L2+Glidden,+Elizabeth

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

Maine Learning Results: Social Studies: B :Civics and Governments B1 Knowledge, Concepts, Themes, and Patterns of Civic/Government Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States system, as well as examples of other forms of government and political systems in the world. d. Describe the purpose, structures, and processes of the // American political system // The formative assessment for learning in this particular lesson is a group created Venn diagram with the students have the chance to circle items they wish to know move about.
 * __ Teacher’s Name __**** : ** Ms. Elizabeth Glidden
 * __ Date of Lesson __**** : ** Lesson Two: Able to Solve: Applying the Constitution.
 * __ Grade Level __**** : ** 11
 * __ Topic __**** : ** American Government
 * __ Objectives __**
 * Student will understand that ** the Founding Fathers had fears regarding government which lead to the creation of the United States Government.
 * Student will know ** George Washington, Ben Franklin; students will also be investigating people from this website, [] in their webquest, Bill of Rights, Whigs, Tories.
 * Student will be able to do ** solve the problems of the Articles of Confederation using the Constitution of the United States.
 * __ Maine __****__ Learning Results Alignment __**
 * Rationale: ** In this lesson students will meet this MLR by being able to understand the structure of the American Political System.
 * __ Assessment __**
 * Formative (Assessment for Learning) **

The summative assessment of learning is a class debate from the webquest ([]) Students will be graded using the rubrics from the webquest. Students will break into their groups from the previous lesson, where they filled out the Uncommon Commonalities. In this group they will fill in the Venn diagram. They will then count off in their groups. They will form new groups and fill in missing parts of their diagram. As the students work on their web quest they will continue to fill in their diagrams and will report back to their groups. ** Visual **//** - **// Venn Diagrams will allow the students to visually view the different aspects of the two historical documents.
 * Summative (Assessment of Learning)**
 * __ Integration __**
 * Technology: ** This lesson focuses on the use of a webquest in student learning.
 * English: ** The webquest requires English by having a debate as the product.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Naturalist **- The webquest has the option of a farmer. This will allow those students who are naturalists to think regarding the environment and land.
 * Interpersonal- ** This lesson requires multiple group activities. The question and answer section provides a different aspect for students to do. The final debate (from the webquest) requires students to discuss the Constitution with the rest of the class.
 * Intrapersonal- ** The webquest also allows the students to explore independently and develop independent thoughts. The debate also requires students to think about what they wish to say.
 * Musical **-The videos contain music to enhance the learning and experience.
 * Verbal- ** The verbal learners, especially those that like to speak, will excel at this section as it allows them to develop and speak their thoughts


 * Modifications/Accommodations **

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


 * Extensions **

Students will have the ability to go as in-depth as they wish with their character. The students can choose to blog about what they find. The Webquest is available at [] and they may investigate their person at []. Laptops (student and teacher) Paper with URL of webquest Markers for board Board Internet Access Paper for creation of Venn diagrams (have a Venn diagram outline?) [] This is the webquest webpage. The links seem to be messed up so when doing the research you should start here: [] just scroll down to find you state.
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

[|**http://bensguide.gpo.gov/9-12/documents/articles/**] This provides an overview of the history behind the Articles of Confederation and how the Articles worked.
 * The resources also found in the webquest:**

[] This article provides the background between the different ideas regarding the Constitution. Including the Virginia Plan and New Jersey Plan, the 3/5ths Compromise, and the Great Compromise.

[] This covers one member of the Constitution Convention, William Paterson.

[] An overview of the 3/5ths Compromise from the view of both North and South.

[] Similarly this site reviews the Great Compromise.

[] This is a decent article regarding James Madison as a member of the Constitutional Convention. Speaks briefly of why the Founding Fathers created the government.

[] A very short site over the Constitution of the U.S.

[] A similar story as above except covering the Bill of Rights. ** Visual **//** - **// Venn Diagrams will allow the students to visually view the different aspects of the two historical documents. In this lesson students will have the chance to organize information given to them by using a Venn diagram. The class will have the chance to create a group Venn diagram, circle things they don't quite understand, and work to answer any questions they might have. As a teacher I will reflect upon what they have asked questions about and work to answer their questions. Their Venn diagrams are another form of informal assessment as it will not be graded but passed in for feedback.
 * __ [] __** The National Archives play on the creation of the United States Government.
 * __ 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: //** There are four types of students in the classroom and these four students are //beachballs, puppy-dogs, clipboards, and microscopes//. The //beachballs// need a way to assert their ability to choose and in this lesson they have the ability to choose a character to investigate and learn more about. The //pupppy-dogs// are students who need a comforting environment. The class is to be respectful of other students as well as an engaging place for all learners. The //clipboards// like to look things over well. The website provided does this. Finally, the //microscopes// will be able to analyze the two documents and their differences.
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** This lesson fits under the facet of learning for application as students will be able to //solve// the problems of the Articles of Confederation with the Constitution. The students will take on the roles of the Constitutional Convention members from each state and will present their states outlook and thoughts. The students will have some knowledge of the Constitution prior to the lesson but the thoughts and such regarding this particular lesson will be mostly developed in this lesson. The goal of this is for students to understand the development and meaning behind the United States Government and its format. Students will be able to gain knowledge from the content notes on the subject. The content notes for this lesson outlines the basic of what students should recognize the students will then work in their webquest search to gather more information on a specific person.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * Naturalist**- The webquest has the option of a farmer. This will allow those students who are naturalists to think regarding the environment and land.
 * Interpersonal-** This lesson requires multiple group activities. The question and answer section provides a different aspect for students to do. The final debate (from the webquest) requires students to discuss the Constitution with the rest of the class.
 * Intrapersonal-** The webquest also allows the students to explore independently and develop independent thoughts. The debate also requires students to think about what they wish to say.
 * Musical**-The videos contain music to enhance the learning and experience.
 * Verbal-** The verbal learners, especially those that like to speak, will excel at this section as it allows them to develop and speak their thoughts
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

In this lesson the students will be completing a webquest and the task of the webquest is for them to debate and discuss the change from the Articles of Confederation to the Constitution. The classroom will be arranged so that five students may sit together. The teacher's desk will be off to the side, in a corner. Blank white board with projector projecting on it so that movies can be watched. Students will sit at their groups tables now labeled for different states within the Union. This state will be the state used for the webquest.
 * __ Teaching and Learning Sequence __**** : **

Agenda: Class One:
 * Students will watch videos- 5mins
 * Students will Work on Venn Diagrams-15mins
 * Students Create Group Venn Diagrams- 10mins
 * Diagram Discussion-20mins
 * Introduce Webquest-10mins
 * Put back into groups allow time for discussion-20 mins

Class Two below is additional instruction
 * Students will work on researching for webquest.-80mins
 * The teacher will be available for assistance

Class Three
 * Class "Debate"- 80 mins

Students will be able to solve flaws in the Articles of Confederation by using the United States Constitution. This will allow students to better understand the U.S. government and its features. ** Students will understand that ** ** the Founding Fathers had fears regarding government which lead to the creation of the United States Government. ** To get things going the students will watch to videos, [|Articles of Confederation] and [|the Constitutional Convention].

Students will need to know George Washington, Ben Franklin, people from this website [] in their webquest, the Bill of Rights, Whigs, Tories. After watching the videos students will work individually to create a Venn diagram of things the Articles of Confederation did, things the Constitution does, and things they both do. The students will then work in their groups to revise their Venn diagrams. The class will then create a Venn diagram through sharing, allowing other groups to fill in things they may have forgot. This will also allow for some general discussion on the workings of the Articles of Confederation and Constitution. The teacher will then introduce the webquest to them by bringing them to the webquest and explain some to the difficulties with using the webquest.
 * Equip, Explore, Rethink, Tailors: Visual, Interpersonal, Intrapersonal, Verbal **

Day One

Students will enter the classroom and sit in their pre-assigned groups. They will watch two brief films about the[|Articles of Confederation] and [|the Constitutional Convention] (5mins). After watching the videos students will work individually to create a Venn diagram of things the Articles of Confederation did, things the Constitution does, and things they both do. (15mins) The students will then work in their groups to revise their Venn diagrams.(10mins) The class will then create a Venn diagram through sharing, allowing other groups to fill in things they may have forgot. This will also allow for some general discussion on the workings of the Articles of Confederation and Constitution.(20mins) The teacher will then introduce the webquest to them by bringing them to the webquest and explain some to the difficulties with using the webquest. Students will have the chance to work in their groups exploring the webquest. By the end of the day they will have completed steps 1-3 of the Webquest Task as they will be in groups, they will have been assigned a state, and in their groups they may count off or decide how they wish to decide who is who. They will have begun working on Webquest Task 4. (20mins)

Day Two

The groups will work to prepare for their debate. They will continue research about their historical figures. They should use the websites given in the webquest. It is also okay to bring in other resources. Students should think about what their character wants, the size of the state they represent, and the Articles of Confederation.(35mins) Part way through the day the teacher will break the work up and outline how the debate will occur.( 10 mins) Groups will work to either finish up research or organize for the debate. The groups need to take individual ** and ** group stances. The individual historical figure might disagree with their state but the group will present a certain argument for or against the new Constitution. The students will have completed Webquest Task 4 and will have either completed or nearly completed Webquest Tasks 5 and 6. (35 mins). During this class time the teacher will be available to answer questions the students have.

Day Three

The teacher will outline the debate format again. (5mins) Students will then break up into debate sides (5mins). The groups will debate present their viewpoints by debate. (60mins). The teacher will sum up the debate for the class and insert any historical information they feel was not covered. (10mins).
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Musical, Intrapersonal, Interpersonal, Naturalist, Visual **.

The students will be self-assessed by creating a Venn diagram on the whiteboard and circling any items they have a question on. We will then have a question and answer session to answer these questions.

The students will be graded on the debate and will use a rubric to grade it. The Articles of Confederation lacked a strong Federal government. The States coined their own money and were independent of each other. The Federal Government had no way to control the states and the country fell into disarray. The Constitution solves the problems of the United States by creating a more centralized government while allowing the States independence. The Federal Government became the only entity to coin money as well as uniting trade and production. The Constitution provided a way for the Federal government to maintain a military and to raise TAXES to pay for it. In the beginning to solve the issues of the Articles of Confederation there were 70 delegates appointed from the 12 of the 13 original states. In total 55 delegates attended the Constitutional Convention in Philadelphia, Pennsylvania. Rhode Island did not send any delegates. These delegates had a variety of political experience in total 41 individuals had some form of experience. Two members had, Robert Sherman and Robert Morris, signed all three of the Nations documents. The majority were born in the United States. Other key players were George Washington and Benjamin Franklin. In the lead up to the Constitutional Convention the people of the newly forged nation rebelled in the form of Shays’ Rebellion. Shays’ Rebellion stemmed from a lack of payment to soldiers due to the Federal Governments inability to collect taxes and to pay the soldiers. They prevented a circuit court from sitting so as to not lose their houses and properties. This rebellion stemmed fear in the leaders of the new nation. So a Constitutional Convention was called for. It was a sly move when a group of those in attendance came equipped to rewrite the federal government. The plan was to create a strong federal government. This was the Virginia Plan and it would set the tone for the Convention. For ten days the Convention debated the idea and many concerns arose in means to domination of the states by the federal government. Then William Paterson from New Jersey brought forth the New Jersey Plan. The New Jersey Plan was in the favor of little states who did not wish to be dominated by the larger states. The delegates rejected the idea and then moved to the creation of a new government. After months of debate the two sides reached a general compromise and thus the United States saw a creation of a bi-cameral legislature. Eventually a document was drafted and then the two sides took to the people. The Federalist named their opponents the Anti-Federalist. The Federalists were in favor of a larger federal government. The Anti-Federalists were focused on state rights. More importantly the document provided for its own means of ratification and it was the promise of amendments that sent the Constitution through. The proposed Bill of Rights passed soon after the ratification guaranteeing rights for the people and states. Venn Diagram Handout
 * Evaluate, Tailors: Verbal, Intrapersonal, Interpersonal **
 * __ Content Notes __**
 * __ Handouts __**