L6+Malbon,+Jason

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

Teacher’s Name: Mr. Malbon** **Lesson 6:**
 * Grade Level: 9-Diploma** **Topic: Rural/Urban Issues of the 1920's**

__Objectives__

 * Student will understand that** Students will understand that the impact of population shifts on the U.S. and produce a Glogster Map. Students will gain an understanding of where population shifts happened and what caused them. They will theorize on what could cause population shift today, and whether or not it is still on-going.
 * Student will know** Students will know how population changes can influence electoral votes, members of congress. How can it have an impact culturally? Class will use KWL chart to preasses knowledge and identify areas of strength and weakness. Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two for five minutes, then individual work to complete chart.
 * Student will be able to do** Students will be able to produce Glogster a map that will show awareness of elements illustrating population shift, political strongholds (Republican/Democtrat), cultural contributions, areas of racial strife and various antagonisms. Self-Knowledge Product Glogster page Organize (2 days) 80.

__**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.

Several areas of the Maine Learing Results will be covered during the next lesson. The 1920's were a major era in United States History for many reasons. The census of 1920 for the first time showed that more paople lived in urban areas than rural. This is a significant fact for many reasons. First, it changed the political landscape of the country. People in rural areas who previously had an important say as a significant constituency, began to feel left behind. It was no longer "the bees knees" to be from the country. City life held all of the cultural excitement and national attention. Politicians no longer had to travel extensively to gain votes. They needed only to hit all of the urban centers to secure political victory. The census also eluded to the fact that many Blacks had, or were in the process of relocating from the American South to the North. This would cause another phenomena in our culture; rural vs. urban antagonisms. Those who lived the ideal that our forefathers like Thomas Jefferson envisioned were alienated and passed by. The older generation couldn't belive the behaviors of the devil-may-care youth. Literature, art and entertainment embodied the new urban focus. American Gothic, painted by Grant Wood, showed a rather backward representation of a traditional farmer family as a bunch of simpletons. The painting seemed to poke fun at rural culture. Art reflecting city life however showed music, dancing, vibrant colors and high society types. The country would bask in it's own spendor for a little while longer until it was brought to its collective knees by two major catastrophies; The Great Depression and World War Two.
 * Rationale:**

__Assessment__
Formative assessment will come in part from a thumbs up or down exercise to illustrate weak or strong areas. The hook will also provide a good intial assesment. Ask students how population centers affect the political process and why. Show a map detailing break down of current electoral votes as compatred to the dawn of the 1920's. Ask why this is significant. Students will know how population changes can influence electoral votes, members of congress. How can it have an impact culturally. Remind students of other factors contributing to rural urban conflict going back to lesson one. Class will use a KWL chart to preasses knowledge and identify areas of strength and weakness. Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two will work together for several minutes, then individually to complete chart. Students will **rethink** ideas during hook questions and KWL chart completion. **Refining** will take place during group of 4, then pairing off part of the activity. Finally students will **rehearse** knowledge while gathering ideas for the map project.
 * Formative (Assessment for Learning)**

Summative assessment will come from results of a Glogster map project which will be scored using a rubric. A Glogster map is a good way for students to bring all of the elements from the 1920's together into a single, interactive project. Although the project will focus on the rural/urban issues of the day, students will be able to achieve this in a number of ways, using a multitude of topics. The teacher will be able to gather how much the students have learned by examining the end product
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use their computers in a type II way to create an interactive Glogster Map. The project will be interactive and require a certain amount of creativity and excitement on the part of individual students to bring the map to life.

English: Students are expected to use appropriate grammar in their writing. Period lingo from that era can be used however to make the Glogster more interesting and entertaining. Students will have the opportunity to prsent their glogs to the class.

Science: Proper use of technology of the computer is helpful. Thinking in large over arching themes and compiling ideas and data for an artistic end is necessary.

__Groupings__
Groups for the lesson will be formed in the following manner. Class will be set up in clusters tables to accomodate four students. This arrangement will be sufficient for all class activities, individual work and group work. Even though some activities require students to work alone, some may find it beneficial to work with students who can help them and keep them up to speed. The group of four will be set up before class to minimize time wasted toward setup during class. The cauldron game and cooperative exercise will benefit from this grouping. The teacher will reserve the right to move students around to ensure equal groupings. Otherwise students can choose their own groups. After groups are set up, the teacher will assign numbers for the purpose of designating a recorder and a presenter. The clusters will be sufficent for the hook question and answer as well.

__Differentiated Instruction__
Verbal** - Groups discussions throughout the lesson. These students will enjoy work on the KWL chart, class questions and the think, pair, share activity
 * Strategies
 * Logical** - Map project details, sequential order of elements in the map and organization of the KWL.
 * Kinesthetic** - These learners can put their energy into the project by using videos they find online to embed in the map. Youtube videos showing factory workers, migrations, or segment on the Scopes/Monkey trial will demonstrate their need for movement and action.
 * Naturalistic** - Describing geographical elements of population shifts. Naturalists can bring elements of their learning style into the map with environmental descriptions of the country. They can describe what happened to sharecropping lands which led to Blacks relocating to the North.
 * Interpersonal** - Ensuring team members are sharing, getting info from each team member.
 * Intrapersonal** - Individual reflection on KWL chart, reflection and work on map project.


 * Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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 day's activities. Students will also have personal folders for teachers to put materials that were assigned in case a parent or guardian wishes to visit the teacher personally.

Students will use their computers in a **Type II** way to create an interactive Glogster Map. The end result of the project will demonstrate un understanding of rural/urban antagonisms and population shiftfs by creatively linking pictures, videos, and writings onto a visually appealing Glog. The project will be interactive and require a certain amount of creativity and excitement on the part of individual students to bring it to life.
 * Extensions**

__Materials, Resources and Technolog__
The following sites will be given to the students to get started on the Glogster project. Some students will likely have already used Glogster. Basic knowledge of Glogster will be uncovered during the daily agenda.

[] Glogster Tutorial/Slide show. [] - More detailed set of directions for Glogster. [] - Youtube video on creating a Glog. Very Good!

Laptops KWL organizer Rubric for Glog project Student journals

__Source for Lesson Plan and Research__
Here are some good example of student Glogs about the 1920's. [] A good look at the Scopes Trial containing rural/urban themes. The page is very rich with video, pictures and graphics. [] Another look at a student sample wih several topics including Sacco and Vanzetti, The Red Scare, and tyhe KKK. All topics that can easily tie into the lesson. Also had good writing samples embedded. Note: example of a poor choice in font color for the red scare piece. Demonstrate to students and ask them what a better choice would have been.[] Glogster Tutorial/Slide show. [] - More detailed set of directions for Glogster. [] - Youtube video on creating a Glog. Very Good!

This site gives good example of glogs and gives links to copyright free material. Students can link to a site with public domain pictures. []

The following Web Sites will give lots of information and ideas for the Glog. []

__**Maine Standards for Initial Teacher Certification and Rationale**__
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.// This lesson satisfies standard three in the following ways. First, rural/urban antagonisms represent a major historical theme in United States history. Population shifts have influenced the country politically and culturally in significant ways. The 1920's are a very significant era in history. Changes in population, outcomes of major court cases and popularity of celebrity marked striking change in the country. Ideas regarding our democtratic principles cam into question as a result of many events. The trial of Sacco & Vanzetti provided an unsettliing look at how elements of a free and fair trial can be overlooked for those who have unpopular views and backgrounds. The Scopes/Monkey trial called into question free speech and the role of religion in education.
 * //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 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//. Formative assessments will measure student learning in the following ways. The hook used for the lesson will be in the form of a question answer that will require students to give initial thoughts and ideas. Intruction can be directed according to student misconceptions and weaker understandings. As a result of reading the online article about rural/urban issues of the 1920's, students will ready to engage in group activities that will strengthen knowledge and give chances to rethink and revise what they know. The KWL cooperative exercise allows students to learn from one another and revise knowledge even more. The teacher will gain a good insight into what is being learned and retained by viewing the results of cooperative work and question/answer. Questions that students come up with will indicate whether or not their learning is on target and that they are getting major themes. Feedback will be given to students during activities.
 * //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** - Groups discussions throughout the lesson. These students will enjoy work on the KWL chart, class questions and the think, pair, share activity
 * Logical** - Map project details, sequential order of elements in the map and organization of the KWL.
 * Kinesthetic** - These learners can put their energy into the project by using videos they find online to embed in the map. Youtube videos showing factory workers, migrations, or segment on the Scopes/Monkey trial will demonstrate their need for movement and action.
 * Naturalistic** - Describing geographical elements of population shifts. Naturalists can bring elements of their learning style into the map with environmental descriptions of the country. They can describe what happened to sharecropping lands which led to Blacks relocating to the North.
 * Interpersonal** - Ensuring team members are sharing, getting info from each team member.
 * Intrapersonal** - Individual reflection on KWL chart, reflection and work on map project.

Students will use their computers in a **Type II** way to create an interactive Glogster Map. The end result of the project will demonstrate un understanding of rural/urban antagonisms and population shiftfs by creatively linking pictures, videos, and writings onto a visually appealing Glog. The project will be interactive and require a certain amount of creativity and excitement on the part of individual students to bring it to life.

Rationale:** Formative assessment will come in part from a thumbs up or down exercise to illustrate weak or strong areas. The hook will also provide a good intial assesment. Ask students how population centers affect the political process and why. Show a map detailing break down of current electoral votes as compatred to the dawn of the 1920's. Ask why this is significant. Students will know how population changes can influence electoral votes, members of congress. How can it have an impact culturally. Remind students of other factors contributing to rural urban conflict going back to lesson one. Class will use a KWL chart to preasses knowledge and identify areas of strength and weakness. Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two will work together for several minutes, then individually to complete chart. Students will **rethink** ideas during hook questions and KWL chart completion. **Refining** will take place during group of 4, then pairing off part of the activity. Finally students will **rehearse** knowledge while gathering ideas for the map project. Summative assessment will come from results of a Glogster map project which will be scored using a rubric. A Glogster map is a good way for students to bring all of the elements from the 1920's together into a single, interactive project. Although the project will focus on the rural/urban issues of the day, students will be able to achieve this in a number of ways, using a multitude of topics. The teacher will be able to gather how much the students have learned by examining the end product
 * //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__
Groups for the lesson will be formed in the following manner. Class will be set up in clusters tables to accomodate four students. This arrangement will be sufficient for all class activities, individual work and group work. Even though some activities require students to work alone, some may find it beneficial to work with students who can help them and keep them up to speed. The group of four will be set up before class to minimize time wasted toward setup during class. Students needing strong interpersonal learning in the cooperative exercise will benefit from this grouping. The teacher will reserve the right to move students around to ensure equal groupings. Otherwise students can choose their own groups. The clusters will be sufficent for the hook question and answer as well.

Before class starts, the teacher will have set up Glogster edu accounts for students with seperate passwords, etc. The accounts are free and students can add to their own sites.
 * Day One Agenda:**

Students will take their place in the groups and have their laptops ready. They will need pencils or pens to write with. **(2 Min)**

The class will start with several questions such as; How many topics have we covered that you can think of that tie-in with rural/urban conflicts? Students may pull information about individuals, art, literature, politics, famous trials, and population shifts. Teacher will allow students to give several examples. **(10 Min)**

Ask students how population centers affect the political process and why. Show a map detailing break down of current electoral votes as compatred to the dawn of the 1920's. Ask why this is significant? The last topic of the rural urban differences of the 1920's will be introduced and class activities will begin. **(5 Min)**

Students begin work individually on the KWL chart using the following questions posed by the teacher. Why would population shifts affect or heighten antagonisms in the country? Since the 1920 census showed more citizens lived in urban areas than rural, how might this change the nations political culture? Would the same areas that voted republican in the past continue to do so? When students have been given several minutes to write down their ideas, they will be ready for the think pair share activity. **(10 Min)**

Within their groups, students will choose a partner to work with. Each table of four will have two groups. Each team will finish their KWL chart together and share what they have. Afterward, each group will share a few items from theor charts with the rest of the class. The teacher will clarify misunderstood ideas and concepts and bring in other pertinent information. **(10 Min)**

Teacher will ask if the students are familiar with Glogster. If so, have students explain what it is and how it can be used. Allow them a couple minutes to answer and proceed to tell them what the class will be doing. **(3 Min)**

Show the students several examples of Glogsters made by other students and individuals. Point out several features of them including embedded videos, pictures, links, writings and graphics. Ask how they can use such a technology to demonstrate knowledge of the 1920's and the current topic of rural urban. **(10 min)**

Now that students have had ample opportunity to learn and practice what they know, they will be able to perform their final short project. The remaining class time will be spent on gathering ideas for their glogster projects. Students will be given the rubric to use for their project evaluation and progress check. The rubric will determine their grade for the project. **(30 Min)**


 * Day Two Agenda:**

To review material from the previous day, class will play a thumbs up or down activity for several minutes. The teacher will make a statement regarding the previous days topic which may be true of false. The class will decide if statements are true by giving the thumbs up sign. Students who disagree will give a thumbs down. Teacher will take note of answers that are wrong and explain. **(8 Min)**

Class will be asked if their are any questions relating to their projects or what has been covered in class so far. Students are expected to finish up on their Glogster Maps and be ready top present them in class. They will have one half hour to finish up on them. **(30 Min)**

Students will present their Glogsters and explain the elements on their maps. They will also explain how the material on their maps ties in with rural urban antagonisms. The teacher will take note of the maps and content and begin making notes for the final grade. **(15 min)**

Since this lesson will conclude the 1920's unit, students will be required to write a journal entry over the following key ideas. The journals will be evaluated by the teacher and entries will be graded. Students will be required to answer the following: Discuss three celebrities of the 1920s and compare them to a modern day person. Explain the major issues regarding either the Sacco & Vanzetti ot the Scopes Monkey Trials. Indicate the significance, key issues, people involved and the causes and outcomes. Share what you have learned about rural/urban conflict during the 1920's. Use any of the following such as population shifts, political influences, major events, and cultural symbols of conflict. Many students will have vastly different talking points since so much material was covered. **(27 Min)**

Students will know that the 1920's were a major era in United States History for many reasons. The census of 1920 for the first time showed that more paople lived in urban areas than rural. This is a significant fact for many reasons. First, it changed the political landscape of the country. People in rural areas who previously had an important say as a significant constituency, began to feel left behind. It was no longer "the bees knees" to be from the country. City life held all of the cultural excitement and national attention. Politicians no longer had to travel extensively to gain votes. They needed only to hit all of the urban centers to secure political victory. The census also eluded to the fact that many Blacks had, or were in the process of relocating from the American South to the North. This would cause another phenomena in our culture; rural vs. urban antagonisms. Those who lived the ideal that our forefathers like Thomas Jefferson envisioned were alienated and passed by. The older generation couldn't belive the behaviors of the devil-may-care youth. Literature, art and entertainment embodied the new urban focus. American Gothic, painted by Grant Wood, showed a rather backward representation of a traditional farmer family as a bunch of simpletons. The painting seemed to poke fun at rural culture. Art reflecting city life however showed music, dancing, vibrant colors and high society types. The country would bask in it's own spendor for a little while longer until it was brought to its collective knees by two major catastrophies; The Great Depression and World War Two. Class will use a KWL chart to preasses knowledge and identify areas of strength and weakness. Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two will work together for several minutes, then individually to complete chart. Students will rethink ideas during hook questions and KWL chart completion. Refining will take place during group of 4, then pairing off part of the activity. Finally students will rehearse knowledge while gathering ideas for the map project.

Students will experience learning through several classroom situations. First they will receive direct instruction from the teacher with hook sequences and question answer time. The thumbs up and down activity will also be a direct instruction learning activity. There will be many other formative learning opportunities including KWL organizers, think-pair-share cooperatives and peer feedback on the Glogster map/poster assignment. Journal entries that will unify themes from previous lessons will also be evaluated. The journal entries will also be graded for understanding and content. The process of creating a Glogster Map will result in a very visual experience for students. Learners who need other stimuli such as music and elements of a more naturalistic nature will be free to do so. There is a lot of flexibility in the Glogster project and every result should very different from another. Teacher will facilitate learning by insuring all needed materials are handy, giving timely, regular feedback and injecting talking points or interrupting class as needed to make observations and give recommendations. Class time will be dedicated to group work and project completion.

Students will be able to build a Glogster map rich in graphics and meaningful content. Students have more information than they need for such a project as they have been learning the themes of the lesson for some time. Teacher will facilitate the process by providing ample class time to build their maps and provide a multitude of tutorial resources for students to use. In leading to the final project, the class will use a KWL chart to preasses knowledge and identify areas of strength and weakness. Cooperative learning exercise will be the Think Pair Share activity. Students move to groups of four to begin KWL chart for five minutes, then to stations as activity progresses. Groups of two will work together for several minutes, then individually to complete chart. Students will rethink ideas during hook questions and KWL chart completion. Refining will take place during group of 4, then pairing off part of the activity. Finally students will rehearse knowledge while gathering ideas for the map project. Students will be grouped as they have in previous lessons into groups of four. This effective grouping allows for individual, paired, and group activities without a lot of transition times. Materials will be handed out to students on an as needed basis.

Near the beginning of the lesson students are given a KWL chart in order to gauge what was already know or not known rural urban issues of the 1920's. This provides an early self assessment since student will contemplate what they already know and want to know. The chart will be used for a think pair share activity allowing student teams to self assess what they know and are in the process of learning. They will gain new learning through their groups. Students will also self assess by way of the a hook video and lesson introduction. They will use their own preliminary background knowledge to make connections and form ideas. Group discussions involving the thumb up and down activity will allow a chance to revise their knowledge. At the end of day two, students are required to make a detailed journal entry about overlying issues covered in the unit. Students will be able show what they have learned using information of their choosing to answer the journal enrty questions. The idea of the final lesson in the unit is to pull together much of what has been learned into a final visual representation. Every lesson in the unit began the same way with an introduction, hook and question and answer time. Students will begin to see the pattern and have a sense of continuity. The lessons will all be done using type II technology and multiple resources will be employed. Students will never be formally graded on material untill they have chances to revise and rethink what they have learned. Formative assessments will be the tool used to gauge student progress and provide for student self-check. Journals and blog entries will be a way to measure understanding. Three major categories will highlight important themes of the 1920's. Famous celebrities, court cases and population shifts. All lessons and activities will highlight these areas an be geared toward linking their significance to the modern world.


 * Content Notes**

Content notes will be very similar to the previous lesson. Since no new material will be covered, students wil be able to pull information from fact sheets, Websites and class notes.

Students have already been introduced to a few issues regarding rural/urban conflicts and antagonisms. The following poeple, places and facts illustrate this. All of these elements can be brought to the forefront by students who can discuss them during class activites and in project work. The goal of the next two lessons is to delve deeper using the following information. The 1920's were a major era in United States History for many reasons. The census of 1920 for the first time showed that more paople lived in urban areas than rural. This is a significant fact for many reasons. First, it changed the political landscape of the country. People in rural areas who previously had an important say as a significant constituency, began to feel left behind. It was no longer "the bees knees" to be from the country. City life held all of the cultural excitement and national attention. Politicians no longer had to travel extensively to gain votes. They needed only to hit all of the urban centers to secure political victory. The census also eluded to the fact that many Blacks had, or were in the process of relocating from the American South to the North. This would cause another phenomena in our culture; rural vs. urban antagonisms. Those who lived the ideal that our forefathers like Thomas Jefferson envisioned were alienated and passed by. The older generation couldn't belive the behaviors of the devil-may-care youth. Literature, art and entertainment embodied the new urban focus. American Gothic, painted by Grant Wood, showed a rather backward representation of a traditional farmer family as a bunch of simpletons. The painting seemed to poke fun at rural culture. Art reflecting city life however showed music, dancing, vibrant colors and high society types. The country would bask in it's own spendor for a little while longer until it was brought to its collective knees by two major catastrophies; The Great Depression and World War Two.
 * 1) The painting American Gothic seemed to poke fun at traditional rural people.
 * 2) Music, entertainment and art seemed to focus exclusively on the urban ideal and way of life.
 * 3) Creationism was a belief held in large part by rural people. Brought to the front by the Scopes Trial
 * 4) Modernism tended to be favored by the urbanites. Brought out by the Scopes Trial.
 * 5) The census of 1920 indicated a power shift from rural to urban.
 * 6) The immigration policies were a backlash by rural power brokers againsts the urban powers. Major urban centers were no longer able to rely on the flood of recent immigrants to man their factories.

Rural/urban conflict was also seen in the migration of thousands of Blacks moving from the sharecropper South to the industrial North. Because of their own push for immigration reform, rural people living in the south lost much of their labor. Blacks were actively courted by factory owners to move north and work the factories. The massive growth in industry helped swing population further to urban, industrial centers. Politically, this had the effect of swinging areas that were staunchly democratic, over to the republican side. The election of 1928 saw the nomination of urbanite Al Smith, a Roman Catholic. The rural, protestant south would never hear of electing someone "subservient to the Pope." To this day, many areas of the South have remained staunchly republican. The 18th amendment banning alchoholic beverages was a victory for rural America. The temperance movement finally gained enough strength to push the amendment forward. There are many dry areas in the south even today.

A few Web sites below can be refered to by a substitute and students for a brief refresher on the lesson material. A substitute teacher will also have access to tutorials for WebQuests, Comic Life, Apple Pages, and Google Sites. Most are in the form a Youtube videos making it easy for students to listen as often as necessary in order to learn the programs with out a sub having to instruct.

The following websites are good sources of information pertaining to this lesson. [] - This site describes several areas of american life affected by american urbanization. Covered areas are; religion, prohibition, The National Origins Act - a rural counterattack against the urbanites. [] - An excellent slide show showing many areas of conflict between urban and rural beliefs and conflicts. [] - This is a unique website where various slide shows can be looked up and read. There are several on the 1920's and in particular the rural urban issue. [] - Another Google Sites Tutorial. [] Glogster Tutorial/Slide show. [] - More detailed set of directions for Glogster. [] - Youtube video on creating a Glog. Very Good!

KWL organizer Rubric for Glog project
 * Handouts**