L5+Mountain,+Ryan

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

Teacher’s Name:** Mr. Ryan Mountain **Date of Lesson:**# 5 (Interpretation)
 * Grade Level:**9-12 **Topic:** The American Revolution

__**Objectives**__

 * Student will understand** the significance of the American Revolution.
 * Student will know** how the people, resources, and tactics influence the American Revolution.
 * Student will be able to do** interpret why the colonists won and why the British lost the American Revolution.

__**Maine Learning Results Alignment**__
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 learning about turning points, people and how they impacted who won and lost the American Revolution.

__**Assessment**__
Students will use knowledge about the American Revolution and complete a t-chart. Students will then collaborate ideas about why both sides needed to fight and why the colonists ended up winning. 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 why the American colonists won the war.
 * Formative (Assessment for Learning)**

A blog will be the assessment that will show the understanding why both sides needed to fight in the war. Students will be able to point out significance reasons for both sides fighting and how key events and acts played a role in that. Also the use of terminology, people, and sequence and time line will be used in the lesson. You will be able to choose your own ideas for what went wrong for the British and what went well for the colonists. Students will be assessed by a checklist. 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 why both sides needed to fight during the American Revolution and what caused the outcome to turn out the way it did. 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 why both sides needed to fight during the American Revolution. 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__
When students are working on t-chart they will need to incorporate key ideas that will make clear why both sides needed to fight. Students will work with their seasonal partner. Students will then need to add ideas they didn't have and then hand t-chart in for feedback and then students will be handed back t-chart next class. Your ideas should have your initials by them, and your partners should have their initials beside their ideas.

__**Differentiated Instruction**__

 * Strategies**
 * Linguistics:**Students will need to write, read, and retell in the classroom.
 * Logical-mathematical:**Events and dates will need to be put into chronological order.
 * Naturalist:**Students will need to include an advantage of the landscape that the colonists had over the British.
 * Interpersonal:**students will work in groups to collaborate ideas and share ideas on their project.
 * Intrapersonal:**Students will work alone and do the project itself individually.
 * Bodily-kinesthetic:**Students will use body movement during group work.

(//**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 both sides needed to fight in the war. Students will be able to point out significance reasons for both sides fighting and how key events and acts played a role in that. Also the use of terminology, people, and sequence and time line will be used in the lesson. You will be able to choose your own ideas for what went wrong for the British and what went well for the colonists. Students will be assessed by a checklist. Product: Blog
 * Extensions**

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

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

Advantages of British [] [] []

Advantages of Colonists [] [] []

__**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 out a t-chart and explain why both sides needed to fight. 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 interpreted. 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.
 * Logical-mathematical:**Events and dates will need to be put into chronological order.
 * Naturalist:**Students will need to include an advantage of the landscape that the colonists had over the British.
 * Interpersonal:**students will work in groups to collaborate ideas and share ideas on their project.
 * Intrapersonal:**Students will work alone and do the project itself individually.
 * Bodily-kinesthetic:**Students will use body movement during group work.

A blog will be the assessment that will show the understanding why both sides needed to fight in the war. Students will be able to point out significance reasons for both sides fighting and how key events and acts played a role in that. Also the use of terminology, people, and sequence and time line will be used in the lesson. You will be able to choose your own ideas for what went wrong for the British and what went well for the colonists. Students will be assessed by a checklist. 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 t-chart and come up with ideas using significant facts that the made the American Revolution turn out the way it did. 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. . (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 their seasonal partners for final ideas.(5 minutes).
 * This will be due for homework.
 * Linguistics:**Students will need to write, read, and retell in the classroom.
 * Logical-mathematical:**Events and dates will need to be put into chronological order.
 * Naturalist:**Students will need to include an advantage of the landscape that the colonists had over the British.
 * Interpersonal:**students will work in groups to collaborate ideas and share ideas on their project.
 * Intrapersonal:**Students will work alone and do the project itself individually.
 * Bodily-kinesthetic:**Students will use body movement during group work.
 * Where, Why, What, Hook, and Tailor**: Linguistics, Logical, Naturalist, Interpersonal, Intrapersonal, and kinesthetic. (Hook: Go over bill of rights and use costumes and gestures to represent each bill of right).

Class will start with students out t-chart. With the t-chart in front of them students will listen to a lecture over the different reasoning's to why the British should of won and why the colonists won instead. 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 resources that I have provided. 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. Students will be evaluated by their project and their t-chart. Students will be provided the time to revise and polish their projects once they receive feedback. Students will also be evaluated by each other during their presentations.
 * Equip, Evaluate, Revise, 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 why both sides had to fight 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.

*Stronger navy During the war the Americans benefited greatly from international assistance. In addition, Britain had significant military disadvantages. Distance was a major problem: most troops and supplies had to be shipped across the Atlantic Ocean. The British usually had [|logistical] problems whenever they operated away from port cities, while the Americans had local sources of manpower and food and were more familiar with (and accustomed to) the territory. Additionally, ocean travel meant that British communications were always about two months out of date: by the time British generals in America received their orders from London, the military situation had usually changed. Suppressing a rebellion in America also posed other problems. Since the colonies covered a large area and had not been united before the war, there was no central area of strategic importance. In Europe, the capture of a capital often meant the end of a war; in America, when the British seized cities such as New York and Philadelphia, the war continued unabated. Furthermore, the large size of the colonies meant that the British lacked the manpower to control them by force. Once any area had been occupied, troops had to be kept there or the Revolutionaries would regain control, and these troops were thus unavailable for further offensive operations. The British had sufficient troops to defeat the Americans on the battlefield but not enough to simultaneously occupy the colonies. This manpower shortage became critical after French and Spanish entry into the war, because British troops had to be dispersed in several [|theaters], where previously they had been concentrated in America. The British also had the difficult task of fighting the war while simultaneously retaining the allegiance of Loyalists. Loyalist support was important, since the goal of the war was to keep the colonies in the British Empire, but this imposed numerous military limitations. Early in the war, the Howe brothers served as peace commissioners while simultaneously conducting the war effort, a dual role which may have limited their effectiveness. Additionally, the British could have recruited more slaves and Native Americans to fight the war, but this would have alienated many Loyalists, even more so than the controversial hiring of German mercenaries. The need to retain Loyalist allegiance also meant that the British were unable to use the harsh methods of suppressing rebellion they employed in Ireland and Scotland. Even with these limitations, many potentially neutral colonists were nonetheless driven into the ranks of the Revolutionaries because of the war. This combination of factors led ultimately to the downfall of British rule in America and the rise of the revolutionaries' own independent nation, the United States of America British
 * Content Notes**
 * __Advantages and Disadvantages of the British__**
 * Better trained army though officer corps not at same level of expertise as naval officers. Army officers were promoted not on merit, but by purchasing their ranks.
 * Financial structure
 * 25%-33% of Thirteen Colonies = population, called Loyalists or Tories, probably supported the British (plus another third of population who would waver until they saw which way things are going-thus if Britain achieved battlefield victories, these undecideds would stick with the crown). Probably 30-50,000 Loyalists fought with the British.
 * Motivation: questionable, had to hire German mercenaries (Hessians) to fight.
 * 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.

Americans > France helped by sending money and trained officers
 * __Advantages and Disadvantages of the Colonists__**
 * 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

-American advantages *Conditions of victory more easily achievable-- British must achieve outright victory, Americans must merely avoid losing.
 * No center of gravity exposed to British
 * Militia availability
 * Britain had to utilize navigable rivers in order to supply troops.
 * Britain had world responsibilities to cover at the same time.
 * Motivation: fighting for their lives and for a cause
 * Selected foreign officers came to support the patriot cause, among them Marquis de Lafayette, Baron von Steuben, Baron de Kalb, Count Pulaski and Thaddeus Kosciusko

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