L4+Ware,+Morgan

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 4 **__Facet:__** Application **__Numbers of Days:__** 5 (80)
 * __ Teacher’s Name __**** : ** Ms. Ware
 * __ Grade Level __**** : ** 9- Diploma
 * __ Topic: __** The 13 Colonies


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** world Historical events influenced the United States.
 * Student will know ** American Revolution, King George III, Democracy, Constitution
 * Student will be able to do ** produce specific details on how the United States was influenced by the Renaissance.
 * Product: ** Glogster

//Maine Learning Results// //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800//
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * //Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.//**


 * Rationale: ** This lesson supports the Maine Learning Results because students are learning about how the 13 Colonies shaped the modern United States, which is a major era in American and World History, and how they influenced the Modern World.


 * __ Assessments __**

Students will pre-assess themselves through the activity sequencing events to see if they can put the major events of the age of expansion, the 13 Colonies, the Constitution, and Democracy.
 * __ Pre-Assessment: __**

During instruction students will assess themselves through the activity "Sequencing Events" to see if they can put the major events of the age of expansion, the 13 Colonies, and the Revolution. At the beginning of the lesson students will do this activity as a form of pre-assessment. They will have note cards with events that they will need to put in order.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess themselves through rubrics for their glogster projects. Students will have the opportunity to peer edit their work through group discussions and to meet with the teacher for feedback. Students will give the teacher an drawn outline of what their poster will look like before they incorporate their ideas on the website.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will take the role of historian and researcher. Students will choose one major theme/event from the Renaissance and use outside sources to show how the United States was influenced by the event/theme. Students will fill out a graphic organizer that will organize their thoughts about be used for perr and self assessment. Students will create an engaging glogster poster, students should be sure to include videos, images, interactive activities, etc. to enhance the poster.
 * __ Summative (Assessment of Learning): __**

Students will be using the digital poster website called Glogster. Students will create a poster showing a self-selected major event in the 13 Colonies or the Revolution. We will spend class time playing around with the website as well as time to work on the project. The teacher will show the students a step by step process on how to use Glogster as well as giving printed instructions.
 * __ Integration __**
 * Technology: **

Math: Students will calculate the number and percentage of deaths during the Revolutionary war
 * Content Areas: **

Students will use KWL charts to organize their thoughts for the glogster project and peer edit their outlines for the glogster. Students will use the activity Sequencing Events to assess their knowledge of the major events of the 13 Colonies, the Constitution, and Democracy.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Groups will be assigned at the beginning of the year through technology partners. Students will fill a sheet with four different types of technologies with another student's name. For all group work students will pair up with their technology partner. After each group activity students will fill out a reflection sheet on what each student did in the group. This will count towards the student's participation grade. The Glogster product will be done in pairs.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Students will have opportunities for open discussion with peers on colonization.
 * Logical:** Students will calculate the number of deaths during the Revolutionary war.
 * Musical**:Students will listen to music that they can incorperate in their glogster.
 * Visual:** Students will be given a card with events and they will put them in chronological order**.**
 * Naturalists:**Students will have to opportunity to draw/ look at picture of what a battle field would have looked like.
 * Kinesthetic:** Students will be given a card with events and they will put them in chronological order**.**
 * Interpersonal:** Students will do the activity "number heads together" to talk about ideas fro their glogster, topics that they do not understand, and what they would like to learn about next.
 * Intrapersonal:** Students will have opportunities to work on their glogster during class.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students will look on the class wiki for the notes and agenda for the class that they missed. Students will come see me the next day that they are in school to get any handouts that they need for the next class.Students can feel free to contact me with concerns about getting assignments or passing in work.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be using a digital poster website called Glogster for their type II technology for their assessment of learning. The teacher will show students how to sue Glogster to help students step by step on how to use the program through a student sample.
 * Type II technology: **

Gifted students will be given extra pieces to include in their Glogster that will challenge them with type II technology and with the material on the 13 Colonies.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**


 * // Any outside sources/articles //
 * // Laptops //
 * Graphic organizer ( // Spider Map //// ) //
 * // Wiki //
 * // Glogster Website //
 * // Textbooks //
 * // Posters (Digital and not) //
 * // White board and markers //
 * // Projector //
 * // Power Point //
 * // Rubric for Glogster //
 * // Outside secondary sources //
 * //Notes that students will fill out during lecture//

Resource for material: // [] // Spider Map Graphic Organizer: [] Definition of Number Heads together cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] "Sequencing events" activity: [] Hook: [] Resource on The 13 Colonies, Constitution, and Democracy: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take //

// Classroom arrangement: The desks will be arranged in a semi-circle facing the board and front of the class that way everyone can see each other. The teacher will have a desk/chair in the front of the room to sit on so all the students can see me and I can see them. This set up is the best way for students to have discussions because students will be able to see everyone. There will be posters and bulletin boards around the room so students can see what type of resources are out there for them. There will be several stations around the room with resources about citations and how to research a topic. // // Day 1: // Day 2: Day 3: Day 4: Day 5:
 * Hook: Students will vote on what items they could live without if they were taxed like in the colonies. (20 minutes)
 * Sequencing Events Activity. Brainstorm key terms to define. (20 minutes)
 * Introduce the Glogster Project, allow time for students to experiment with the website. Assign pairs. (35 minutes)
 * Wrap up: Questions about Glogster or on topics from the day (5 minutes)
 * Opening discussion: Questions about Glogster and/or topics from last class (10 minutes)
 * PowerPoint Lecture over the settlement of the 13 Colonies (45 minutes)
 * Number Heads Together activity (20 minutes)
 * Wrap up: Questions about Glogster or on topics from the day (5 minutes)
 * Opening discussion: Questions about Glogster and/or topics from last class (10 minutes)
 * PowerPoint Lecture over the events that triggered the American Revolution (40 minutes)
 * Class time to work on Glogster (25 minutes)
 * Wrap up: Questions about Glogster or on topics from the day (5 minutes)
 * Opening discussion: Questions about Glogster and/or topics from last class (10 minutes)
 * PowerPoint Lecture on the American Revolution (40 minutes)
 * Look at pictures of the battle fields (25 minutes)
 * Wrap up: Questions about Glogster or on topics from the day (5 minutes)
 * Opening discussion: Last minutes Questions about Glogster and/or topics from last class (10 minutes)
 * Finish PowerPoint on American Revolution (30 minutes)
 * Glogster Presentations (30 minutes)
 * Wrap up: Reflection on Glogster Project: How did you think you did? What could you have done differently? If you had the opportunity to redo parts of the project would you? Pass in as they leave class. (10 minutes)

Section1: Students will understand that world Historical events influenced the United States. Our culture and government is based on Europe and the Renaissance. With out democratic ideals that came about during the Renaissance we might have a king and queen. **//Student understand major eras, major enduring themes, and historical influences in United States and World history, including the root of democratic philosophy ideals, and institutions in the world.//**Students will vote on what items they could live without if they were taxed like in the colonies. Students will have opportunities for open discussion with peers on colonization. Students will calculate the number of deaths during the Revolutionary war. Students will listen to music that they can incorporate in their glogster. Students will be given a card with events and they will put them in chronological order**.** Students will have to opportunity to draw/ look at picture of what a battle field would have looked like. Students will be given a card with events and they will put them in chronological order**.** Students will do the activity "number heads together" to talk about ideas fro their glogster, topics that they do not understand, and what they would like to learn about next. Students will have opportunities to work on their glogster during class.
 * Where, Why, What, Hook, Tailor: Verbal, Logical, Musical**, **Visual, Naturalists, Kinesthetic, Interpersonal, Intrapersonal**

Section 2: Students will know American Revolution, King George III, Democracy, Constitution. (See content notes) Students will use the spider map graphic organizer to organize thoughts about the class notes as well as the information for their glogster project. Students will do the cooperative learning activity "number heads together" to brainstorm for their glogster project as well as discuss any topics that they do not understand.
 * Equip, Explore, Tailor: Visual, Verbal, Intrapersonal**

Section 3: Students will create a glogster to show how the Renaissance influenced the United States.Students will use KWL charts to organize their thoughts for the glogster project and peer edit their outlines for the glogster. Students will pre-assess themselves through the activity sequencing events to see if they can put the major events of the age of expansion. Students will self-assess themselves through rubrics for their glogster projects. Students will have the opportunity to peer edit their work and to meet with the teacher for feedback. Students will be able to produce specific details on how the United States was influenced by the Renaissance. Product: Glogster Days: 5
 * Rethink, Revise, Experience, Organize**

Students will know….. **13 Colonies:** British colonies established on the Atlantic coast of North America between 1607 and 1733. They declared their independence in the American Revolution and formed the United States of America. The colonies were: Delaware, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts Bay, Maryland, South Carolina, New Hampshire, Virginia, New York, North Carolina, and Rhode Island and Providence Plantations. Each colony developed its own system of self government. The white Americans were mostly independent farmers, who owned their own land and voted for their local and provincial government. Benjamin Franklin, in 1772, after examining the wretched hovels in Scotland surrounding the opulent mansions of the land owners, said that in New England every man is a property owner, "has a Vote in public Affairs, lives in a tidy, warm House, has plenty of good Food and Fuel, with whole clothes from Head to Foot, the Manufacture perhaps of his own family."Before independence, the thirteen were part of a larger set of colonies in British America. Those in the British West Indies, Canada, and East and West Florida remained loyal to the crown throughout the war, although there was a degree of sympathy with the Patriot cause in several of them. However, their geographical isolation and the dominance of British naval power precluded any effective participation. British settlers did not come to the American colonies with the intention of creating a democratic system, yet by doing without a land-owning aristocracy they created a broad electorate and a pattern of free and frequent elections that put a premium on voter participation. The colonies offered a much broader franchise than England or indeed any other country. White men with enough property could vote for members of the lower house of the legislature, and in Connecticut and Rhode Island they could even vote for governor. Mercantilism was the basic policy imposed by Britain on its colonies. Mercantilism meant that the government and the merchants became partners with the goal of increasing political power and private wealth, to the exclusion of other empires. The government protected its merchants--and kept others out--by trade barriers, regulations, and subsidies to domestic industries in order to maximize exports from and minimize imports to the realm. The government had to fight smuggling--which became a favorite American technique in the 18th century to circumvent the restrictions on trading with the French, Spanish or Dutch.The goal of mercantilism was to run trade surpluses, so that gold and silver would pour into London. The government took its share through duties and taxes, with the remainder going to merchants in Britain. The government spent much of its revenue on a superb Royal Navy, which not only protected the British colonies but threatened the colonies of the other empires, and sometimes seized them. Thus the British Navy captured New Amsterdam (New York) in 1664. The colonies were captive markets for British industry, and the goal was to enrich the mother country. Beginning with the intense protests over the Stamp Act of 1765, the Americans insisted on the principle of "no taxation without representation". They argued that, as the colonies had no representation in the British Parliament, it was a violation of their rights as Englishmen for taxes to be imposed upon them. Those other British colonies that had assemblies largely agreed with those in the Thirteen Colonies, but they were thoroughly controlled by the British Empire and the Royal Navy, so protests were hopeless. Parliament rejected the colonial protests and asserted its authority by passing new taxes. Trouble escalated over the tea tax, as Americans in each colony boycotted the tea and in Boston, dumped the tea in the harbor during the Boston Tea Party in 1773. Tensions escalated in 1774 as Parliament passed the laws known as the Intolerable Acts, which, among other things, greatly restricted self-government in the colony of Massachusetts. In response the colonies formed extralegal bodies of elected representatives, generally known as Provincial Congresses, and later that year twelve colonies sent representatives to the First Continental Congress in Philadelphia. During the Second Continental Congress the thirteenth colony, Georgia, sent delegates. By spring 1775 all royal officials had been expelled from all thirteen colonies. The Continental Congress served as a national government through the war that raised an army to fight the British and named George Washington its commander, made treaties, declared independence, and instructed the colonies to write constitutions and become states. The British Empire at the time operated under the mercantile system, where all trade was concentrated inside the Empire, and trade with other empires was forbidden. The goal was to enrich Britain—its merchants and its government. Whether the policy was good for the colonists was not an issue in London, but Americans became increasingly restive with mercantile policies Britain implemented mercantilism by trying to block American trade with the French, Spanish or Dutch empires using the Navigation Acts, which Americans avoided as often as they could. The royal officials responded to smuggling with open-ended search warrants (Writs of Assistance). In 1761, Boston lawyer James Otis argued that the writs violated the constitutional rights of the colonists. He lost the case, but John Adams later wrote, "Then and there the child Independence was born." In 1762, Patrick Henry argued the Parson's Cause in the Colony of Virginia, where the legislature had passed a law and it was vetoed by the king. Henry argued, "that a King, by disallowing Acts of this salutary nature, from being the father of his people, degenerated into a Tyrant and forfeits all right to his subjects' obedience". Following their victory in the French and Indian War in 1763, Great Britain took control of the French holdings in North America, outside the Caribbean. The British sought to maintain peaceful relations with those Indian tribes that had allied with the French, and keep them separated from the American frontiersmen. To this end, the Royal Proclamation of 1763 restricted settlement west of the Appalachian Mountains as this was designated an Indian Reserve. Disregarding the proclamation, some groups of settlers continued to move west and establish farms.The proclamation was soon modified and was no longer a hindrance to settlement, but the fact that it had been promulgated without their prior consultation angered the colonists. Britain did not expect the colonies to contribute to the interest or the retirement of debt incurred during its wars, but they did expect a portion of the expenses for colonial defense to be paid by the Americans. Estimating the expenses of defending the continental colonies and the British West Indies to be approximately £200,000 annually, the British goal after the end of this war was that the colonies would be taxed for £78,000 of this amount. The colonists objected chiefly on the grounds not that the taxes were high, but that they had no representation in the Parliament. Parliament insisted it had the right to levy any tax without colonial approval, to demonstrate that it had authority over the colonies. The colonists did not object to the principle of contributing to the cost of their defense (colonial legislatures spent large sums raising and outfitting militias during the French and Indian War), but they disputed the need for the Crown to station regular British troops in North America. In the absence of a French threat, colonists believed the colonial militias (which were funded by taxes raised by colonial legislatures) to be sufficient to deal with any trouble with natives on the frontier. Officer positions were in high demand among the British aristocracy—the rank of captain or major sold for thousands of pounds, and could be resold once an officer purchased an even higher rank. The British wanted all the commissions for themselves, and were unwilling to commission colonial officers (who would pay nothing for their commissions) and further asserted that officers with colonial commissions must submit to the authority of any regular British officer, regardless of rank. This effectively negated the will or the legal authority of the colonies to contribute to defense through their militias. With some 1,500 well-connected British officers who would have become redundant in the aftermath of the Seven Years War, London would have had to discharge them if they did not assign them to North Americ a. Therefore the main reason for Parliament imposing taxes was to prove its supremacy, and the main use of the tax funds would be patronage for ambitious British officers The slogan "No taxation without representation" summed up this American position. London responded that the colonists were "virtually represented"; but most Americans rejected this. In 1764, Parliament enacted the Sugar Act and the Currency Act, further vexing the colonists. Protests led to a powerful new weapon, the systematic boycott of British goods. The following year, the British enacted the Quartering Acts, which required British soldiers to be quartered at the expense of residents in certain areas. Colonists objected to this, as well. In 1765 the Stamp Act was the first direct tax levied on the colonies by British Prime Minister George Grenville and the Parliament. All official documents, newspapers, almanacs, and pamphlets— decks of playing cards—were required to have the stamps. The colonists still considered themselves loyal subjects of the British Crown, with the same historic rights and obligations as subjects in Britain. Nevertheless, representatives of all 13 colonies protested vehemently, as popular leaders such as Patrick Henry in Virginia and James Otis in Massachusetts, rallied the people in opposition. A secret group, the "Sons of Liberty" formed in many towns and threatened violence if anyone sold the stamps, and no one did. In Boston, the Sons of Liberty burned the records of the vice-admiralty court and looted the home of the chief justice, Thomas Hutchinson. Several legislatures called for united action, and nine colonies sent delegates to the Stamp Act Congress in New York City in October 1765. Moderates led by John Dickinson drew up a "Declaration of Rights and Grievances" stating that taxes passed without representation violated their Rights of Englishmen. Colonists emphasized their determination by boycotting imports of British merchandise. In London, the Rockingham government came to power and Parliament debated whether to repeal the stamp tax or send an army to enforce it. Benjamin Franklin made the case for repeal, explaining the colonies had spent heavily in manpower, money, and blood in defense of the empire in a series of wars against the French and Indians, and that further taxes to pay for those wars were unjust and might bring about a rebellion. Parliament agreed and repealed the tax, but in the Declaratory Act of March 1766 insisted that parliament retained full power to make laws for the colonies "in all cases whatsoever" In 1767, the Parliament passed the Townshend Acts, which placed a tax on a number of essential goods including paper, glass, and tea. Angered at the tax increases, colonists organized a boycott of British goods. In Boston on March 5, 1770, a large mob gathered around a group of British soldiers. The mob grew more and more threatening, throwing snowballs, rocks and debris at the soldiers. One soldier was clubbed and fell. All but one of the soldiers fired into the crowd. 11 people were hit; three civilians were killed at the scene of the shooting, and two died after the incident. The event quickly came to be called the Boston Massacre. Although the soldiers were tried and acquitted (defended by John Adams), the widespread descriptions soon became propaganda to turn colonial sentiment against the British. This in turn began a downward spiral in the relationship between Britain and the Province of Massachusetts. In June 1772, in what became known as the //Gaspée// Affair, a British warship that had been vigorously enforcing unpopular trade regulations was burned by American patriots including John Brown. About a year later, private letters were published in which Massachusetts Governor Thomas Hutchinson called for the abridgement of colonial rights, and Lieutenant Governor Andrew Oliver called for the direct payment of colonial officials (until then the purview of the colonial assembly, and a means by which it controlled the governor). The furor over the affair contributed to Hutchinson's recall, and brought a conciliatory Benjamin Franklin firmly to the side of the colonists. On December 16, 1773, a group of men, led by Samuel Adams and dressed to evoke American Indians, boarded the ships of the government-favored British East India Company and dumped an estimated £10,000 worth of tea from its holds into the harbor. This event became known as the Boston Tea Party and remains a significant part of American patriotic lore. The Quebec Act of 1774 extended Quebec's boundaries to the Ohio River, shutting out the claims of the 13 colonies. By then, however, the Americans had little regard for new laws from London; they were drilling militia and organizing for war. The British government responded by passing several Acts which came to be known as the Intolerable Acts, which further darkened colonial opinion towards the British. They consisted of four laws enacted by the British parliament. The first was the Massachusetts Government Act, which altered the Massachusetts charter and restricted town meetings. The second Act, the Administration of Justice Act, ordered that all British soldiers to be tried were to be arraigned in Britain, not in the colonies. The third Act was the Boston Port Act, which closed the port of Boston until the British had been compensated for the tea lost in the Boston Tea Party (the British never received such a payment). The fourth Act was the Quartering Acts of 1774, which allowed royal governors to house British troops in the homes of citizens without requiring permission of the owner. Lord North argued in 1775 for the British position that Englishmen paid on average 25 shillings annually in taxes whereas Americans paid only sixpence.The colonists countered that North's argument failed to take into consideration the taxes collected by colonial governments and allocated for local purposes. The colonists believed, especially considering the economic restraints the British were keen to enforce in the colonies, that any additional tax burden from London was excessive.
 * __ Content Notes __**
 * Colonialism:** the establishment, maintenance, acquisition and expansion of colonies in one territory by people from another territory. Look at previous Content notes for more detail.
 * American Revolution:** began in 1763, after a series of victories by British forces at the conclusion of the French and Indian War ended the French military threat to British North American colonies. Adopting the policy that the colonies should pay an increased proportion of the costs associated with keeping them in the Empire, Britain imposed a series of direct taxes followed by other laws intended to demonstrate British authority, all of which proved extremely unpopular in America. Because the colonies lacked elected representation in the governing British Parliament, many colonists considered the laws to be illegitimate and a violation of their rights as Englishmen. In 1772, groups of colonists began to create //Committees of Correspondence//, which would lead to their own Provincial Congresses in most of the colonies. In the course of two years, the Provincial Congresses or their equivalents rejected the Parliament and effectively replaced the British ruling apparatus in the former colonies, culminating in 1774 with the coordinating First Continental Congress.In response to protests in Boston over Parliament's attempts to assert authority, the British sent combat troops, dissolved local governments, and imposed direct rule by Royal officials. Consequently, the Colonies mobilized their militias, and fighting broke out in 1775. First ostensibly loyal to King George III and desiring to govern themselves while remaining in the empire, the repeated pleas by the First Continental Congress for royal intervention on their behalf with Parliament resulted in the declaration by the King that the states were "in rebellion", and the members of Congress were traitors. In 1776, representatives from each of the original 13 states voted unanimously in the Second Continental Congress to adopt a Declaration of Independence, which now rejected the British monarchy in addition to its Parliament, and established the sovereignty of the new nation. The Declaration established the United States, which was originally governed as a loose confederation through a representative democracy selected by state legislatures. The ideological movement known as the American Enlightenment was a critical precursor to the American Revolution. Chief among the ideas of the American Enlightenment were the concepts of liberalism, democracy, republicanism, and religious tolerance. Collectively, the belief in these concepts by a growing number of American colonists began to foster an intellectual environment which would lead to a new sense of political and social identity. John Locke's (1632–1704) ideas on liberty greatly influenced the political thinking behind the revolution. John Locke's Two Treatises of Government, published in 1689, was especially influential. The theory of the "social contract" influenced the belief among many of the Founders that among the "natural rights" of man was the right of the people to overthrow their leaders, should those leaders betray the historic rights of Englishmen. In terms of writing state and national constitutions, the Americans heavily used Montesquieu's analysis of the "balanced" British Constitution.
 * Triggers of the Revolution:**
 * 1733–1763: Navigation Acts, Molasses Act and Royal Proclamation
 * ==== **1764–1766: More provocative legislation** ====
 * ====** 1767–1773: Townshend Acts and the Tea Act **====
 * ====** 1774–1775: Quebec Act and the Intolerable Acts **====
 * King George III:** (George William Frederick; 4 June 1738 – 29 January 1820) was King of Great Britain and King of Ireland from 25 October 1760 until the union of these two countries on 1 January 1801, after which he was King of the United Kingdom of Great Britain and Ireland until his death. He was concurrently Duke and prince-elector of Brunswick-Lüneburg in the Holy Roman Empire until his promotion to King of Hanover on 12 October 1814. He was the third British monarch of the House of Hanover, but unlike his two Hanoverian predecessors he was born in Britain, spoke English as his first language, and never visited Hanover.
 * Democracy:**a form of government in which all the people have an equal say in the decisions that affect their lives.Ideally, this includes equal (and more or less direct) participation in the proposal, development and passage of legislation into law.It can also encompass social, economic and cultural conditions that enable the free and equal practice of political self-determination. The term comes from the word Greek: δημοκρατία – (//dēmokratía//) "rule of the people".
 * Constitution:** set of fundamental principles or established precedents according to which a state or other organization is governed. These rules together make up, i.e. constitute, what the entity is. When these principles are written down into a single or set of legal documents, those documents may be said to comprise a written constitution. Constitutions concern different levels of organizations, from sovereign states to companies and unincorporated associations. A treaty which establishes an international organization is also its constitution in that it would define how that organization is constituted. Within states, whether sovereign or federated, a constitution defines the principles upon which the state is based, the procedure in which laws are made and by whom. Some constitutions, especially written constitutions, also act as limiters of state power by establishing lines which a state's rulers cannot cross such as fundamental rights.


 * __ Handouts __**
 * // Any outside sources/articles //
 * // Rubric for Glogster //
 * // Instructions for Glogster //
 * // Outside secondary sources //
 * //Notes that students will fill out during lecture//


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // 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. //**


 * //__ Learning Styles __//**


 * // Clipboard: //**// For my Clipboards  I will be giving the students rubrics for their Glogster projects and written instructions on the board as well as handouts. I will be giving them pre-mapped out notes for them to fill in during lecture. //


 * // Microscope: //**// Students will be given full range in their final Glogster product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why the 13 Colonies influenced the modern United States and Europe. //


 * // Puppy: //**// Students will have to opportunity to work with peers for feedback and for brainstorming ideas and discussing topics through the activity, Number Heads Together. This will create a welcoming environment that allows students with this learning style to feel comfortable with learning. //


 * // Beach Ball: //**// Students will have the opportunity to have to choices with their Glogster product as well as other assignments. Assessments will be varied so that there is a break in the routine and to allow creativity. //


 * // Rationale: //**// My instruction will incorporate all the learning styles in order for students to learn the 13 Colonies, The Constitution, and Democracy the best way they can. Students will be given the structured routines as well as choices and the creativity that they need to succeed. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

// Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world. //
 * // Content Knowledge: //**

// Maine Learning Results // //Content Area: Social Studies// //Standard Label: E. History// //Standard: E1. Historical Knowledge, concepts, themes, and patterns// //Grade Level Span: Grade 9- Diploma - The Early Modern World, 1450-1800// //**Students understand major eras, major enduring themes, and historical influences in United States and World History, including the roots of democratic philosophy ideals, and institutions in the world.**//
 * // MLR or CCSS: //**


 * // Facet: //** Students will understand that world Historical events influenced the United States.


 * // Rationale: //** This lesson supports the Maine Learning Results because students are learning about how the 13 Colonies shaped the modern United States, which is a major era in American and World History, and how they influenced the Modern World.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Verbal:** Students will have opportunities for open discussion with peers on colonization.
 * Logical:** Students will calculate the number of deaths during the Revolutionary war.
 * Musical**:Students will listen to music that they can incorperate in their glogster.
 * Visual:** Students will be given a card with events and they will put them in chronological order**.**
 * Naturalists:**Students will have to opportunity to draw/ look at picture of what a battle field would have looked like.
 * Kinesthetic:** Students will be given a card with events and they will put them in chronological order**.**
 * Interpersonal:** Students will do the activity "number heads together" to talk about ideas fro their glogster, topics that they do not understand, and what they would like to learn about next.
 * Intrapersonal:** Students will have opportunities to work on their glogster during class.

Students will be using a digital poster website called Glogster for their type II technology for their assessment of learning. The teacher will show students how to sue Glogster to help students step by step on how to use the program through a student sample.
 * // Type II Technology: //**

// Students will be use type II technology to incorporate their intelligences in their ability to incorporate the 13 Colonies, the Constitution, and Democracy and its influence on the modern United States and the Modern World. //
 * // Rationale: //**


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

During instruction students will assess themselves through the activity "Sequencing Events" to see if they can put the major events of the age of expansion, the 13 Colonies, and the Revolution. At the beginning of the lesson students will do this activity as a form of pre-assessment. They will have note cards with events that they will need to put in order. Students will also complete this activity at the end of the lesson. Students will self-assess themselves through rubrics for their glogster projects. Students will have the opportunity to peer edit their work through group discussions and to meet with the teacher for feedback. Students will give the teacher an drawn outline of what their poster will look like before they incorporate their ideas on the website.
 * // Formative: //**

Students will take the role of historian and researcher. Students will choose one major theme/event from the Renaissance and use outside sources to show how the United States was influenced by the event/theme. Students will fill out a graphic organizer that will organize their thoughts about be used for perr and self assessment. Students will create an engaging glogster poster, students should be sure to include videos, images, interactive activities, etc. to enhance the poster.
 * // Summative: //**

// Students will complete many forms of a final summative product and formative assessments through out the lesson that will assess their knowledge of The French Revolution and their ability to ask question to be able apply their knowledge to the real world such as using activities like "Sequencing Events". These assessments will incorporate the many different intelligences to ensure the students' success in understanding and learning about the 13 Colonies, the Constitution, and Democracy. // || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Rationale: //**
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