L1+Mountain,+Ryan

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

** LESSON PLAN FORMAT ** Maine Learning Results: Social Studies-E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "American Revolution, 1775-1783." Students understand major eras, major enduring themes and historic influences in United States and world history, including the roots of democratic philosophy ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in history of the United States and world and implications for present and future. ** Rationale: ** This lesson connects to the Maine Learning Results because students will be analyzing and critiquing events and people during the American Revolution and then will applying this information to present day. Students will use knowledge about the American Revolution and complete a graphic organizer. Students will then collaborate ideas about who their American Revolution character will be with a partner. Students will then hand in graphic organizer and receive feedback on ideas. Also students will answer questions about project and will fill out rubric evaluating themselves on the project. iMovie project will be an assessment that will show the understanding of an American Revolution character and show his or her significance. You will be able to choose your character and portray that character and show his or her significance to the American Revolution and explain why without this person the American Revolution might not turn out the way it did. Also the iMovie will be the final assessment, but assessment like quizzes, blogs, and homework will be used to see student’s understandings. Product: iMovie. Students will be assessed by a rubric that will specifically go over the details of this project. Students will work by themselves filling out a graphic organizer about the character they have chosen and after will meet up with everyone who has chosen the same character. This grouping is called the think-pair-share exercise. Students who do not have a classmate with the same character will pair up with other students who don't have a partner either. In these groups students will collaborate ideas and share events they will use for their iMovie. However, ideas for the movie will not be shared because we want differences in everyone's final project. Also one student will start the discussion and everyone else needs to write down ideas because a reflection will be written later for evaluation and everyone will need notes of everyone's ideas. In my lesson students will need to read, write, and speak allowed, so **linguistics** will be used in the classroom. Students will use **logical-mathematical** reasoning for dates and events. **Spatial** will be used in lectures and projects through pictures and movies shown in class. **Body-kinesthetic** will be used in group work and projects. Group work will also allow for **interpersonal** work. **Intrapersonal** work will be included in the classroom through self-assessments and individual work. ** Modifications/Accommodations ** (**//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)
 * __ Teacher’s Name __**** : ** Ryan Mountain **__Date of Lesson__:** #1 (Empathy)
 * __ Grade Level __**** : 9-12 ** **__Topic__:** American Revolution
 * __ Objectives __**
 * Student will understand ****the** **significance of the American Revolution.**
 * Student will know ****people, terminology, and sequence and time lines from the American Revolution.**
 * Student will be able to ****analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in history of the United States and world and implications for present and future.**
 * __ Maine Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** The type II technology being used in this lesson is iMovie. The technology will be used in this lesson to incorporate the significant facts about an American Revolution character and how they have impacted the revolution.
 * English: ** This is the other content that is being used in this lesson. Students will write a script for their movie and the script will need to be grammar free. Also students will need to make sure that if their movie contains text that it is also grammar free.
 * __ Groupings __**
 * __ Differentiated Instruction __**

Students that are absent will need to come to me to get the assignments for the class they missed and they will be responsible to bring it to the next class. If there needs to be an extension students will need to see me and have a private conversation. Assignments will be on the homework hot line. Failure to pass in homework will be followed up with a private discussion from myself. The summative assessment will be an iMovie. This assessment will show the understanding of an American Revolution character and show his or her significance. Every student will be expected to create his or her own video using the type II technology iMovie. You will be able to choose your character and portray that character and show his or her significance to the American Revolution and explain why without this person the American Revolution might not turn out the way it did. Product: iMovie. Students will be assessed by a rubric that will specifically go over the details of this project. Lap Tops (with wireless internet connection and iMovie connection). iMovie video tutorial Projector Projector screen iMovie rubric Graphic Organizer iMovie tutorial []
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

iMovie written tutorial []

Information on American Revolution [] [] [] []

Continental Congress [] [] []

Yorkstown [] []

Treaty of Paris 1783 [] [] []

Articles of Confederation [] [] []
 * __ 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. //**
 * // Rationale: //** This lesson demonstrates the knowledge of the diverse ways in which students learn and develop. In this lesson students will learn through lecture and through research. Also students will learn about type II technology and more specifically iMovie. Students will learn about iMovie through hands on experience and through online tutorials. Also students will learn about the American Revolution through watching their classmate’s videos. Students will be able to incorporate music and be able to be creative with these projects.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will be assessed on their prior knowledge of the American Revolution. Students will be asked to list everything they can and this will be handed in to assess student’s previous knowledge of the American Revolution. The backward design model was used in designing this unit. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. The facet of understanding that I use in this unit is empathy. In this lesson students will evaluate significant events and people and decide how they impacted the American Revolution. This lesson connects to the Maine Learning Results because students will be analyzing and critiquing events and people during the American Revolution and then will applying this information to present day. Please see content notes for more information on this content.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //****Rationale:** This lesson meets this standard by using six multiple intelligences in the lesson plans to give instructional strategies and appropriate technology is used in the final project.
 * Verbal** - How can I include reading, writing and speaking?
 * Logical** - How did you include numbers, classification, critical-thinking and calculations?
 * Visual** - How did you include visuals, colors, art, graph and pictures?
 * Intrapersonal** - How did you include private learning time and student choice?
 * Interpersonal** - How did you include group work, peer sharing and discussions?
 * Kinesthetic** - How did you include movement, exercise, drama and crafts?
 * Musical** - How did you include music, sounds, rhythms and dance?
 * Naturalist** - How did you include human beings to recognize, categorize and draw upon certain features of the environment?

The summative assessment will be an iMovie. This assessment will show the understanding of an American Revolution character and show his or her significance. Every student will be expected to create their own video using the type II technology iMovie. You will be able to choose your character and portray that character and show his or her significance to the American Revolution and explain why without this person the American Revolution might not turn out the way it did. Product: iMovie. Students will be assessed by a rubric that will specifically go over the details of this project. The students will be arranged in a horseshoe with the opening toward the whiteboard that way I can see the students and observe them throughout the learning process and be able to make sure they are paying attention. Students will then mingle and write down their season partners. Students will join their seasonal partner after the lecture is over. Students will understand the significance of the American Revolution and how the important impacted the outcome of the war. This connects to the real world because the Federal Government wouldn't look what it looks like today without it. The topic under the Maine Learning Results is the American Revolution. My hook for the class is riding into class on a fake horse dressed as Paul Revere screaming the British are coming. In this lesson students will need to read, write, and speak aloud, so linguistics will be used in the classroom. Students will use logical-mathematical reasoning for dates and events. Spatial will be used in lectures and projects through pictures and movies shown in class. Body-kinesthetic will be used in group work and projects. Group work will also allow for interpersonal work. Intrapersonal work will be included in the classroom through self-assessments and individual work. Class will start with students writing down everything they have previous learned about the American Revolution. After students will be given a brief graphic organizer. With the brainstorming web in front of them students will listen and watch a lecture over the beginning of the American Revolution and how [|King George] III tightened the ropes of colonists. Students will get a list of people and events that have been gone over in the lecture and a list of web sites that will be used later in class. Students are going to collaborate with peers sharing ideas and giving each other ideas for their projects. After students will get their lap tops and watch the [|iMovie tutorial] and will receive an iMovie handout. Students will then have some time to research information using the sheet with websites for resources. At this time I will walk around the room and meet with each student individually and make sure they understand what is going on and ask them if they have any questions. Students will then meet with partners and share ideas and organize all of their information. ** Equip, Explore Rethink, Revise Tailors: **** Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal. ** Day 1: This will be the day that the students will be introduced to the iMovie project. The students will work individually on the project, but will have a partner to share ideas with and to give feedback too. Students will make a video over an American Revolution character and describe using significant events how he or she played a major impact of the outcome of the American Revolution. Also at this time I will tell students that they need a script for their movie if they intend to exceed standards on rubric. Students will be playing the role of a contestant on the game show The American History Hunter and will be informing viewers, while trying to get past the judges why their contestant played a significant role in the American Revolution. I will show the students a tutorial of iMovie and will also provide a transcript of the video in a handout form. At this time I will also give the students the two rubrics that I will be grading them on. This way students will have a clear understanding of what is asked of them. I will tell students that before the present they will need to evaluate themselves on both rubrics in the student evaluation column. Also I will let them know that it will be beneficial to get scripts done before next class so they have the whole class to record and upload video to lap tops. Day 2:This class will be a workshop day where students will have the whole eighty minutes to work on their scripts if they haven't started already and to begin filming their videos. Also today's class will be a perfect time for me to be able to work with students and again clarify anything that might be confusing. Students may go to library or other room in building to go film. I will previously have found places for students to go record videos. Students may also start uploading video and editing their projects during today's class. Also if students want their scripts edited then they should be giving them to me at this time so I then can be giving them back for editing. Students will need to work on their projects for homework. I will make myself available throughout the day, and after school for students that may need help with their projects. ** Explore, Experience, Rethink, Revise, Refine, Tailors: **** Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal. ** Students will self-assess each others projects by writing a feed back sandwich for everyone's project. These will be anonymous and will include something positive, negative and then something positive again.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** This lesson documents formal and informal assessment strategies by assessing students through a pre-assessment to see what their prior knowledge of the American Revolution is and students will be also assessed through quizzes, blogs, iMovie, and a unit test at the end of the unit. These are examples of informal and formal assessment strategies to evaluate and support the development of the learner. This is how this lesson meets the Maine Learning Result standard eight.
 * __ Teaching and Learning Sequence __**** : **
 * Students will write down prior knowledge they can recall about the American Revolution. This will be handed in and evaluated to see student’s previous knowledge. (10 minutes).
 * Students will then listen to lecture over the beginning of the American Revolution and how King George III tightened the ropes on the colonists. Students will fill out graphic organizer about character of their choice. (25 minutes).
 * After lecture students will pair up with their seasonal partners and discuss ideas on how they are going to do their project and what events they are using for their project. (5 minutes).
 * Students will then watch tutorial over iMovie to prepare them for the movie. Also written handout of tutorial will be passed out. ( 10 minutes).
 * Students will have time to look through links that I have provided them to give them ideas. Students need to take notes and keep track of sources. Sources can be found on iMovie handout. (25 minutes).
 * Students will have this time to organize information and meet with partners for final ideas. (5 minutes)
 * Day 2: Students will have time to come up with script and meet with me individually with me and start filming the iMovie if they get this far. Students will have to finish project for homework. If they run into problems they will need to talk to me the next day so that it will be ready for the next class. (80 minutes).
 * Day 3: Students will present these projects and give feedback on each others projects. (80 minutes).
 * Where, Why, What, Hook, Tailors: ****Linguistics,** **Logical-mathematical,** **Spatial,** **Body-kinesthetic,** **Interpersonal, and** **Intrapersonal.**

Day 3: Students will present their presentations and I will go through and make comments on rubric and then later watch presentation individually and give scores. The rubrics with feedback and grade will be handed back next class so students will know how well they had done. Students will have to use information over people and events they used in this project later on during this unit.
 * Rehearse, Tailors: Linguistics, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Intrapersonal, and Interpersonal.**
 * __ Content Notes __**

[|Molasses Act of 1733] Although the British gave their colonies more freedom than the Spanish or French, they still made a number of laws that helped the businessmen in England more than the colonists. The Molasses Act of 1733 is an example of this. Many New Englanders made a living by turning molasses and sugar into rum. The Molasses Act helped the sugar plantation owners on the islands of the British West Indies. A tax was placed on the sugar and molasses that came from the islands. On top of this the law stated that traders in New England could only trade with the British Islands. Many businessmen had been trading with the French and the Dutch. Now these men would lose money. This made the New Englanders upset with the British.

[|Proclamation of 1763 and Stamp Act]

King George made a law called the **Proclamation of 1763** which stated the colonists could not move westward over the Appalachian Mountains. The British passed several more laws which also angered the colonists. In 1764 a law was passed which said the colonies could not print or use their own money. Finally in 1765 the **Stamp Act** was passed. The tax stamps had to be put on 54 kinds of papers, including playing cards, newspapers, wills and licenses. The payments varied from one cent on a newspaper to ten dollars on a college diploma. The payments had to be made in gold or silver. The colonists began to speak out against the new taxes. Patrick Henry from Virginia spoke the loudest. He said the British Parliament made these laws, but no colonists were in the Parliament. In October 1765 nine colonies sent people to a meeting in New York City to talk about the Stamp Act. They made the decision that the Parliament could not tax the American colonies since they had no representation in Parliament. The phrase stated by James Otis, a Boston lawyer, "No taxation without representation" was heard throughout the colonies. The men at this meeting sent a letter asking Britain to repeal the Stamp Act. The British would not listen. Instead they placed new taxes on the colonies. In 1767 the British passed the **Townsend Act**. This act placed taxes on tea, glass, paper, and paint. Many colonists refused to pay the taxes or to buy any goods made in England.

[|Sons of Liberty] A club was formed called the Sons of Liberty. Their motto was Join or Die. The members broke into the homes of the tax collectors and beat them. They then burned the hated tax stamps. The British sent 40,000 soldiers to help the tax collectors. The American colonists were told that they would have to let the soldiers live in their homes. This made the colonists very angry. Americans did all that they could to rebel against the British. Traders smuggled goods in and out of the American ports to keep from paying the British taxes. The Americans teased the British troops by throwing rocks or snowballs at them. Many settlers moved across the Appalachian Mountains even though the law said they could not.

[|Boston Massacre and Boston Tea Party] In 1770 the first real battle between the colonists and the British took place. The British soldiers got angry at a crowd of colonists who were throwing snowballs at them. The soldiers fired. Five colonists were killed and many more were wounded. Later this event was called the Boston Massacre.

Two of the British soldiers were found guilty of a crime in this event. They were punished by having their thumbs burned with a hot branding iron and released. Between 1770 and 1773 there were only a few acts of violence in the colonies. Some British tax boats were burned. The British repealed many of the taxes, but not the tax on tea. In 1773 the British told the British East India Company it could send tea to America without paying the taxes. All other tea traders still had to pay a tax. The Americans refused to buy any tea and refused to unload the tea from the British ships in the American ports. About 50 men from the Sons of Liberty dressed as Mohawk Indians. They boarded a tea ship in the Boston Harbor. These men then threw 342 chests tea valued at $75,000 into the water. One of these men was Paul Revere. This event became known as the Boston Tea Party. Many people say this was the most important event that led to the start of the war between the colonies and the British.

[|Continental Congress] Some Americans thought the Boston Tea Party was wrong. Some businessmen even offered to pay for the damages. King George wanted to punish the Americans. The British Parliament passed a new set of laws called the **Intolerable Acts**.

The Intolerable Acts closed the Boston Harbor until the tea was paid for in full. They said the Americans could not hold town meetings. The Americans were forced to house the British soldiers. Any British subjects who committed a crime in America would be tried in England. This led to many problems. With the port closed no food could be shipped to Boston. Boston asked the colonies for help. Many colonies sent food overland. All colonies except Georgia sent men to Philadelphia to talk about what to do about the Intolerable Acts. This group was called the First Continental Congress. They met in September 1774 in Carpenters' Hall in Philadelphia. The Congress decided they must force the British to repeal the acts. They also decided to cut off all trade between England and the colonies until the acts changed.

[|Lexington and Concord and Battle of Saratoga] In New England the men began arming themselves. They were called Minutemen because they could be ready to fight in a minute. Some practiced fighting and marching with wooden guns. Others had real guns. On April 18, 1775 the British commander in Boston sent soldiers to Concord to find guns and powder. They were also ordered to arrest Samuel Adams and John Hancock who were hiding in Lexington. Paul Revere made his famous midnight ride from Boston to Lexington, Massachusetts to warn the citizens that the British army was on its way. Revere was captured, but he escaped safely. The next day the battle of Lexington and Concord took place. The first shot fired was later known as "The shot heard 'round the World" due to the impact of the war that followed. Rubric: Presentation and Product Rubrics. Graphic Organizers iMovie Video tutorial address iMovie written handout Outside resources on topic
 * __ Handouts __**