L6+Ware,+Morgan

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 6 **__Facet:__** Self-Knowledge **__Numbers of Days:__** 3(80)
 * __ Teacher’s Name __**** : ** Ms. Ware
 * __ Grade Level __**** : ** 9-Diploma
 * __ Topic: __** Colonial Influence


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** colonial expansion shifted power in Europe.
 * Student will know ** dates, wars, revolution, expansion, and Spanish armada.
 * Student will be able to do ** recognize why colonial expansion changed the world.
 * Product: ** Blog

//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 going more in depth in learning about the age of expansion,which is a major event in World and American history, focusing on Great Britain's influence on the United States and the World.


 * __ Assessments __**

At the beginning of the lesson students will do the hook activity, where they will create flash cards about the French and Indian war as well as the defeat of the Spanish Armada so they have an understanding of the power shift in Europe.
 * __ Pre-Assessment: __**

During instruction students will do the activity Question Box at the end of each class. Students will take a note card and write down either questions that they have about material they still do not fully understand or things they would like to talk more about. This will be a form of an exit ticket. At the beginning of the next class we will discuss the main topics or questions from the Question Box cards and also open the floor for questions they might have thought about over the night.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-assess themselves by looking at the rubric for their blogs to make sure they have all the necessary components. Students will get their rubrics on day 1 and will be able to work along with the rubric to make sure their blogs are up to snuff. Students will peer brain storm topics for their blogs. Students will have to opportunity to meet with the teacher for feed back on blogs.
 * Section II – timely feedback for products (self, peer, teacher) **

Reflect on how/why colonial expansion changed the world. Use specific details about colonial expansion and how/why it changed the world. Did it change the world for the better or worse? Comment on other students' blog entries.
 * __ Summative (Assessment of Learning): __**

Congratulations! You, as a historian, have the opportunity to create an exhibit of a European country's role in colonization. You heard that the Smithsonian Natural History Museum is now looking for a group of historians to create a wikispace explaining a European county's role in colonization and what the group wants to include in the exhibit. Your task is to team up with three other historians to create a wikispace that explains the role/history of a Europeans country. Use all the resources of wikispaces as well as other media types (videos, interactive games, pictures, audio, etc.). You need at least two book sources and two internet sources to fully explain the history. You need to prove to the Board of Directors that your exhibit will be the most educational and bring in the most people. The winning team will have a position at the Smithsonian Natural History Museum as well as their exhibit being featured in the museum. Good Luck! :)

Students will be using blogspot for their product for this lesson. Students will write a 1-2 paragraph short response, that will be posted on their blogspot accounts, about the age of expansion and how it changed the world. Students will also be required to look at other students' blog entries. We will discuss the main ideas during the next class.
 * __ Integration __**
 * Technology: **

Math: Students will look at graphs that show the shift in population from Europe to the many colonies.
 * Content Areas: **

Students will use an ice cream cone chart for their blog entry to organize their thoughts about the PowerPoint as well as their thoughts for their blog post. Students will do the activity circle stage for brainstorming ideas and topics for discussion as well as for their blog post.
 * __ 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 blog product will be done individually and students will comment on other students' blog posts.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:** Students will write a creative short response on what it would have been like to live in Europe at this time.
 * Logical:** Students will look at graphs for the population of the colonies and in Europe.
 * Musical:** Students will have the opportunity to create raps or rhythms to remember key events and terms.
 * Visual:** Students will use word searches for key terms.
 * Interpersonal:**Students will use the activity circle stage for brainstorming ideas and topics for discussion.
 * Intrapersonal:** Students will have class time to work on blogs.


 * __ 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 website called blogspot for their type II technology for their assessment of learning. The teacher will show students how to use blogspot to help students step by step on how to use the website through a student sample.
 * Type II technology: **

Gifted students will be be asked to go more in depth with their blog post by focusing on a certain country and their colonies or on a certain aspect of colonialism that influenced Europe in a certain way.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // Any outside sources/articles //
 * // Laptops //
 * Graphic organizer ( // Ice Cream Cone Chart //// ) //
 * // Wiki //
 * // Blogspot Website //
 * // Textbooks //
 * // Posters (Digital and not) //
 * // White board and markers //
 * // Projector //
 * // Power Point //
 * // Rubric for blog post //
 * // Outside secondary sources //
 * //Notes that students will fill out during lecture//

Resource for the topic:[] Ice Cream Cone Graphic Organizer: [] Circle the Stage cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Question Box activity: []
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// 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: Final Wikispace is due next Class along with Blog Entry
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// 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) //
 * Hook: Flashcards of key terms so students can get a general idea of the affect of the power shift in Europe. (20 minutes)
 * Introduction PowerPoint to the Power Shift Between Spain to England (40 minutes)
 * Introduce Final Wikispace product, allow time to play with wikispace and to get into groups and work with them. (20 minutes)
 * Questions about Final Wikispace or PowerPoint from last class (5 minutes)
 * Review topics from last class (20 minutes)
 * Time to work with groups on Wikispace (40 minutes)
 * Wrap up: Questions about Wikispace or anything that is confusing (5 minutes)
 * Questions about Final Wikispace or Topics from last class (5 minutes)
 * Time to work on Wikispace (50 minutes)
 * Assign Blog entry: Due Next Class (5 minutes)
 * Allow time to work on blog (10 minutes)

Section 1: Students will understand that colonial expansion shifted power in Europe.We were colonies to Great Britain and our culture and government was directly affected by Great Britain's power. **//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 create French and Indian War flashcards on key terms so students can get a general idea of the affect of the power shift in Europe. Students will write a creative essay on what it would have been like to live in Europe at this time. Students will look at graphs for the population of the colonies and in Europe. Students will have the opportunity to create raps or rhythms to remember key events and terms. Students will use word searches for key terms. Students will use the activity circle stage for brainstorming ideas and topics for discussion. Students will have class time to work on blogs.
 * Where, What, Why, Hook, Tailors: Verbal, Logical, Musical, Visual, Interpersonal, Intrapersonal**

Section 2: Students will know dates, wars, revolution, expansion, Spanish armada.(See Content Notes) Students will use an ice cream cone chart for their blog entry to organize their thoughts. Students will write a blog entry about colonial expansion. Students will peer brain storm topic for their blogs. Students will have to opportunity to meet with the teacher for feed back on blogs. Students will pre-assess themselves by putting questions that they have about colonial expansion in the Question Box. Students will self-assess themselves by looking at a rubric for their blogs to make sure they have all the necessary components for their blogs.
 * Equip, Explore, Experience, Rethink, Revise, Tailors: Verbal, Visual, Interpersonal, Intrapersonal**

Section 3: Students will be able to recognize why colonial expansion changed the world. The facet is Self Knowledge and students show that they can use this facet by doing the blog entries as well as the final Wikispace product. The product for this lesson is a Blog entry. This lesson will take about 3 days. **Organize**

Section 4: Students will have several opportunities to evaluate themselves through out the lesson. Students will receive rubrics for their blog entry and the Wikispace. They will also receive peer and teacher feedback. Students will receive these rubrics **Day 1 and 3**. Students will have to opportunity to redo both assignments if they do not feel they completed the assignment to the best of their abilities. **Evaluate, Tailors: Verbal, Visual, Interpersonal, Intrapersonal**

Students will know… //**Colonial expansion:**// Control by one power over a dependent area or people. The purposes of colonialism include economic exploitation of the colony's natural resources, creation of new markets for the colonizer, and extension of the colonizer's way of life beyond its national borders. The most active practitioners were European countries; in the years 1500–1900, Europe colonized all of North and South America and Australia, most of Africa, and much of Asia by sending settlers to populate the land or by taking control of governments. The Spanish and Portuguese established the first colonies in the Western Hemisphere in the 15th–16th century. The Dutch colonized Indonesia in the 16th century, and Britain colonized North America and India in the 17th–18th century. English expansion: French Expansion Revolutions have occurred through human history and vary widely in terms of methods, duration, and motivating ideology. Their results include major changes in culture, economy, and sociopolitical institutions .Scholarly debates about what does and does not constitute a revolution center around several issues. Early studies of revolutions primarily analyzed events in European history from a psychological perspective, but more modern examinations include global events and incorporate perspectives from several social sciences, including sociology and political science. Several generations of scholarly thought on revolutions have generated many competing theories and contributed much to the current understanding of this complex phenomenon. The fleet's mission was to sail to Gravelines in Flanders and transport an army under the Duke of Parma across the Channel to England. The Armada achieved its first goal and anchored outside Gravelines but while awaiting communications from Parma's army, it was driven from its anchorage by an English fire ship attack, and in the ensuing naval battle at Gravelines the Spanish were forced to abandon their rendezvous. The Armada managed to regroup and withdraw north, with the English fleet harrying it for some distance up the east coast of England. A return voyage to Spain was plotted, and the fleet sailed north of Scotland, into the Atlantic and past Ireland, but severe storms disrupted the fleet's course. More than 24 vessels were wrecked on the north and western coasts of Ireland. Of the fleet's initial complement of 130 ships, about fifty failed to make it back to Spain. The expedition was the largest engagement of the undeclared Anglo–Spanish War (1585–1604). English losses stood at 50–100 dead and 400 wounded, and none of their ships had been sunk. But after the victory, typhus, dysentery and hunger killed many sailors and troops (estimated at 6,000–8,000) as they were discharged without pay: a demoralising dispute occasioned by the government's fiscal shortfalls left many of the English defenders unpaid for months, which was in contrast to the assistance given by the Spanish government to its surviving men. The English fleet was unable to prevent the regrouping of the Armada at the Battle of Gravelines, requiring it to remain on duty even as thousands of its sailors died.
 * __ Content Notes __**
 * John Cabot was sent to find the Northwest Passage by King Henry VII in 1497
 * This gave England opportunities in the wool and fishing trade near Newfoundland.
 * During 1576-1578 Martin Frobisher conducted three voyages trying to find the Northwest Passage.
 * He changed his motives to find gold
 * John Davis explored the extreme wilderness of North America during 1585-1587
 * The straight between Greenland and Baffin is named after him
 * In 1593, there was a short-lived attempt at colonizing Newfoundland by Humphrey Gilbert
 * Walter Raleigh set out to establish colonies in "Virginia" in the mid 1580s
 * "The Lost Colony" on Roanoke Island
 * 1600 - the British East India Company was established
 * 1607 - the first permanent settlement was established in Present day Virginia, called Jamestown
 * John Rolf cultivated the tobacco plant that was exported in 1612
 * This allowed the 12 other colonies to be founded
 * 1609 - First colony in Bermuda was established
 * 1620 - Pilgrims landed in Cape Cod
 * 1626 - New York was settled
 * 1627 - Colony in Barbados was established
 * 1630 - Puritans establish Massachusetts Bay Colony
 * 1630 - New Hampshire was settled
 * Tied to the Massachusetts Bay Colony until 1680
 * 1634 - Maryland was established
 * George Calvert, first Baron Baltimore, gained a charter from King Charles I for the land above the Potomac River
 * Served as a buffer between Virginia and the Dutch in New Netherlands
 * 1636 - Connecticut was established
 * Thomas Hooker established a settlement because he was too liberal for the Massachusetts Bay Colony
 * Hartford - 1636
 * The Rev. John Davenport and Theophilus Eaton (a merchant) established the New Haven settlement in 1638
 * 1636 - Rhode Island was settled
 * Rodger Williams establishes first permanent settlement, Providence
 * 1638 - Delaware was settled
 * Land was constantly fought over by the Swedish, the English and the Dutch
 * 1649-1653 - Ireland was conquered during the Cromwell Conquest
 * 1653 - North Carolina is settled
 * The Albemarle Sound region by Virginians
 * 1655 - A colony in Jamaica is established
 * 1660 - New Jersey is settled
 * Claimed for the Duke of York
 * Named after the Isle of Jersey
 * 1664 - Dutch give New Amsterdam to British, later renamed New York
 * 1666 - [|British Virgin Islands are settled]
 * 1668 - British Bombay is established
 * 1670 - South Carolina is settled
 * Charleston
 * 1682 - Pennsylvania is established
 * William Penn, Duke of York, was given the land of King Charles I
 * 1710 - French surrender French Arcadia to British
 * Renamed Nova Scotia
 * 1757 - British seize India after the fall of the Mogul Empire
 * 1760 - French Surrender Montreal to British
 * 1762 - British seize Cuba and Havana from the Spanish
 * 1763 - Canada, Mississippi, and India become British possessions.
 * 1788 - The penal colony of Botany Bay, later known as Sydney and/or New South Wales is settled
 * 1793 - British capture Trinidad from Spanish
 * 1795 - British capture Cape Colony from the Dutch
 * Start of South African Rule
 * ** 1453 ** The Hundred Years War ends. Calais is the only English possession on Continental Europe
 * ** 1494 ** Italian Wars- France and Austria fight over Italian lands
 * 1494 - 1559
 * ** 1515 ** François I crowned French King
 * ** 1534 ** [|Jacques Cartier] discovers the Great Lakes and the St. Lawrence River
 * ** 1547 ** Reign of Henry II
 * 1547 - 1559
 * ** 1572 ** Massacre of Protestants in Paris on St. Bartholomew's Eve by Catholics; 200,000 Huguenots fled France
 * ** 1589 ** - Henri IV becomes 1st French Catholic Bourbon King
 * 1589 - 1593
 * ** 1603 ** March 15: [|Samuel de Champlain] set sail for Quebec from Honfleur, France following in the path of Jacques Cartier to the St Lawrence River and Tadoussac
 * ** 1605 ** Samuel de Champlain establishes the first successful New France Colony at Port Royal
 * ** 1608 ** Founding of Quebec
 * ** 1672 ** New France expansion into Canada under Louis de Frontenac
 * ** 1758 ** French power in Canada declines as the British capture Ft. Louisburg
 * ** 1617 ** Louis XIII crowned at the age of 17
 * ** 1624 ** Cardinal Richelieu becomes French principal minister
 * ** 1643 ** Louis XIV becomes king
 * 1643 - 1715
 * Mazarin becomes French Prime Minister
 * ** 1715 ** Louis XV accedes the throne on 5 May 1789 King Louis XVI called a meeting of the Estates-General at Versailles to obtain support for new taxes sewing the seeds of the French Revolution as the nobles and church were not subject to taxes
 * ** 1789 ** June, the commoners declared themselves a National Assembly giving them the power to write a new French constitution
 * ** 1789 ** 14 July: The Bastille stormed by the people of Paris
 * ** 1792 ** King Louis and Queen Marie-Antoinette are executed and a republic set up in France
 * ** 1793 ** Napoleon Bonaparte promoted to general during the war with Prussia and Austria
 * ** 1799 ** Napoleon seizes control of France and begins building a French empire
 * 1799 – 1814
 * 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.
 * revolution** is a fundamental change in power or organizational structures that takes place in a relatively short period of time. Aristotle described two types of political revolution: Complete change from one constitution to another. Modification of an existing constitution.
 * Spanish armada:** was the Spanish fleet that sailed against England under the command of the Duke of Medina Sidonia in 1588, with the intention of overthrowing Elizabeth I of England to stop English involvement in the Spanish Netherlands and English privateer in the Atlantic and the Pacific.


 * __ Handouts __**


 * // Any outside sources/articles //
 * // Rubric for blog post //
 * // Instructions for blog post //
 * //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 imovie 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 imovie product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why the French Revolution 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, Round Robin Brainstorming activity. 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 imovie 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 Age of Expansion 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//
 * // MLR or CCSS: //**
 * //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.//**


 * // Facet: //**Students will understand that colonial expansion shifted power in Europe.


 * // Rationale: //** This lesson supports the Maine Learning results because students are going more in depth in learning about the age of expansion,which is a major event in World and American history, focusing on Great Britain's influence on the United States and the World.


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


 * // MI Strategies: //**
 * Verbal:** Students will write a creative essay on what it would have been like to live in Europe at this time.
 * Logical:** Students will look at graphs for the population of the colonies and in Europe.
 * Musical:** Students will have the opportunity to create raps or rhythms to remember key events and terms.
 * Visual:** Students will use word searches for key terms.
 * Interpersonal:**Students will use the activity circle stage for brainstorming ideas and topics for discussion.
 * Intrapersonal:** Students will have class time to work on blogs.


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


 * // Rationale: //**// Students will be use type II technology to incorporate their intelligences in their ability to incorporate the Age of Expansion and its influence on the modern United States and the Modern World. //


 * // 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 do the activity Question Box at the end of each class. Students will take a note card and write down either questions that they have about material they still do not fully understand or things they would like to talk more about. This will be a form of an exit ticket. At the beginning of the next class we will discuss the main topics or questions from the Question Box cards and also open the floor for questions they might have thought about over the night. Students will self-assess themselves by looking at the rubric for their blogs to make sure they have all the necessary components. Students will get their rubrics on day 1 and will be able to work along with the rubric to make sure their blogs are up to snuff. Students will peer brain storm topics for their blogs. Students will have to opportunity to meet with the teacher for feed back on blogs.
 * // Formative: //**

Reflect on how/why colonial expansion changed the world. Use specific details about colonial expansion and how/why it changed the world. Did it change the world for the better or worse? Comment on other students' blog entries.
 * // 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 Age of Expansion and their ability to ask question to be able apply their knowledge to the real world such as using activities like "Circle the Stage". These assessments will incorporate the many different intelligences to ensure the students' success in understanding and learning about specific //dates, wars, revolution, expansion, and the defeat of the Spanish armada. || ||   || 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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