L5+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: Rural/Urban Challenges and Trends**

__Objectives__

 * Student will understand that** Students will understand that the shift from rural populations to urban areas and the antagonisms that followed changed the country. They will create a WebQuest that when followed, will teach the participant about an important phenomena in our history. Students will gain an understanding of the significance of these population shifts on politics, racial issues, culture and the economy. They will demonstrate an understanding of the era by describing the arts including; music, literature, painting, and films. They will understand that large population shifts necessarily change the way the country functions and how its citizens see themselves. They will examine how population shifts can affect these same areas today e.g. brain drain phenomena.
 * Student will know** Census of 1920, Black migtrations to the north, decline of sharecropping and cotton, political impact of population shift, what is rural?, what is urban? Why did rural people feel alientated and why urbanites may have felt contempt for rural folks.
 * Student will be able to do** Students will be able to complete a WebQuest dealing with the population shift and issues of Rural/Urban antagonism. The lesson and project will last three days. The third day will consist mainly of student presentation of their webquests and reflection/journal entries.

__**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**__
Befor the lesson starts, students will have been required to read the Web-site on [|rural vs. urban] antagonisms There will be several types of formative assessments. One will come from an interactive game called a cauldron game. Each student will write two questions on a piece of paper they deem as essential. They will know the answer will not write it on the paper. They will then crumple up the paper and toss it into the middle of the classroom floor. Each student, one at a time, will walk over and pick up a paper, open it and read the questions out loud to the class. They will try to answer the questions in front of the class. If the student is stuck, the question will be posed to the class. Everyone will leave class knowing the answers. Teacher will take note of any question that seems difficult to answer and provide additional backup. Other foramtive assessments will include the hook question and answer, persuasion map group activity and review exercises.
 * Formative (Assessment for Learning)**

Students will be able to complete a WebQuest dealing with the population shift and issues of Rural/Urban antagonism. Using everything from their class activities, lecture and notes, students will design their own webquest that will be a suitable teaching tool for themselves and another student. The product will be graded using a rubric which will be available before they start the project. When finished, students will choose a WebQuest from another classmate to evaluate. The end result of the WebQuest can be in the form of a Brochure, Glogster page, a short movie, a short story posted on a wiki or any other project approved by the teacher.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use their computers in a type II way to create a WebQuest learning product. 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.

English: Students are expected to use appropriate grammar. Period lingo from the era make the project come to life inject fun into the end result. Students will 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**__

 * Strategies**
 * Verbal** - Group discussions, hook questioning. This learner will also enjoy the written portion of the webquest project and the maps and charts used.
 * Musical** - Musical cues to transitions, background music. Appropriate background is good for students who need that stimulation and interest music provides.
 * Naturalist** - Bringing in outside examples when designing their webquest.
 * Interpersonal** - Group talks, consensus building. These learners will be able to relate with rural/urban issues in how people of the era related to one another.
 * Intrapersonal** - Individual work on persuasion map, webquest and reflections.
 * Logical** - Sequential flow of persuasion map. Step by step instructions on the building a webquest.


 * 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 a WebQuest learning product. The end result of the WebQuest can be in the form of a Brochure, Glogster page, a short movie, a short story posted on a wiki or any other project approved by the teacher. 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 Technology**__
Laptops for Webquest project. Half-sheets of paper for the cauldron game. Hat or small box for cauldron game. Persuasion Map List of tutorial websites for the project. Student journals for reflections. Smartboard for demonstrating Google Sites. Sticky notes for exit Checklist for WebQuest

__Source for Lesson Plan and Research__
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! [] - Tutorial on Google Sites. The following Comic Life tutorials will be available for those who need to use them. [] Basic but fast-paced [] More suited for beginners. [] Part two of the previous video [] Part three of the previous video The above three videos are very short. They should be all the students need to get started. For Students who want to to build a brochure as a result of the Webquest can view the following Apple pages tutorial. []

__**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 pursuasion map 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 playing the cauldron game. Questions that students come up with will indicate whether or not their learning is on target and that they are getting major themes. The class as a while answer questions generated from the cauldron game. Feedback will be given to students during activities. The cauldron game for example will provide numerous teachable moments to make clarifications and elaborate where needed. Since the next lesson will also involve rural/urban issues, this lesson will provide a great introduction. Students will have all the resources they need to wrap up the unit during lesson six.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: Verbal** - Group discussions, hook questioning.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Musical** - Musical cues to transitions, background music.
 * Naturalist** - Bringing in outside examples when designing their webquest.
 * Interpersonal** - Group talks, consensus building.
 * Intrapersonal** - Individual work on persuasion map.
 * Logical** - Sequential flow of persuasion map.

Students will use their Type II technology while building their WebQuest project. They will be required to think like teachers in creating a product that can be used as a teaching tool for others. As individual learners, students will bring all of their learning strengths and styles into play while building their projects. Students will be learning how to build a WebQuest using Google Sites. They will also be embedding links that teaches other types of technology such as Comic Life or Apple pages.

Rationale:** The class will be assessed in a variety of 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 pursuasion map 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 playing the cauldron game. Questions that students come up with will indicate whether or not their learning is on target and that they are getting major themes. The class as a while answer questions generated from the cauldron game. Feedback will be given to students during activities. The cauldron game for example will provide numerous teachable moments to make clarifications and elaborate where needed. Since the next lesson will also involve rural/urban issues, this lesson will provide a great introduction. Students will have all the resources they need to wrap up the unit during lesson six.
 * //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. 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.

Students will arrive to class and take a seat in one of the groups. They can sit where they like. They will gather materials needed, open their laptops and be ready for instruction. **(2 Min)**
 * Day One Agenda:**

Pose a question to class; What do you think makes people from rural areas different from those in the urban or city areas? How are they different? Which do you identify yourself with and why? Allow for a few minutes of student feedback, then talk about rural vs.urban antagonisms if any. **(5 Min)**

Since they were required to read an article on-line, they are ready for a fun activity. They will be given five minutes to review the web site and be ready to start the cauldron game. **(5 Min)**

Start the cauldron game. Each student will write two questions on a piece of paper they deem as essential. They will know the answer will not write it on the paper. They will then crumple up the paper and toss it into the middle of the classroom floor. Each student, one at a time, will walk over and pick up a paper, open it and read the questions out loud to the class. They will try to answer the questions in front of the class. If the student is stuck, the question will be posed to the class. Everyone will leave class knowing the answers. Teacher will take note of any question that seems difficult to answer and provide additional backup. **(15 Min)**

The cauldron game will end with teacher questions. The teacher will clarify and explain student questions and those asked during the cauldron game. Major themes and issues will be expanded upon and information that didn't get discussed will be taught. Students will understand the most significant points to remember about each case. **(5 Min)**

Students will be ready for the persuasion map cooperative learning exercise. The group will work together filling out their maps using information learned in class and from their fact sheets from the previous lesson. The main cause of the trial will be put into box one. The three connecting boxes will indicate major themes encountered. Finally, the nine connecting boxes will contain facts that support the themes. The teacher will explain what the final map will look like. Students will have 10 minutes for this. Music will play during the exercise. When the music stops, students will be ready to share what they have. They will come to the front of the class and read what they have. Other groups with the same case will listen and add notes to their map as they hear information they think is relevant. Groups that are presenting will answer questions from the class and maybe from the teacher. **(20 Min)**

The final 30 minutes will be spent building their Google sites pages including setting up their accounts. The teacher will walk through the process on the smartboard using a laptop. Students will be given a checklist that will explain what elements and content are expected in the WebQuest. Tutorial videos will be provided as well so students can work independently. Students will post their sites on the class Wikispace. **(30 Min)

Day Two Agenda:** Day two will begin with a demostration of a WebQuest and what elements it contains. Using the smartboard, the teacher will show a basic WebQuest and work through it with the students explaining what hyperlinks are and the importance of tutorials and resources. Also, the importance of including a real world task will be explained. Students will be asked to create a scenario for their WebQuest that incorporats the real world, such as a travel brochure for visitors, or a content builder for a proposed new history textbook. The resources and websites needed will all be given to students from the teachers content notes. Students main focus will be in writing the introduction, task, process and conclusion. **(20 Min)**

The teacher check student progress on the WebQuest and field any questions they may have. Students will work alone on their projects and ask questions as needed. After 20 minutes, students will be assigned to a classmate. They will evaluate each others work and give suggestions. This will take about 10 minutes. **(30 min)**

The teacher will also check in on each students progress and assist as needed. **(15 Min)**

The final 15 minutes of class will end with each student bringing up their projects on the smartboard and explaining their projects and what they still need to do. Classmates can share what they like about each others site and give positive feedback and suggestions. **(15 min)

Day Three Agenda:**

Students will have the first 25 minutes of class to finish their WebQuest desings and be ready to present them in class. A checklist will be used to evaluate each Webquest. The teacher will write comments at the bottom reagarding creativity, effectiveness and whether the site was easy to follow and understand. **(25 min)**

Students present their projects and read each section to the class. The student will demonstrate several embedded links and explain what someone would learn as a result of the WebQuest. **(30 Min)**

Students are required to make a journal entry describing their experience with the project as well as the lessons on rural/urban issues of the 1920's. They will also choose a few main features of the previous four lessons and write what they have learned. The journals will be checked by the teacher who will make comments and answer questions within. This will be a great way to check student understanding and progress. **(20 Min)**

Before students are dismissed, they will write one fact about rural/urban antagonisms on a sticky note and stick it on the classroom door on their way out. **(5 Min)**

Paragraph 1 Students will know the significance of the Census of 1920, Black migtrations to the north, decline of sharecropping and cotton, political impact of population shift, what is rural?, what is urban? Why did rural people feel alientated and why urbanites may have felt contempt for rural folks. 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.

Paragraph 2 Students will learn through several learning situations such as, individual work, group or team learning activities and reflection. Stuents will have Web resources as well as resources generated by the teacher. 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 pursuasion map 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 playing the cauldron game. Questions that students come up with will indicate whether or not their learning is on target and that they are getting major themes. The class as a while answer questions generated from the cauldron game. Feedback will be given to students during activities. The cauldron game for example will provide numerous teachable moments to make clarifications and elaborate where needed. Since the next lesson will also involve rural/urban issues, this lesson will provide a great introduction. Students will have all the resources they need to wrap up the unit during lesson six.

Paragraph 3 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. Much of the lessons will be indicidual work such as exploring and writing details from fact sheets, journaling, and projects work. The Webquest will be done on a individual basis but with a lot of feedback for the teacher and from fellow students. The Webquest will be a great way to rifine knowledge by becoming the educator. They will be presenting their material to an audience of their choosing in a supposed real world setting. In this way, students move from passive learners to more seasoned educators.

Paragraph 4

Before the lessons began students were given a fact sheets in order to gauge what was already know or not known about court cases of the 1920's. This provided an early self assessment since student contemplated what they already knew. Since the fact sheets provided a good introduction into the next lesson, they will be able to understand deeper issues and meanings. Students will also self assess by way of the a hook question and answer and lesson introduction. They will use their own preliminary background knowledge to make connections and form ideas. Group discussions involving the Persuasion map activity will allow a chance to revise their knowledge. On day two, students will be able to demonstate learned knowledeg by building their own WebQuest. The purpose is to infomally assess and prove a generous amount of knowledge gained over a short amount of time. This introductory lesson on the rural/urban will provide a blueprint for the final class and lesson. First of all, every lesson will begin the same way, 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 until 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 rural/urban antagonisms. All lessons and activities will highlight these areas an be geared toward linking their significance to the modern world.


 * Content 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! [] - Tutorial on Google Sites. The following Comic Life tutorials will be available for those who need to use them. [] Basic but fast-paced [] More suited for beginners. [] Part two of the previous video [] Part three of the previous video The above three videos are very short. They should be all the students need to get started. For Students who want to to build a brochure as a result of the Webquest can view the following Apple pages tutorial. []

Half-sheets of paper for the cauldron game. Persuasion Map Student journals for reflections. Sticky notes for exit Checklist for WebQuest
 * Handouts**