L3+Ware,+Morgan

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

** LESSON PLAN FORMAT **

**__Lesson #:__** 3 **__Facet:__** Explain **__Numbers of Days:__** 5 (80) __** Topic: **__ The Enlightenment
 * __ Teacher’s Name __**** : ** Ms. Ware
 * __ Grade Level __**** : ** 9-Diploma


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** historical events influence the Modern World.
 * Student will know **the Renaissance, Defeat of Spanish Armada, Colonialism, the Enlightenment
 * Student will be able to do ** show how colonial expansion influenced the modern world.
 * Product: ** Podcast

//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 Enlightenment, which is a major era in World History, influenced the Modern World.

Students will pre-assess themselves with a short true/false quiz. Students will complete the before the lesson side and at the end of the lesson they will complete the other side of the quiz to see how much they understood and how much of the information stuck with them. This will help me to figure out where I need to change my lessons to better teach my students.
 * __ Assessments __**
 * __ Pre-Assessment: __**

During instruction students will assess themselves through the activity "What's still confusing me?" to brainstorm topics that they still do not fully understand from the lesson. At the end of the class students will get into groups and come up with at least five questions to discuss at the beginning of next class. During discussion, the groups will write the questions on the board and as a class we will answer them and go over more thoroughly.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will self-asses themselves through rubric for their podcast to make sure they incorporate the required elements. Students will have opportunities to check in with the teacher for feedback on their podcast. Students will give the teacher a story board that explains what each student in the group will say. This will be submitted for teacher feedback. Students will peer edit through their groups by meeting with them and presenting their part in the podcast.
 * Section II – timely feedback for products (self, peer, teacher) **

Students will take on the roles of interviewer and director. Students will take on the role of interviewer and "interview" one or two self selected key player(s) from the Enlightenment. Students will be in groups of three or four and each group member must have a part in the podcast. You must include a story board or basic outline of what the podcast is about that has been pre-approved by me. After the story board has been approved, you must have a script stating each members part and this needs to be approved by me before you can start recording. Be creative and have fun with it!
 * __ Summative (Assessment of Learning): __**

Students will be using voice editing software to create a podcast "interviewing" a self selected influential player in the Enlightenment. We will spend class time playing around with the software as well as time to work on the project. The teacher will show the students a step by step process on how to use the voice editing software as well as giving printed instructions.
 * __ Integration __**
 * Technology: **

__//Science://__ We will be looking at the scientific advances during the Enlightenment and doing creative experiments that show what the scientists of the time did.
 * Content Areas: **

Students will use the sequence chart graphic organizer to show their understanding of the Renaissance and the events that follow. Students will work in groups on their Podcast. Students will also use the activity "3 minute review" as a class to review topics from the lesson and talk about anything they do not understand.
 * __ 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 Podcast product will be done in groups of three or four.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * Verbal:**Students will have pre-mapped out notes to fill out during lecture.
 * Logical:** Students will look at how the percentage of printed books increased after the Renaissance and the Enlightenment started.
 * Visual:**Students will be given printed out painting from the Renaissance to look at and study.
 * Naturalists:** Students will look at painting of nature scenes.
 * Intrapersonal:**Students will work in groups on their Podcast. Students will also use the activity "3 minute review" to review topics from the lesson and talk about anything they do not understand.
 * Interpersonal:** At the end of the lesson students will write a reflective essay on what they learned and how they can apply this knowledge to the real world.


 * __ 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 __**


 * Type II technology: ** Students will be using voice editing software like GarageBand, or Audacity, for their type II technology for their assessment of learning. The teacher will use GarageBand to show students step by step how to use the program through a student sample.


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


 * __ Materials, Resources and Technology __**
 * // [|The Enlightenment Activity.pdf] //
 * // Any outside sources/articles //
 * //The Enlightenment pre-assessment true/false quiz//
 * // Laptops //
 * Graphic organizer ( // Sequence Chart //// ) //
 * // Wiki //
 * // GarageBand or Audacity programs //
 * // Textbooks //
 * // Posters (Digital and not) //
 * // White board and markers //
 * // Projector //
 * // Power Point //
 * // Rubric for Podcast //
 * // Outside secondary sources //
 * //Notes that students will fill out during lecture//

Resource for material: // [] // Sequence Chart Graphic Organizer: [] Definition of 3 minute review cooperative learning: [|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] "What's Still Confusing Me?" activity: [] Hook: [|The Enlightenment Activity.pdf] Resource on The Enlightenment: [|Enlightenment Help.pdf]
 * __ 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) **

// 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: Students will know…..
 * Hook: [|The Enlightenment Activity.pdf] (10 minutes)
 * Pre-assessment quiz, first half of quiz (10 minutes)
 * Discussion about quiz (5 minutes)
 * "What started the Enlightenment?" "What were some important advances that came from the Enlightenment?" powerpoint and notes (25 minutes)
 * Introduce Podcast Project - pass out instructions - allow time to get into groups and mess around with the software (25 minutes)
 * Wrap Up: "What's still confusing me?" Activity (5 minutes)
 * Go over the questions brought up in the "What's still confusing me?" activity. Questions about the Podcast Project. (20 minutes)
 * "The Scientific Revolution" PowerPoint and Notes (30 minutes)
 * Short demonstration/discussion of Isaac Newton's Theory of Gravity (10 minutes)
 * Class time to work on Podcast project (15 minutes)
 * Wrap Up: "What's still confusing me?" Activity (5 minutes)
 * Go over the questions brought up in the "What's still confusing me?" activity. Questions about the Podcast project. (20 minutes)
 * "The Age Of Reason" PowerPoint and Notes (30 minutes)
 * "3 minute review" activity in groups. Students will be in groups for the first half of time then we will come together as a class and finish the discussion. (25 minutes)
 * Wrap Up: "What's still confusing me?" Activity (5 minutes)
 * Go over the questions brought up in the "What's still confusing me?" activity. (20 minutes)
 * "Constitutional and Democratic Thought" PowerPoint and Notes (30 minutes)
 * Discussion on how the United States Government was based on Enlightenment Ideals (20 minutes)
 * Wrap Up: "What's still confusing me?" Activity, Last minutes questions on Podcast (10 minutes)
 * Go over the questions brought up in the "What's still confusing me?" activity. Last minutes questions on Podcast (20 minutes)
 * Workshop for Podcast on last minute changes (20 minutes)
 * Presentations (30 minutes)
 * Wrap up Reflection on Podcast 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)
 * __ Content Notes __**
 * the Renaissance:** a cultural movement that spanned roughly the 14th to the 17th century, beginning in Italy in the Late Middle Ages and later spreading to the rest of Europe. The term is also used more loosely to refer to the historical era, but since the changes of the Renaissance were not uniform across Europe, this is a general use of the term. As a cultural movement, it encompassed a flowering of literature, science, art, religion, and politics, and a resurgence of learning based on classical sources, the development of linear perspective in painting, and gradual but widespread educational reform. Traditionally, this intellectual transformation has resulted in the Renaissance being viewed as a bridge between the Middle Ages and the Modern era . Although the Renaissance saw revolutions in many intellectual pursuits, as well as social and political upheaval, it is perhaps best known for its artistic developments and the contributions of such polymaths as Leonardo da Vinci and Michelangelo, who inspired the term "Renaissance man".
 * Defeat of Spanish Armada:**On 12 July 1588, the Spanish Armada, a great fleet of ships, set sail for the channel, planning to ferry a Spanish invasion force under the Duke of Parma to the coast of southeast England from the Netherlands. A combination of miscalculation, misfortune, and an attack of English fire ships on 29 July off Gravelines which dispersed the Spanish ships to the northeast defeated the Armada.The Armada straggled home to Spain in shattered remnants, after disastrous losses on the coast of Ireland (after some ships had tried to struggle back to Spain via the North Sea, and then back south past the west coast of Ireland). Spain never recovered and this was a great victory for Elizabeth I and England.
 * 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.
 * The Plague:** a massive and deadly pandemic originating in China, spread along the Silk Road and swept through Asia, Europe and Africa.It reduced the world's population from 450 million to between 350 and 375 million.
 * The Enlightenment:**
 * **The Scientific Revolution**
 * Nicolaus Copernicus (19 February 1473 – 24 May 1543), a Polish monk and astronomer, developed the heliocentric theory of the solar system which replaced the geocentric theory of the cosmos developed by the Hellenistic astronomer Ptolemy. Copernicus published //On the Revolutions of the Celestial Spheres// in 1543 just before his death, It is often regarded as the starting point of modern astronomy and the beginning of the scientific revolution. The scientific revolution brought to an end the medieval world view and replaced it with our modern understanding of physics, nature, biology, and human beings.
 * Tycho Brahe (b. 1546-1601) was a Danish astronomer who scanned the heavens with his naked eyes and kept accurate records of where the planets were in relation to the Zodiac.
 * Johannes Kepler (b 1571 – 1630) was a German astronomer who used the observations produced by Brahe to re-evaluate the Copernican theory. Copernicus had assumed that the planets travel in circular motions around the sun. In fact, we now know, they travel in ellipses with the sun as one focus. Kepler was the first to propose elliptical orbiss.
 * Galileo Galilei (b. 1564 – 1642) was an Italian astronomer. He popularized and supported the Copernican theory. Using information about a Dutch telescope, he built his own telescope. Galileo was the first to notice sunspots and the moons of Jupiter. His work in ballistics led to the understanding that cannonballs travel in hyperbolic motions. He also experimented with vacuums and showed that a feather and a led ball fall at the same rate. He laid the foundation for the works on gravity produced by Newton. The Catholic Church condemned his writings on the heliocentric theory, he was brought before the Roman Inquisition, and adjured his "false beliefs." Galileo was no hero and did not wish to be executed as a heretic.
 * Isaac Newton (b. 1643 – 1727) was an English scientist. Worked out the theory of gravity to explain the motions of the planets. His mechanistic view of nature had a major influence on thinking. He more than any other man ushered in the scientific revolution, which is ongoing.


 * Benedict Spinoza 1632 - 1677
 * Francis Bacon 1561 - 1626
 * David Hume 1711 - 1776
 * Jean-Jacques Rousseau 1712 – 1778
 * Immanuel Kant 1724 - 1804
 * The Age of Reason was produced by a small number of intellectual giants who radically transformed Western thought. Plato and Aristotle were replaced with a new conception of nature, man, and morality. Instead of a universe governed by teleology and a striving to reach absolute perfection, nature is held to refer to the material world of our senses, which appears to be governed by mechanical laws, whose regularities our reason is able to discern. Isaac Newton described a universe governed by force, mass, distance, and gravity. From the laws of physics and astronomy, scientists moved to develop the laws of chemical reactions, the germ theory of disease, and the laws of genetic evolution.The Newtonian universe has profound implications on man's understanding of himself. It impacts on all of our moral and religious beliefs. Modern philosophy is based on the findings and implications of modern science. Or, put the other way, philosophers have been trying to reconcile many philosophical ideas with the implications of modern science. Modern philosophy is divided into rationalists and empiricists. Continental Philosophers tend to be rationalists; while the Anglo-Saxons prefer empiricism. In the philosophy of Kant, these two strands of thought were brought together.
 * **Rene Descartes (**1596 - 1650 **)** may be viewed as the beginning of modern, rationalist philosophy. He based his philosophy on doubt. How can I be sure that what I think is true is really true. During his lifetime both the truths of religion and the truths of science had become uncertain. The Protestants had successfully challenged the authority of the Catholic Church. Copernicus and Galileo had challenged the geocentric view of nature. Descartes also challenged the "authority" of our senses. Our senses do not provide us with accurate information. It looks like the sun rises in the East and sets in the West. It travels around the earth according to our senses. But actually, we are told, it is the earth that travels around the sun. Common sense tells us that objects don't move unless pushed. But objects in a vacuum once in motion remain in motion according to Newtown. Have you ever seen an atom or an electron or a gravitron? But modern physics tells us that these concepts describe the building blocks of nature.Descartes answered his position of philosophical doubt with the famous maxim: "I think, therefore I am." Thought provides the starting point for his philosophy. Descartes differentiates between mind and matter. Thought is distinct from the physical world that our senses disclose to us. It is thought, our mind, which provides us with the concepts that allows us to think and to come to understand the world. Descartes is a dualist like Plato. For Plato, the distinction was between the absolute forms and our sense impressions; for Descartes it is between mind and matter.Descartes explores his mind and finds within his mind certain "clear and distinct ideas." The most important of these "clear and distinct ideas" is his idea of God. God is perfection. God would not deceive us. Therefore, the physical world is really out there (not just a dream or a figment of our imagination) and we can proceed with out scientific exploration of the the physical world and its laws. Descartes uses the ontological argument for the existence of God. God is the concept that includes perfection. Physical existence must be one of the attributes of an all perfect concept. A God who exists only as an idea in my mind is not as perfect as a God who also physically exists. Hence God must also have the attribute of physical existence. This is a logical argument; it does not empirically prove His physical existence.
 * **Thomas Hobbes** (1588 - 1679) may be viewed as the beginning of modern, empirical philosophy. One could claim Francis Bacon but his writings are more diffuse. Hobbes was a materialist. Human beings are governed by desires and aversions. We describe as good those things that we desire and bad those things that could harm us. Before governments and civil society were created, humans lived in a state of nature. Humans in the state of nature have natural rights. The right of each person to seek to preserve his life is one of the fundamental natural rights that cannot be given up. In the state of nature, there is as yet no private property and each person may take whatever he or she wants. Each person is completely free to do whatever they desire. Each person has complete liberty. Each person has the natural rights of life, liberty, and the pursuit of property (later changed to happiness by Thomas Jefferson). In the state of nature according to Hobbes, each person is equal in that even "the weakest he" can kill "the strongest he" when he is sleeping. In Hobbes state of nature, the life of man is "nasty, brutish, cruel, and short."Hobbes acknowledges that human beings do have reason. They can perceive the undesirability of the state of nature and, through a social contract, they can create a government that will provide them with order. Hobbes lived during the English Civil War that ended up executing King Charles I. For Hobbes, even the most oppressive government is preferable to the wantonness of the state of nature. Hobbes was a defender of absolute government, but he provided a modern "explanation" or justification for government as such. Government is formed by a social contract. In Hobbes this contract is indissoluble.
 * **John Locke** (1632 - 1704) "humanized" the ideas of Hobbes. Locke kept all the elements of the Hobbsian social contract theory, but postulated that life in the state of nature really wasn't as bad as Hobbes made it out to be. Most humans are pretty decent. The state of nature was OK. But there are the proverbial "rotten apples." The state of nature has certain inconveniences. Creating a civil society and government are useful. They improve our social life with each other. It is useful to have roads, a property office to register titles to property, and even a militia for defense against outside invasion. Locke has humans make a social contract to create a government for limited purposes. When we create government, we don't give up our natural rights. We even preserve a right of revolution if government becomes oppressive and oversteps the bounds of the contract whereby it was created. It is the Lockean version of the social contract theory that has become the philosophical basis for the justification of limited, constitutional government. Our American form of government derives from Locke's ideas. Locke lived through the Glorious Revolution in England. His writings justify this relatively peaceful change of government. Locke is the father of modern democratic thought.
 * **Constitutional and Democratic Thought**
 * The Social Contract Theory of the State
 * David Hume, John Locke, and Jean-Jacques Rousseau
 * State of Nature
 * Human Nature
 * "the life of man is nasty, brutish, cruel, and short"
 * "man is born free and everywhere he is in chains"
 * Social Contract
 * Natural Rights
 * Life, Liberty, and the Pursuit of Property (Happiness)
 * Freedom of Religion and Conscience
 * Limited, Constitutional Government
 * Equality
 * Democracy
 * **The Enlightenment**: The eighteenth century is the Age of Enlightenment. The Enlightenment popularizes the ideas developed during the Age of Reason. The Enlightenment is basically the view or belief that modern science and our understanding of the social world derived from modern science can help us to improve the living conditions on this planet. War, poverty, and injustice are not God-given punishments for our sinfulness but bad management. Oppressive governments can be reformed or overthrown. Social inequality can be alleviated and, maybe, overcome. Disease is not to be accepted stoically but to be fought with new medicines. Poverty can be reduced through the productivity of new inventions and technologies. Ignorance can be overcome through universal public education. Human societies are perfectible if only we have the will and use our scientific knowledge to plan and socially engineer for a better future. There is no limit to what human reason and ingenuity can achieve.The French Enlightenment thinkers are known as the philosophies. They are not really philosophers but what we would today call journalists or popularizes.One of the great achievements of the philosophies was the publication of the Encyclopédie. All those who contributed articles are known as the Encyclopedists. Philosophies and encyclopedists are often used as interchangeable terms when describing the French Enlightenment.
 * **Important figures of the Enlightenment era include**: Denis Diderot (1713 – 1784), Jean le Rond d'Alembert (1717 – 1783), Voltaire pseudonym for François-Marie Arouet (1694 – 1778), Jean-Jacques Rousseau (1712 – 1778), Gotthold Lessing, Immanuel Kant (1724 - 1804), Thomas Paine (1737 - 1809), Thomas Jefferson (1743 – 1826)

Students will understand that....historical events influence the Modern World.**I**f it wasn't for colonial expansion the United States most likely would not be what it is today. **//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 start class with a discussion over [|The Enlightenment Activity.pdf]They will seperate into groups and discuss the piece of paper on the table. Students will have pre-mapped out notes to fill out during lecture. Students will look at how the percentage of printed books increased after the Renaissance and the Enlightenment started. Students will be given printed out painting from the Renaissance to look at and study. Students will look at painting of nature scenes. Students will work in groups on their Podcasts. Students will also use the activity "3 minute review" to review topics from the lesson and talk about anything they do not understand. At the end of the lesson students will write a reflective essay on what they learned about the Enlightenment and how they can apply this knowledge about the Enlightenment to the real world.
 * Section 1:**
 * Why, Where, What, Hook, Tailor: Verbal, Logical, Visual, Naturalists, Intrapersonal, Interpersonal**

Students will know...the Renaissance, Defeat of Spanish Armada, Colonialism, The Plague. Students will use the sequence chart graphic organizer to show their understanding of the Enlightenment and the events that follow. Students will pre-assess themselves through the activity "What's still confusing me?" to brainstorm topics that they still do not fully understand from the lesson. Students will self-asses themselves through rubric for their podcast to make sure they incorporate the required elements. Students will have opportunities to check in with the teacher for feedback on their podcast.
 * Section 2:**
 * Explore, Equip**

Students will meet with their groups to brainstorm about ideas for their podcast. Students will meet with the teacher to make sure they are on track to create their podcast. Students will create a podcast about the Enlightenment. Students will take on the roles of interviewer and director. Students will take on the role of interviewer and "interview" one or two self selected key player(s) from the Enlightenment. Students will be in groups of three or four and each group member must have a part in the podcast. You must include a story board or basic outline of what the podcast is about that has been pre-approved by me. After the story board has been approved, you must have a script stating each members part and this needs to be approved by me before you can start recording. Be creative and have fun with it! Students will be able to show how colonial expansion influenced the modern world. Product: Podcast Days: 5
 * Section 3:**
 * Rethink, Revise, Experience, Organize**


 * __ Handouts __**


 * // Any outside sources/articles //
 * //The Enlightenment pre-assessment true/false quiz//
 * // Laptops //
 * // Rubric for Podcast //
 * // 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 Podcast 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 Podcast product and during group discussions so they feel in control. They will be given the opportunity to explore more into the reasons why the Enlightenment influenced the 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, 3 minute review. 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 Podcast 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 Enlightenment 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: //**

Students will understand that historical events influence the Modern World.
 * // Facet: //**

This lesson supports the Maine Learning Results because students are learning about how the Enlightenment, which is a major era in World History, influenced the Modern World.
 * // Rationale: //**


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


 * // MI Strategies: //**
 * Verbal:**Students will have pre-mapped out notes to fill out during lecture.
 * Logical:** Students will look at how the percentage of printed books increased after the Renaissance and the Enlightenment started.
 * Visual:**Students will be given printed out painting from the Renaissance to look at and study.
 * Naturalists:** Students will look at painting of nature scenes.
 * Intrapersonal:**Students will work in groups on their Podcasts. Students will also use the activity "3 minute review" to review topics from the lesson and talk about anything they do not understand.
 * Interpersonal:** At the end of the lesson students will write a reflective essay on what they learned about the Enlightenment and how they can apply this knowledge about the Enlightenment to the real world.

Students will be using voice editing software like GarageBand, or Audacity, for their type II technology for their assessment of learning. The teacher will use xtranormal to show students step by step 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 Enlightenment and its influence on the 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 "What's still confusing me?" to brainstorm topics that they still do not fully understand from the lesson. At the end of the class students will get into groups and come up with at least five questions to discuss at the beginning of next class. During discussion, the groups will write the questions on the board and as a class we will answer them and go over more thoroughly. Students will self-asses themselves through rubric for their podcast to make sure they incorporate the required elements. Students will have opportunities to check in with the teacher for feedback on their podcast. Students will give the teacher a story board that explains what each student in the group will say. This will be submitted for teacher feedback. Students will peer edit through their groups by meeting with them and presenting their part in the podcast.
 * // Formative: //**

Students will take on the roles of interviewer and director. Students will take on the role of interviewer and "interview" one or two self selected key player(s) from the Enlightenment. Students will be in groups of three or four and each group member must have a part in the podcast. You must include a story board or basic outline of what the podcast is about that has been pre-approved by me. After the story board has been approved, you must have a script stating each members part and this needs to be approved by me before you can start recording. Be creative and have fun with it!
 * // 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 Enlightenment and their ability to ask question to be able apply their knowledge to the real world such as using activities like "What's Still Confusing Me". These assessments will incorporate the many different intelligences to ensure the students' success in understanding and learning about the Enlightenment. // || ||   || 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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