L4+Sawyer,+Brittany

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** **LESSON PLAN FORMAT ** **__Teacher’s Name __****: ** Mrs. Saucier **__Lesson #:__** 4 **__Facet:__** Self-Knowledge **__Grade Level __****: 6-8 ** **__Numbers of Days:__** 1-2 **__Topic: __** Civil War and Reconstruction
 * **UNIVERSITY OF MAINE AT FARMINGTON **

**__PART I: __** **__Objectives __** **Student will understand that **there was a division between North and South

**Student will know **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">about blockades, corps, brigade, division, regiment, flank, charge, available weapons, General Lee and General Grant, major strategic wins for each side, differences in strategy on each side.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">reflect on which position they would take based solely on strategy.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blog **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Maine Learning Results <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Content Area: Social Studies <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Standard Label: E. History <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Standard: E1 Historical knowledge, concepts, themes and patterns <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877 <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards through the exploration of the major enduring theme of strategy in the United States during the Civil War.

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __** **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">The students will participate in a Human Graph activity at both the beginning and end of class to determine their understanding of the strategies of the North and South during the Civil War. Students will also show understanding by completing a describing wheel, and participating in a Think-Pair-Share activity. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will receive peer feedback through comments on one another’s blogs. Students will complete a self-assessment rubric which matches a rubric the teacher will also fill out about the student’s blog. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will complete a blog post in which they will describe which side they would take during the Civil War based solely on military strategy. This will allow students to put the part of morals aside for one assignment to look at battle strategies of each side in the war. Students will include supporting evidence and examples in their blog to back up their decision. Students will then comment on one another’s blogs with the objective being to ask clarifying questions that students will then answer on their blog in a new section of that post. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology will be integrated into this lesson with the use of blogs. Students will use the internet to do in-depth research and then defend a side during the Civil War based on strategy alone. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Writing: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to write a blog entry that is persuasive enough to show why they chose the side they did, and supply evidence and examples. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Math: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to look at the numbers that each side had, and chose/had to use at each battle as a part of their strategy. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will complete a Describing Wheel (with some alterations). One half of the wheel will be used to describe different aspects of the North’s strategy, and the other half will be used to describe different aspects of the South’s strategy. Students will participate in a Think-Pair-Share activity to discuss ideas and thoughts on the strategies of both sides. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will be working independently for the actual product. Students working during the Think-Pair-Share activity will each have to play the role of speaker and listener at different times during the activity. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __** **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to think about the advantages and disadvantages to the strategies of each side and decide which they want to choose. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will need to write a persuasive argument as to why they chose the side they did. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will look at the strategies to make a personal decision using their own opinions to choose a side. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work together in the Think-Pair-Share activity. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in the Human Graph to show understanding. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can choose to look at the strategies involving the environment and animals. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. // **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who are absent should be sure to see the teacher the next day they are in school to receive notes and a Describing Wheel. Students should complete the describing wheel and the blog entry for the next class. If necessary the student may stay after school. This student may not have completed the assignment before other students have commented on other’s blogs, and therefore the teacher will post comments with some clarifying questions for them to answer.

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use the blogs to put themselves into a strategic perspective. Students will research other strategic elements as well as examples of those elements from the side they choose. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students will be asked to analyze and write why those strategies worked for the side they chose. They will also be asked to choose one strategy that worked for the opposing side and analyze why it worked for that side. **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List all the items you need for the lesson. // <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Laptops <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Internet <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Handouts <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Pencils

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List all URL and describe. // <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">[] (definitions) <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">[] (weaponry notes) <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">[] (notes) <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">[] (notes) <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">[](hook) **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __** **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) // <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">The classroom will be arranged in a perimeter form. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Day 1: <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Day 2: <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Homework: Finish blogs and comment with clarifying questions on the rest of the student’s blogs (accessing them from the Wiki).
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Human Graph activity (10)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Hook ([]) (25)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Cover content (30)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Human Graph activity (5)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Discuss and assign blog assignment (10)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Think-Pair-Share activity (20)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Describing Wheel activity (20)
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Work on blogs (40)

**__<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Days One and Two __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that there was a division between the North and the South. This lesson will allow students to analyze the strategic differences between the North and South and will be able to bring knowledge of strategy to modern wars. //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// Students will play the demo of the strategy games on the website <span class="apple-converted-space" style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> following <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **Where, Why, What, Hook Tailors:** //Logical, Kinesthetic//**.**

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **__Days One and Two__**

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> Student will know about blockades, corps, brigade, division, regiment, flank, charge, available weapons, General Lee and General Grant, major strategic wins for each side, differences in strategy on each side. (See content notes). Students will participate in a Think Pair Share activity to discuss the content and their knowledge of it from previous schooling, followed by a Describing Wheel activity to show new and old knowledge. Students will participate in a Think Pair Share to receive peer feedback on what they learned. Students will receive teacher feedback on their blog, and will be given the chance to revise the blog based on the feedback. Students will learn about both the Northern and Southern strategies and the vocabulary that goes along with those strategies. They will learn about weaponry and the two major Generals (Lee and Grant). **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Logical, Interpersonal, Kinesthetic, Intrapersonal, Verbal//**.**

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **__Day Two__** <span style="background-color: white; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will participate in a Think Pair Share activity, followed by a Describing Wheel activity to show new and old knowledge. Students will create a blog in which they choose a side based solely on the strategic ability they think worked best. Students will be able to reflect on which side they would choose if they had to base their decision on strategy alone. The teacher will facilitate the learning process through discussion of the topic, and allowing students to ask questions. The teacher will show students examples of good strategy from both the North and South. Students will not be grouped for the product itself, but for the Think-Pair-Share activity and the Describing Wheel activity students will be able to choose their own partners. Roles in the Think-Pair-Share activity will be listener and talker, which each student will take. Students will show evidence of learning through their blog entry in which they will choose one side during the Civil War and give examples and evidence to back up their opinions. Students will receive teacher feedback on their blog, and will be given the chance to revise the blog based on the feedback.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **Explore, Experience, Revise, Refine, Tailors:** //Logical, Interpersonal, Intrapersonal, Verbal, Naturalist, Kinesthetic//**.**

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **__Day Two__** <span style="background-color: white; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will self-assess with the completion of the rubric provided to them. Students will receive feedback in the form of comments on their blogs by their peers through clarifying questions. Students will also receive feedback from the teacher in the form of a completed rubric and comments on the rubric. This lesson connects to all future and past lessons in this unit because students will look at the war in a strategic way rather than just a moral way.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;"> **Evaluate, Tailors:** //Logical, Verbal, Interpersonal, Intrapersonal, Naturalist//**.** **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will know….. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) // **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Blockades- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The **Union Blockade**, or the **Blockade of the South**, took place between 1861 and 1865, during the American Civil War, when the Union Navy <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">maintained a strenuous effort on the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Atlantic and Gulf Coast of the Confederate States of America designed to prevent the passage of trade goods, supplies, and arms to and from the Confederacy. Ships that tried to evade the blockade, known as blockade runners, were mostly newly built, high-speed ships with small cargo capacity. They were operated by the British (using Royal Navy officers on leave) and ran between Confederate-controlled ports and the neutral ports of Havana, Cuba; Nassau, Bahamas, and Bermuda, where British suppliers had set up supply bases. The south did not have a Navy and therefore could not perform blockades.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Corps- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a military unit of ground combat forces consisting of two or more divisions and other troops.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Brigade- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a military unit having its own headquarters and consisting of two or more regiments, squadrons, groups, or battalions.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Division- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a major formation, larger than a regiment or brigade but smaller than a corps, containing the necessary arms to sustain independent combat

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Regiment- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a unit of ground forces, consisting of two or more battalions or battle groups, a headquarters unit, and certain supporting units.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Flank- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> the extreme right or left side of an army orfleet, or a subdivision of an army or fleet.

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Charge- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> to attack by rushing violently against **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Available weapons- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">See [|website] for types of artillery, small arms, minnie ball and edged weapons.

**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">General Lee- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Robert Edward Lee was born on January 19, 1807, at "Stratford" in Westmoreland County, Virginia. He was the fifth child born to Henry "Light-Horse Harry" Lee and his second wife, Ann Hill (Carter) Lee. He grew up in an area where George Washington was still a living memory. Robert had many ties to Revolutionary War heroes. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Educated in the Alexandria, Virginia, schools, he obtained appointment to West Point in 1825. In 1829, Robert E. Lee graduated second in the class without a single demerit against his name. He was commissioned a brevet 2nd Lieutenant of Engineers. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">On June 30, 1831, he married Mary Ann Randolph Custis. They had seven children. All three of their sons served in the Confederate army. George Washington Custis and William Henry Fitzhugh ("Rooney") attained the rank of Major General and Robert E. Lee, Jr., that of Captain. The latter served as a private in the Rockbridge Artillery at the Battle of Antietam. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">During the Mexican War, Robert E. Lee was promoted to Colonel due to his gallantry and distinguished conduct in performing vital scouting missions. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">In 1852, he became Superintendent of the Military Academy. In 1855, Secretary of War Jefferson Davis transferred Lee from staff to line and was commissioned Lieutenant Colonel 2nd Cavalry. He was then sent to West Texas, where he served from 1857-1861. In February of 1861, General Winfield Scott recalled Lee from Texas when the lower South seceded from the Union. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Politically, Robert E. Lee was a Whig. Ironically, he was attached strongly to the Union and to the Constitution. He entertained no special sympathy for slavery. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">When Virginia withdrew from the Union, Lee resigned his commission rather than assist in suppressing the insurrection. His resignation was two days following the offer of Chief of Command of U.S. forces under Scott. He then proceeded to Richmond to become Commander-in-Chief of the military and naval forces of Virginia. When these forces joined Confederate services, he was appointed Brig. Gen. in the Regular Confederate States. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Lee returned to Richmond in March of 1862 to become military advisor to President Davis. Whenever he had a plan, General Lee took the initiative and acted at once. Cutting off supplies and reinforcements executed by Jackson at Seven Pines was a successful Confederate venture. He also stopped McClellan's threat to Richmond during the Seven Days Battle (June 26-July 2, 1861). At the Battle of Second Manassas, Lee defeated Pope. At the Battle of Antietam, his Northern thrust was checked by McClellan; however, he repulsed Burnside at Fredericksburg in December of 1862. In May of 1863, Gen. Lee defeated Gen. Hooker at Chancellorsville, but was forced onto the strategic defensive after Gettysburg in July. On April 9, 1865, Lee surrendered to Ulysses S. Grant at the village of Appomattox Court House. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">After the surrender, Lee returned to Richmond.

**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">General Grant- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At the outbreak of the Civil War, Grant was working in his father's leather store in Galena, Illinois. He was appointed by the Governor to command an unruly volunteer regiment. Grant whipped it into shape and by September 1861 he had risen to the rank of brigadier general of volunteers. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">He sought to win control of the Mississippi Valley. In February 1862 he took Fort Henry and attacked Fort Donelson. When the Confederate commander asked for terms, Grant replied, "No terms except an unconditional and immediate surrender can be accepted." The Confederates surrendered, and President Lincoln promoted Grant to major general of volunteers. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">At Shiloh in April, Grant fought one of the bloodiest battles in the West and came out less well. President Lincoln fended off demands for his removal by saying, "I can't spare this man--he fights." <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">For his next major objective, Grant maneuvered and fought skillfully to win Vicksburg, the key city on the Mississippi, and thus cut the Confederacy in two. Then he broke the Confederate hold on Chattanooga. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Lincoln appointed him General-in-Chief in March 1864. Grant directed Sherman to drive through the South while he himself, with the Army of the Potomac, pinned down Gen. Robert E. Lee's Army of Northern Virginia. <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Finally, on April 9, 1865, at Appomattox Court House, Lee surrendered. Grant wrote out magnanimous terms of surrender that would prevent treason trials.

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __** //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List the items that need to be printed out for the lesson. // <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Describing Wheel <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Rubric **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. //** **//__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __//** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style of Clipboard learners will be met through the use of rubrics and graphic organizers. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style of Microscope learners will be met through the analyzing of different strategies used by the North and South during the Civil War. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style of Puppy learners will be met through the independent work as well as some group work. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style of Beach Ball learners will be met through the use of checking for understanding with the Human Graph activity. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standard through the use of different types of teaching strategies to meet different learning styles. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Student will know about blockades, corps, brigade, division, regiment, flank, charge, available weapons, General Lee and General Grant, major strategic wins for each side, differences in strategy on each side. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Maine Learning Results <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Content Area: Social Studies <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Standard Label: E. History <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Standard: E1 Historical knowledge, concepts, themes and patterns <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877 <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to reflect on which position they would take based solely on strategy. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standard through the exploration of the Civil War era strategies through different teaching and learning strategies. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to think about the advantages and disadvantages to the strategies of each side and decide which they want to choose. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will need to write a persuasive argument as to why they chose the side they did. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will look at the strategies to make a personal decision using their own opinions to choose a side. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work together in the Think-Pair-Share activity. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in the Human Graph to show understanding. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can choose to look at the strategies involving the environment and animals. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will use the blogs to put themselves into a strategic perspective. Students will research other strategic elements as well as examples of those elements from the side they choose. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standard by allowing students to complete the product in a way that best allows them to learn. The students will also be able to explore aspects and strategies that interest them most. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //** **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">The students will participate in a Human Graph activity at both the beginning and end of class to determine their understanding of the strategies of the North and South during the Civil War. Students will also show understanding by completing a Describing Wheel, and participating in a Think-Pair-Share activity. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Students will complete a blog post in which they will describe which side they would take during the Civil War based solely on military strategy. This will allow students to put the part of morals aside for one assignment to look at battle strategies of each side in the war. Students will include supporting evidence and examples in their blog to back up their decision. Students will then comment on one another’s blogs with the objective being to ask clarifying questions that students will then answer on their blog in a new section of that post. **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson will meet the standard through the use of formative and summative assessment in the form of a Human Graph activity, Think-Pair-Share activity, Describing Wheel and Blog to assess student learning and understanding. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: left;">**UNIVERSITY OF MAINE AT FARMINGTON** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: left;">**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%; text-align: left;">**LESSON PLAN FORMAT**

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