L3+Quinn-Kelly,+Kevin

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

Teacher’s Name:**Kevin Quinn-Kelly **Date of Lesson:** Lesson 3 - Reflect
 * Grade Level:** 9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand that** there were many causes of the Civil War
 * Student will know** how social, political, economic, and geographic differences between the north and south caused tension between the regions.
 * Student will be able to** recognize that slavery was not the only cause of the war

__**Maine Learning Results Alignment**__
Maine Learning Results E. History E1 Historical Knowledge, concepts, themes and patterns grade 9-diploma. "Civil War and Reconstruction 1850-1857" //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.//
 * Rationale:** To say that slavery was the cause of the Civil War is too simple an answer. In order for the students to truly understand this important historical era they must recognize how a number of factors intertwined with slavery to create tension between the north and south.

__**Assessment**__
Students will use inspiration software to organize the social, economic, political, and geographic differences between the north and south. I will be able to check each students web to make sure that they have the correct information in the correct places. As students are working on their projects in class I will be doing informal observation making sure to go around to each student to make sure he or she is on the right track. Students will peer review each others glogsters after they have had some time to work on them. Students will also self-assess using the checklist I will use to grade the glogster. The hook is also a form of pre-assessment as it is an opportunity for me to see where each students thinking is at. Also when the hook is repeated and the students reflect on whether their ideas changed or not this will be another way to see if check for student learning
 * Formative (Assessment for Learning)**

Summative assessment will be for students to create a glogster in which they convey the social, political, economic, and geographic influences that contributed to tension between the North and South. Students must also include how slavery related to all these other factors. The glogster will be scored using a checklist which the student will use to score him or herself first.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use glogster which allows students to make a poster on the web that can include pictures, video, and audio.

__Groupings__
Students should all end up in different corners of the classroom during the hook. The groups four the jigsaw will be formed out of these corner groups (as long as the numbers work out). Groups will be assigned to research one of the topics that is different from the corner where they chose to stand during the hook. This way of grouping makes the students have to challenge their own preconceived ideas.

__**Differentiated Instruction**__
__Visual/Spatial__: Glogster is a visual program and may help non-artistic students develop their spatial intelligence. __Logical/Mathematical__: Students will have figure how these different areas contributed to tension between the north and south. __Verbal/Linguistic__: Students will need to use linguistic skills to explain the importance of these different factors. __Interpersonal__: Students will be teaching each other through a jigsaw. __Naturalist__: Part of what we will discuss will be how the geography of the regions contributed to their differences. __Bodily/Kinesthetic__: The hook will getting students up and moving around the room.
 * Strategies**

Absent: Absent students will need to first check in with me in the morning on the next day they arrive so that I can explain the assignment to them. Students will need to seek out their peers to get help completing their organizer on inspiration.
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

Technology: Students will be encouraged to be as creative as they can be using the glogster, this includes adding pictures, video, or audio, and really make it come alive. There is no set way that the glogster must be set up so the students can convey the information however they choose.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for students and myself Inspiration software Checklist for glogster

__Source for Lesson Plan and__
Inspiration software [] Glogster [] Glogster tutorial [|www.youtube.com/watch?v=80NISdsoouE] Content [| http://www.library.vanderbilt.edu/quaderno/Quaderno1/Q1.C3.Johnson.pdf] [] []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Clipboard: Students who need organization will enjoy using inspiration to organize the social, political, economic, and geographic causes of the war. Beach Ball: These students will enjoy the hook because it will get them up and out of their seats. They should also enjoy getting to be creative on glogster. Puppy: These students will benefit from the class going through the whole learning process together. The students will also be working in groups for the jigsaw which will allow them to get support from other students. Microscope: These students will enjoy unlocking the secrets behind what caused the Civil War.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Students will know how social, political, economic, and geographic differences between the north and south caused tension between the regions (Please refer to content notes). //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.// Students will be learning about the different factors that caused tension between the north and south during the time period leading up to the Civil War. Through this lesson students should realize that conflicts usually have many layers that are all interconnected, it is difficult to point to one cause as being //the// reason conflict started. Students will also learn how slavery played a part in these other issues.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Visual/Spatial__: Glogster is a visual program and may help non-artistic students develop their spatial intelligence. __Logical/Mathematical__: Students will have figure how these different areas contributed to tension between the north and south. __Verbal/Linguistic__: Students will need to use linguistic skills to explain the importance of these different factors. __Interpersonal__: Students will be teaching each other through a jigsaw. __Naturalist__: Part of what we will discuss will be how the geography of the regions contributed to their differences. __Bodily/Kinesthetic__: The hook will getting students up and moving around the room.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology: Students will use glogster which allows students to make a poster on the web that can include pictures, video, and audio.

Rationale:** Students will use inspiration software to organize the social, economic, political, and geographic differences between the north and south. I will be able to check each students web to make sure that they have the correct information in the correct places. As students are working on their projects in class I will be doing informal observation making sure to go around to each student to make sure he or she is on the right track. Students will peer review each others glogsters after they have had some time to work on them. Students will also self-assess using the checklist I will use to grade the glogster. Summative assessment will be for students to create a glogster in which they convey the social, political, economic, and geographic influences that contributed to tension between the North and South. Students must also include how slavery related to all these other factors. The glogster will be scored using a checklist which the student will use to score him or herself first.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The room will be arranged in clusters so as to facilitate group work.

Agenda Day 1 Hook: Each student stand in a different corner based on whether think slavery, social, political, or economic issues were the biggest factor in the Civil War Ask students why they stood in that corner. Everyone who is standing in the same corner will form a group. This should form four groups. Each group will research either social, political, geographic, or economic issues. Each group will be assigned a topic that is different than the corner they chose for the hook. Groups report out what they found and fill in information using inspiration Discuss and reflect on what they learned Explain glogster assignment Do hook again to see if students have changed their minds Discussion: do we still have these kinds of differences today? Homework: Reflection on whether their ideas changed from the beginning of the lesson to the end and why

Day 2 Student work-time on glogster (40 min) Peer review (20 min) work-time on glogster (20 min)

Students will understand that there were many causes of the Civil War. Many people think that the Civil War was fought to end slavery. I want my students to understand that this was not the case and that there were many other important factors that led to war. //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the world//. To hook students I will ask them out of these four choices which do you think was the most important factor that caused the Civil War. Each corner of the room will represent either geographic, social, economic, or political issues. After each student has decided on a corner I will ask each student why they picked that particular corner to stand in. We will also do the hook again at the end of class to see if students have changed their minds from what they thought the beginning of class.
 * Where, Why, What, Hook, Tailor:** **Interpersonal, Intrapersonal, Bodily/Kinesthetic**

Students will know how social, political, economic, and geographic differences between the north and south caused tension between the regions. When students have completed the research they will using inspiration in order to organize their information and the information they learn from other students. Students will be doing most of the talking when they report their information out to the class. This will give me the opportunity to roam around the room and be able to check to make sure students are putting information in the right place. At the end of class I will lead a discussion in which we review what we've learned and will check for student understanding by asking questions.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Intrapersonal, Visual**

After the hook students will form a group with the other students who are standing in the same corner as them. This should give us four groups and four issues to be studying. The groups will be assigned to research a topic that is different than the corner that they chose stand in. This will require the students to rethink their preconceived notions about what caused the Civil War. Each group will be assigned to report on either social, political, geographic, or economic issues in relation to the causes of the Civil War. Each group will have one person to record the information. Once students have finished this they will report out their findings to the rest of the class and the students will organize the information they receive using inspiration. By seeing how important all these other factors were and how they were all connected to each other students will be able to recognize that slavery was not the only cause of the war. After the students have done their jigsaw, we will discuss and review what they learned. In order for me to be able to definitely see if students have changed their ideas we will do the hook again at the end of class and we will discuss why students opinions have or have not changed. At the end of the first day we will also discuss how these kind of social, political, and economic differences still occur between different regions in the United States and how Geography may play a role in these differences just as it did one hundred years ago. On day two students will be given an opportunity to do peer reviews after they have done some work on their glogster. After receiving feedback from classmates they will have more time in class to refine their product.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical,**

The students products will be scored using a checklist. I will have the students score themselves on this checklist before I see it. The goal of the checklist is that students should be able to look down through it and check off each item as they create their product. The students will be given the opportunity to reflect on the first day in a blog. They should think about how they felt about the hook activity the second time as compared to the first time. This lesson in many ways serves as preperation for the next lesson in which students will be debating the causes of the Civil War from a northern vs. southern perspective.
 * Evaluate, Tailors**: Intrapersonal

All information from: []
 * Content Notes**

__South__
__Geography__ //The South has a climate that is generally warm and sunny, with long, hot, humid summers, mild winters, and heavy rainfall. Its climate is ideal for agriculture and the ability to grow many different crops in large amounts. The Southeast is bordered by the Atlantic Ocean and the Gulf of Mexico and has many broad, slow moving, navigable rivers. Cities developed along these rivers and as ports along the Gulf and Atlantic coasts. The Atlantic Coastal Plain is an area of fertile, rich soil and swamps. To the west of the Atlantic Coast Plain is the Piedmont, another area of good farmland and forests. //

__Economy__ //The Southern economy was based on agriculture. Crops such as cotton, tobacco, rice, sugar cane and indigo were grown in great quantities. These crops were known as cash crops, ones that were raised to be sold or exported for a profit. They were raised on large farms, known as plantations, which were supported by slave labor. After Eli Whitney invented the cotton gin in 1793, cotton took over as “king” of the southern economy. The cotton gin was a machine that separated the seed from the cotton fiber much faster than it could be done by hand. The cotton industry began to develop rapidly, spreading over many parts of the South. In 1793 Southern farmers produced about 10,000 bales of cotton. By 1835, they were growing over 1 million bales a year. Cotton exports made up two-thirds of the total value of American exports. To clear land and grow cotton, Southerners used slave labor. Slavery was essential for the South’s prosperity. The South had little manufacturing, and Southerners wanted cheap imports. Since they exported most of their cotton and tobacco, they believed that high tariffs-–taxes on imported goods—would scare away the foreign markets that bought their goods. For these reasons the South was against tariffs. //

__Society__ //Life in the South revolved around the small, wealthy class of planters and the agricultural system they controlled. Planters were the aristocracy—the upper class—of the South. They lived like country gentleman of England and ran the political and economic life of the South. Plantations were far apart and developed their own communities. Recreational activities included such things as fox hunting, dancing, horseracing, and watching cockfights. There were few schools or churches in the South, since neither education nor religion were very organized. The best educated were the sons of planters. On plantations there were sometimes small schools, and often planters hired private tutors to each their children until they were sent off to private schools. Small farmers had little or no education. //

North
__Geography__ //The North has a climate of warm summers and snowy cold winters. The terrain is rocky, hilly, and not good for farming. These conditions along with a short growing season made farming difficult. Most of the forest was made up of timber used for shipbuilding. There are many sheltered bays and inlets on the Atlantic coast. Settlers found that ships could sail along wide rivers into many of these bays. Most of the rivers are fast, shallow, and hard to navigate. At a certain point, called the Fall Line—a plateau over which eastward-flowing rivers fell onto the plain—the many waterfalls of most rivers made them no longer navigable. At the Fall Line many ships dropped their cargo. Cities, which served as trading centers, grew up at these points. Soon people realized that the waterfalls were a cheap source of energy, and the waterpower began to be used to run factories. //

__Economy__ //The Northern economy was based on many different industries. These industries included shipping, textiles, lumber, furs, and mining. The majority of people lived on small farms and found that much of the land was suited for subsistence farming—raising food crops and livestock for family use—rather than producing goods to export, or send to other countries. Northerners stated to use their “ingenuity” to manufacture all kinds of goods. With the use of waterpower and coal for steam plants, manufacturing developed quickly. Items such as textiles, iron, and ships were manufactured in great quantities. These goods were traded for foreign products, transported to and from all continents by trading ships. To protect its industries from foreign competition, the North favored high tariffs, or taxes on goods coming in from other countries. //

__Society__ //The growth of trade, manufacturing and transportation brought many changes to cities in the North. Cities took on an increasingly important role in determining the culture of the North. Merchants, manufacturers, wage earners, and new business owners brought new ideas to the North. Merchants, manufacturers, wage earners, and new business owners brought new ideas to the North. The majority of Northerners were Protestant believers. Villages became strong centers of community activities. Both religion and education were organized institutes. Most towns had both schools and churches. Public education grew in the north after the 1830s, but few boys went to secondary school, and college was reserved mostly for the wealthy. //

Glogster checklist
 * Handouts**