L2+Sawyer,+Brittany

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mrs. Saucier ** **__Lesson #:__ 2 __Facet:__ Application**
 * __Grade Level __****: 8 ** **__Numbers of Days:__ 3-4**
 * __Topic: __****Civil War and Reconstruction **

 **__Objectives __** Student will understand that the country was dealing with major issues of Constitutional meaning and Democratic freedom
 * __PART I: __**

Student will know the difference between States Rights and Federal Rights, Republican Party and Democratic Party, voting rights and sectionalism.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to exhibit the change in Democratic ideals over time.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Product:** iMovie <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical knowledge, concepts, themes and patterns

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //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:** This lesson will meet the standards through the exploration of the major enduring theme of Democracy in America during the Civil War and how it continues to affect the United States and other regions of the world today.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will write the words "North", "South", "Republican", "Democrat", "States Rights", and "Federal Rights" on the board. Student will be split into teams and will choose the word that best answers the questions given by the teacher. Students will each have a turn to participate. The teacher will check for understanding based on answers given by students and will go over anything that seems to need clearing up.
 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will receive teacher feedback on their iMovie in the form of the filling out of a rubric by the teacher. Students will also give self-feedback based on the same rubric. The teacher will take into consideration for the final grade how the student filled out their personal rubric. Students will also receive teacher feedback in a one on one meeting during the periods that the students are working on their iMovie.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">iMovie: Students will create an iMovie in which they will act out the changes in ideals in Democracy during the Civil War.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> iMovie will be integrated into the classroom to allow students to record their acting of the changes in ideals in Democracy during the Civil War. Students will be able to incorporate explanations and sources into their movie where they feel necessary.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Writing:** Students will write a script in which they will explain their movie dialogue.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Art:** Students will show creativity through use of props and digital editing.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a T-Chart and will participate in a Circle the Sage activity to write about and discuss the changes in ideals on Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – Groups and Roles for Product**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work in groups of three to four chosen by the teacher randomly by pulling names from a hat. Students will each play a part in all of the following roles, design, editing and composition of dialogue.


 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal:** Students will discuss the changes in ideals in Democracy during the Civil War as well as write about them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students will create a visual product explaining the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students can choose to use music in their movie to show the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will work together to discuss and create an iMovie product about the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Kinesthetic:** Students will be able to act out the changes in ideals in Democracy during the Civil War.


 * __<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Absent students will be given the opportunity to join a group if they miss the first day, the group (having been chosen by the teacher) will already know who their members are and if one is absent they will assign a role to the absent student. If a student misses the second or third day they are required to ask their group what they can do to assist in the continuation and completion of the product. Students who miss the fourth day will be required to meet with the teacher to discuss their presentation and will have to individually explain their contributions while watching the product with the teacher during a study hall or office hours. Students who miss all four days will meet with the teacher to discuss an alternative assignment. The alternative assignment will consist of the options of writing an essay or creating a Glogster or ComicLife showing/explaining the changes in ideals in Democracy during the Civil War.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">iMovie will be integrated into the classroom to allow students to record their acting of the changes in ideals in Democracy during the Civil War. Students will be able to incorporate explanations and sources into their movie where they feel necessary.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:** Students will be asked to go into depth and explain why the ideals of Democracy were different for those in the North and South and how the differences were apparent.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * __<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;">iMovie Program

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">T-chart

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whiteboard

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Screen <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pencils <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paper

<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;"> (Hook video)
 * __<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;"> [] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> (southern/northern differences notes)

<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;"> (politics notes)

<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;"> (politics/democracy notes)

<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;"> (iMovie tutorial)


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The classroom will be set up in Clusters to allow groups to work together.
 * __<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="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce topic with hook video ( <span style="font-family: 'Times New Roman',serif;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">) (4)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">T-Chart and Circle the Sage activities (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over notes with students (40)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Show iMovie tutorial ([]) (2)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assign groups (4)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groups discuss ideas and roles in group (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Slap it activity (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hand out and go over iMovie rubric and expectations (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over any questions or concerns with class about content (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students work on iMovie (40)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over any confusion among students/answer questions (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groups work on iMovie, simultaneously the teacher will meet with student groups, and individuals to provide feedback on progress. (50)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will give groups their order of presentation by pulling groups from a hat. (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Group presentations, 10 min. each (80 min)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that the country was dealing with major issues of Constitutional meaning and Democratic freedom. Students will understand that the differences in ideals in the North and South led to the questioning of laws and how the country should be run by political leaders. This lesson will allow students to understand where our political parties came from, and how they have changed to become what they are today through discussion with peers. //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 listen to the YouTube video of the song “When Johnny Comes Marching Home” as a way to get them inspired.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days 1-2 __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Visual, Interpersonal, Musical, Logical//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the difference between States Rights and Federal Rights, Republican Party and Democratic Party, voting rights and sectionalism. Students will use a T-Chart to compare the political and democratic differences and changes in Democratic ideals during the Civil War and today. Students will participate in Circle the Sage to discuss the change in Democratic ideals during the Civil War era. Students will then participate in Slap-it in which they will choose the correct vocabulary term (Democrat, Republican, States Rights, Federal Rights, North and South) that goes with the question being asked. The students will receive teacher feedback in groups on the historical accuracy of their iMovie in which they will have a chance to make changes to. Students will also receive feedback on an individual level from the teacher about their participation and the possible questions they may have.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2-3 __**


 * <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, Visual, Kinesthetic, Verbal//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work in groups to create an iMovie that will demonstrate their understanding of the changes in laws from the Civil War to today. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The students will show their knowledge by acting out major differences in political and Democratic ideals between the North and South. Students will be able to exhibit the change in Democratic ideals over time first through the discussion of the notes and discussion with classmates. Students will be split into groups randomly by being chosen from a hat. Students will then choose within their groups between the roles of design, editing and creation of dialogue. While one student may be in charge of a role, all students are expected to participate in all roles. The teacher will ensure that all students on the team are contributing by having students meet with the teacher to discuss the project and talk about their role and how it is going. Students will show evidence of learning through the creation of their iMovie. Students are expected to include four differences and changes in Democratic ideals. Students will have the opportunity to edit their project up until the end of the third day. Students will have many opportunities to meet with the teacher to discuss any changes they want to make.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days 2-4 __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Verbal, Visual, Logical, Interpersonal, Musical, Kinesthetic.//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess through the completion of the rubric. Students can write any comments they wish to be considered on the bottom of the rubric. Students will also have one on one conversation with the teacher during the creation process to assess their work. The teacher will provide timely feedback through comments and the completion of the rubric. The teacher will also meet with the students daily to discuss their work and any improvements they should make prior to turning in their final product. This assignment will connect to future assessment because it explains how the United States political system became what it is today. This assignment will also connect with the next lesson by having students pre-consider the political system and how their decisions are impacted by politicians.
 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4 __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** //Logical, Interpersonal, Verbal.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">State’s Rights and Federal Rights- The Constitution aimed to carve a middle ground between a strong federal government and the freedom of individual states to make decisions for themselves. In fact, the federal government before the Civil War looked nothing like the federal government of today; almost all decisions were made at the state level, with the government in Washington responsible for the army, Indian affairs and foreign policy, and not much else. As time went on, the doctrine of states' rights—a founding principle upon which the United States was established—became the battle cry of the South in its struggle to prevent the North from imposing anti-slavery measures upon it.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Republican Party- <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">The Republican Party traces its roots to the 1850s, when antislavery leaders (including former members of the Democratic, <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Whig <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">, and <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Free-Soil <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> parties) joined forces to oppose the extension of <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">slavery <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> into the Kansas and Nebraska territories by the proposed <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kansas-Nebraska Act <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">. At meetings in Ripon, Wisconsin (May 1854), and Jackson, Michigan (July 1854), they recommended forming a new party, which was duly established at the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">political convention <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> in Jackson. <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> Most Northerners were Republicans- Abraham Lincoln was the winning candidate in 1860

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Democratic Party <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">The election of 1860 is regarded by most political observers as the first of the country’s three “critical” elections—contests that produced sharp yet enduring changes in party loyalties across the country. It established the Democratic and Republican parties as the major parties in what was ostensibly a <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">two-party system <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">. In federal elections from the 1870s to the 1890s, the parties were in rough balance—except in the South, where the Democrats dominated because most whites blamed the Republican Party for both the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">American Civil War <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (1861–65) and the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Reconstruction <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;"> (1865–77) that followed. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Most Southerners were Democrats- Stephen Douglas ran against Lincoln.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Voting rights- When this country was founded, only white men with property were permitted to vote (although freed African Americans could vote in four states). White working men, almost all women, and all other people of color were denied the franchise. At the time of the Civil War, most white men were allowed to vote, whether or not they owned property, but Literacy tests, poll taxes, and even religious tests were used in various places, and most white women, people of color, and Native Americans still could not vote.

Sectionalism- A more enduring manifestation of hostility toward the nationalizing tendencies in American life was the reassertion of strong feelings of sectional loyalty. New Englanders felt threatened by the West, which drained off the ablest and most vigorous members of the labor force and also, once the railroad network was complete, produced wool and grain that undersold the products of the poor New England hill country. The West, too, developed a strong sectional feeling, blending its sense of its uniqueness, its feeling of being looked down upon as raw and uncultured, and its awareness that it was being exploited by the businessmen of the East. The most conspicuous and distinctive section, however, was the South—an area set apart by climate, by a plantation system designed for the production of such staple crops as cotton, tobacco, and sugar, and, especially, by the persistence of slavery, which had been abolished or prohibited in all other parts of the United States. It should not be thought that all or even most white Southerners were directly involved in the section’s “peculiar institution.” Indeed, in 1850 there were only 347,525 slaveholders in a total white population of about 6,000,000 in the slave states. Half of these owned four slaves or fewer and could not be considered planters. In the entire South there were fewer than 1,800 persons who owned more than 100 slaves.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">T-Chart // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**


 * __<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 students will be met by the handing out of the Rubric prior to the assignment as to allow them to read and know what they are being assessed on.


 * //<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 students will be met through the analyzing of the changes in Democracy and political ideals.


 * //<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 students will be met through the allowing of students to choose the ideals and Democratic changes they choose to analyze.


 * //<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 students will be met through the acting out of changes in political and Democratic ideals as well as the ability to work in groups.


 * //<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 students using their learning styles to explore the Civil War era and the major theme of Democracy and how it affected to United States during that time as well as today.


 * //<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Student will know the difference between States Rights and Federal Rights, Republican Party and Democratic Party, voting rights and sectionalism.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical knowledge, concepts, themes and patterns

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> //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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Student will be able to exhibit the change in Democratic ideals over time.


 * //<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 student exploration of the historical influences the Democratic and political ideals had on the United States.


 * //<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Verbal:** Students will discuss the changes in ideals in Democracy during the Civil War as well as write about them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students will create a visual product explaining the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students can choose to use music in their movie to show the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will work together to discuss and create an iMovie product about the changes in ideals in Democracy during the Civil War.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Kinesthetic:** Students will be able to act out the changes in ideals in Democracy during the Civil War.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> iMovie will be integrated into the classroom to allow students to record their acting of the changes in ideals in Democracy during the Civil War. Students will be able to incorporate explanations and sources into their movie where they feel necessary.


 * //<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 providing different learning styles for students. Students will have the opportunity to showcase their learning style and work on their strengths with technology.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will write the words "North", "South", "Republican", "Democrat", "States Rights", and "Federal Rights" on the board. Student will be split into teams and will choose the word that best answers the questions given by the teacher. Students will each have a turn to participate. The teacher will check for understanding based on answers given by students and will go over anything that seems to need clearing up.
 * //<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="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create an iMovie in which they will act out the changes in ideals in Democracy during the Civil War. Their iMovie will allow them to show their learning and exhibit their knowledge on the changes in the Democratic and political ideals during the Civil War and how it affects the United States today.


 * //<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 assessing students in different ways allowing them to truly show their understanding and knowledge in the changes in Democratic and political ideals during the Civil War.

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