line/fact sheet Fact & Opinion Graphic organizer Exit tickets Checklist for play project Team contract
 * Handouts**