S+Daigle,+Joshua

** E-mail: ** Joshua.m.daigle@maine.edu
 * Teacher:** Mr. Daigle
 * Office:** 109 Lake Ave
 * Office Phone:** 207-513-2886
 * Office Hours:** N/A

=Summary of Unit= This unit will discuss the political power, perspectives, and diverse cultures in Maine through studying various cultures that either currently or historically have benefited Maine. Students will research and interview members of the community to present how Maine's Franco-Americans were a major cultural contributor in terms of Maine industry from the early 1800s to the mid 1900s. They will also explore the political impact of the immigration of Somalis to the state, and how this culture has changed aspects of how the state runs, as well as covering the history of Maine Native Americans. Through studying these areas of Maine history, students will discover a greater pride for their state as well as learning more about their own culture.

=Establish Goals= Maine Learning Results: Social Studies. B: Civics and Government. B3: Individual, Cultural, International, and Global Connections. Grade: 9-Diploma D: Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native American, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.
 * Students understand political and civic aspects of unity and diversity in Maine, the United States, and the world including Maine Native Americans.**

= = =Students will understand that= • The Franco-American base is one of the major cultural contributors in the state. • The recent emigration of Somali and other African cultures has led to a new political base in the elections of the state. • The Native Americans were the original and still are a major cultural group in U.S. history.

= = =Essential Questions= • What was the economic impact of the emigration of the Franco-Americans to major cities in Maine? • How has the Somali influx in Maine changed Maine politics? • Why have the Native Americans remained a major cultural faction in Maine and the United States?

= = =Students will know= • **Critical Details**: Immigration increased during times of economic distress, Franco-Americans moved to towns with Mills to work, Somalians migrated north to settle in quieter towns, Native Americans have 562 federally recognized tribe governments. They have been an economic influence with the development of casino's in Maine, and contribute with their high education and taking it to good paying professions.
 * • Events and People**: The Big Boom immigration of the Franco-Americans in the early 1800s, Civil War in Somalia, Somalians moving to central Maine and changing city demographics, Navaho, Cherokee, Choctaw etc. Native American Tribes
 * • Vocabulary:** La Survivance, Grand Trunk Railway, Refugee, Somalia, Allah, Sovereignty, Bureau of Indian Affairs, NAHASTA, Cherokee Nation

= = =Students will be able to= • express the contributions of the Franco-Americans • document how the emigration of Somalians has influenced Maine • exhibit knowledge of the political perspectives of Native Americans in the U.S. • D analyze the political structures, political power and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various World cultures. • consider the implications of the Somali influx in Maine politics • reflect on the Native American population in Maine and the U.S. and how they have remained a major cultural group.

**Performance Task Overview** You are a news reporter gathering information on the history of Franco-Americans in Maine for your next big news article. Along with conducting personal research on the topic, you are to conduct an interview with a member of the community who worked in the mills/shoe shops/etc. to get a personal understanding of what life for those families was like and how they were a big part of Maine's industrial boom during that period of time. Through this you will interest and educate community members on the cultural history of their town and form a general appreciation for local history.

=Expectations=

In order to respect the time of your classmates, yourself as a learner, and the teacher, students are expected to be to class on time and to be prepared for class. Being prepared requires that the homework is completed prior to class, and you are ready with the materials needed to effectively participate in class. If you are late to class, you must come in to class in a manner that is not disruptive to the class, and to meet with me afterward to discuss the reason for tardiness.

All work is expected to be turned in on time. However, if unable to do it is **your** responsibility to notify me ahead of time with a plan of how you plan completing the assignment. Given a valid reason, an extension or different method of handing in the work may be arranged. If unexpected and I can not be notified ahead of time, you must see me individually so that we can discuss a time in which the work can be handed in, and if any points need to be deducted from the final product.

If absent from class for any reason, you are responsible for contacting me or a classmate to make up the work as soon as possible. Reminder: If an assignment is due on a day that you miss class you are still responsible for contacting me so that we can arrange another way of handing in the work or otherwise a date when it can be handed in.

All essays and writings must be typed in size 12 font, Times New Roman, and double spaced. Name, date, and class period need to be written in the top left corner. Any images, quotes, or other resources need to be cited correctly using the mla format. Grammar will be taken in to account in the final score of written assignments. If there are more than five grammatical errors the work will not be graded, but will be handed back for revision so that it can be passed back in for a final score.

Plagiarism is not tolerated. Students are held to the code of Academic Integrity. If a final product has been handed in where part or all of it has been taken from an internet, book, or other copyrighted source without proper citation, you will be asked to revise your work or cite your sources. Remember, any image or text that you copy from the internet is considered plagiarism unless credit is given to its creator.

=Benchmarks-=

**Class Participation-** (100 points)
With Native Americans making up the original population of the country, we will spend some time discussing the historic significance of Native Americans in Maine and the United States. In order to do this we will use technology such as Google Earth to locate, "tour", and discuss some Native American Reservations. Through this, you will get a better understanding of what a reservation actually looks like rather than just imagine the description.
 * Google Earth-** (50 points)

During this unit, we will have a lot of discussion and conduct a great deal of research on Franco-Americans. In order to share our findings with each other, each student will create and keep an updated blog account with findings in their research. Through this, we will be able to mark each others progress in the lesson and comment on interesting things that are brought up in your peers posts pertainging to the contributions of Franco-Americans in Maine.
 * Blogs**- (50 points)

During the unit discussing the impacts of Franco-Americans throughout Maine and your local communities, we will use WikiSpaces as a platform for uploading and discussing "news articles" we will each be developing throughout the lesson. These articles will be available for everyone in the class to read and give feedback on in order to increase our knowledge about Franco-Americans and give a better idea of how they impacted various parts of the state.
 * WikiSpace-** (75 points)

While discussing the impact of Native Americans in Maine and the U.S. we will be creating our own web pages to help understand and outline the political perspectives of Native Americans. We will be editing our web pages throughout the semester in order to accumulate a well documented and thorough outline. This will give our class the knowledge to develop a webpage, and to create a quality product that everyone will be able to see.
 * Web Page-** (50 points)

When discussing the politics of the state of Maine, we will use a webquest to guide us through the intricacies of this complex topic. it will help to break down the lesson into smaller easy to understand parts. Through completing the webquest, we will learn on a more independent basis, giving us the ability to really learn about how government in Maine is run.
 * Webquest-** • (75 points)

The end of the unit will conclude with a relevant topic in today's Maine culture. We dicuss at length the immigration and impact of the Somalis to southern and central Maine. To help us learn, we will break up into groups and go out into the community to get the everyday citizens opinion. Through interviewing citizens of your community and developing your own research, your group will create an iMovie of what you learned during your research about the impact economically, socially, and culturally of Somalis.
 * iMovie-** (100 points)

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)