L4+Mountain,+Ryan

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

Teacher’s Name:** Ryan Mountain **Date of Lesson:** #4
 * Grade Level:** 9-12 **Topic:** The 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**__
Maine Learning Results: Social Studies-E. History E1 Historical Knowledge, Concepts, Themes, and Patterns Grade 9-Diploma "American Revolution, 1175-1783." 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 learning about people and events and why both sides of the American Revolution chose to fight.

__**Assessment**__
Students will use knowledge about the American Revolution and complete a flow chart. Students will then collaborate ideas about how the British could have won the American Revolution. Students will then hand in graphic organizer and receive feedback on ideas. Students will use prior knowledge and knowledge from earlier during this unit to come up with an idea of how the British could of won.
 * Formative (Assessment for Learning)**

A blog will be the assessment that will show the understanding why there was a war and what the British could of done to kept there colonies in America. You will be able to choose your own ideas for what went wrong and what the British could of done to win the war. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Blog
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** The technology being used in this lesson is a blog. The technology will be used in this lesson to incorporate the significant facts about how the British could of won the American Revolution and why they lost the war. These significant facts need to be presented in project.


 * English:** This is an other content that is being used in this lesson. Students will write a paragraph or more discussing how the British could have won or prevented war. This should be written in the students blog. The product in the blog will need to be grammar free. Students will also have to read English so it will be important to the class that they know English.

__Groupings__
Students will work by themselves filling out a flow chart. Students will need to think about how the British could of avoided or win the American Revolution. Students will be taking significant facts and incorporate these ideas into their blog. However, ideas for the blog will not be shared or discussed outside the students seasonal partners in order to insure that students have different ideas and plans. 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 from that discussion.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistics:** Students will need to write, read, and retell in the classroom and during their project.
 * Logical-mathematical:** Students will put events and dates in chronological order for their time line.
 * Spatial:** Students will need to use their imagination in order to come up with a plan that the British could of used.
 * Body-kinesthetic:**Students will be able to get up and move around for group work and will be allowed to discuss with their peers.
 * Naturalist:**Students will need to incorporate how the landscape affected the American Revolution and more specifically affected battles.
 * Interpersonal:**Students will with work with partners in order to collaborate ideas and get ideas on how to incorporate events and dates.

(//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**

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.

A blog will be the assessment that will show the understanding why there was a war and what the British could of done to kept there colonies in America. You will be able to choose your own ideas for what went wrong and what the British could of done to win the war. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Blog
 * Extensions**

__**Materials, Resources and Technology**__
Lap Tops (with wireless internet connection and GarageBand connection). Projector Projector screen Graphic Organizer: Story Map

__Source for Lesson Plan and Research__
Blog site [|www.blogspot.com]

Proclomation of 1763 [] []

Stamp Act [] []

Townsend Act [] []

Reasons for British losing and Colonists winning []

__**Maine Standards for Initial Teacher Certification and Rationale**__
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 and use blogging. Students will learn about blogging through hands on experience. Also students will learn about the American Revolution through reading their classmates blogs.
 * //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:**Students will be assessed on their prior knowledge of the American Revolution. Students will be asked to list all the reasons why the British lost or couldn't avoid the war. This will be handed in to assess students 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 why the British lost in 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 apply this information to why both sides fought in the war. Please see content notes for more information on this content.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Linguistics:** Students will need to write, read, and retell in the classroom and during their project.
 * Logical-mathematical:** Students will put events and dates in chronological order for their time line.
 * Spatial:** Students will need to use their imagination in order to come up with a plan that the British could of used.
 * Body-kinesthetic:**Students will be able to get up and move around for group work and will be allowed to discuss with their peers.
 * Naturalist:**Students will need to incorporate how the landscape affected the American Revolution and more specifically affected battles.
 * Interpersonal:**Students will with work with partners in order to collaborate ideas and get ideas on how to incorporate events and dates.

A blog will be the assessment that will show the understanding why there was a war and what the British could of done to kept there colonies in America. You will be able to choose your own ideas for what went wrong and what the British could of done to win the war. Students will be assessed by a rubric that will specifically go over the details of this project. Product: Blog

Rationale:**This lesson uses 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 also be assessed through quizzes, blogs, 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.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
The students will be arranged in a horse shoe 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 fill out a flow chart and come up with ideas using significant facts that the British could of used in order to win or avoided war. This will be handed in and evaluated to see students previous knowledge. (10 minutes).
 * Students will then listen to lecture over the reasons why both sides were obligated to fight and what could of stopped war. Students will fill out a flow chart about how the British could have won or avoided war. (35 minutes).
 * After lecture students will pair up with their seasonal partners and discuss ideas on why the British didn't in or avoid war. (5 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 blog handout. (25 minutes).
 * Students will have this time to organize information and meet with partners for final ideas.(5 minutes).
 * This will be due for homework.
 * Interpersonal:**Students will need to work with their partners on the group organizer and share ideas.
 * Inrapersonal:**Students will need to post their script on the blog and record their script on garageband.
 * Linguistics:**Students will need to write their own blog and speak during their project.
 * Music:** Students should include an American Revolution song in their garageband and music will be played in the classroom.
 * Logical-mathematical:** Students will need to use events and dates and put them into chronological order.
 * Body-kinesthetic:** Students will use movement through group work and will be asked to get up and move around during the music.
 * Where, Why, What, Hook, and Tailor**

Class will start with students out flow chart. With the flow chart in front of them students will listen to a lecture over the different reasoning's to why the British should of won and what could have been done to avoid war. 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 setup a blog account. 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, Tailors:Linguistics, Logical-Mathematical, Spatial, Body-Kinesthetic, Interpersonal, and Intrapersonal.**

Day 1: This will be the day that the students will be introduced to the blog 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 blog over how the british should have won and avoided war using significant event. . I will show the students the blogging site and will also provide them with one on one help. 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. This will be due for next class.

Proclomation 1763 The end of the French and Indian War in 1763 was a cause for great celebration in the colonies, for it removed several ominous barriers and opened up a host of new opportunities for the colonists. The French had effectively hemmed in the British settlers and had, from the perspective of the settlers, played the "Indians" against them. The first thing on the minds of colonists was the great western frontier that had opened to them when the French ceded that contested territory to the British. The royal proclamation of 1763 did much to dampen that celebration. The proclamation, in effect, closed off the frontier to colonial expansion. The King and his council presented the proclamation as a measure to calm the fears of the Indians, who felt that the colonists would drive them from their lands as they expanded westward. Many in the colonies felt that the object was to pen them in along the Atlantic seaboard where they would be easier to regulate. No doubt there was a large measure of truth in both of these positions. However the colonists could not help but feel a strong resentment when what they perceived to be their prize was snatched away from them. The proclamation provided that all lands west of the heads of all rivers which flowed into the Atlantic Ocean from the west or northwest were off-limits to the colonists. This excluded the rich Ohio Valley and all territory from the Ohio to the Mississippi rivers from settlement.
 * Content Notes**

Stamp Act On February 6th, 1765 George Grenville rose in Parliament to offer the fifty-five resolutions of his Stamp Bill. A motion was offered to first read petitions from the Virginia colony and others was denied. The bill was passed on February 17, approved by the Lords on March 8th, and two weeks later ordered in effect by the King. The Stamp Act was Parliament's first serious attempt to assert governmental authority over the colonies. Great Britain was faced with a massive national debt following the Seven Years War. That debt had grown from £72,289,673 in 1755 to £129,586,789 in 1764*. English citizens in Britain were taxed at a rate that created a serious threat of revolt.

Townsend Act Series of 1767 laws named for Charles Townshend, British Chancellor of the Exchequer (Treasurer). These laws placed new taxes on glass, lead, paints, paper, and tea. Colonial reaction to these taxes was the same as to the Sugar Act and Stamp Act, and Britain eventually repealed all the taxes except the one on tea. In response to the sometimes violent protests by the American colonists, Great Britain sent more troops to the colonies.

Who would win??? British Americans > France helped by sending money and trained officers
 * 1) British government strongest in world
 * 2) lots of money
 * 3) army strongest in the world
 * 4) many officers
 * 5) British navy ruled the seas
 * 6) fighting 3000 miles away form home - had to ship men and supplies
 * 7) fight was over a large area
 * 8) British army had trouble getting soldiers because many people had family members and friends in America.
 * 1) American government did not yet exist
 * 2) no money
 * 3) American army made up of citizen-soldiers who were badly trained
 * 4) few officers with any experience
 * 1) no navy
 * 2) fighting at home - English might lose because couldn't get soldiers over quickly

Graphic Organizers: flow chart Blogging Web Site Outside resources on topic
 * Handouts**