L5+Richardson+Cassandra

=**UMF LESSON PLAN FORMAT**=

E. History E1. Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma: 'The Expansion and Interaction of Civilization, 600-1450 AD' Students understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future. Rationale: In this lesson, we will be analyzing the presence of bias, emphasizing political bias. Students will develop a thorough pre-debate analysis of each side of the issue of separation of church and state with the help of provided websites and analysis of their textbooks, evaluate arguments and develop the defense. This will help assess students understanding of the material, and how to analyze the presence of bias. These after-activity blogs will develop the student’s own opinions on church involvement in political institutions, and their individual contributions to the debate. There will be an attached rubric for general blog entry criteria, with additional criteria for this specific entry. (See attached rubric) Students will use IMovie to create a public service announcement for their debate group for their final product. This will recap students understanding of the presence of bias within certain institutions, and how it affects political life in particular. (See attached rubric) Type II Technology: History Channel's 'Pope Urban II Orders First Crusade [This day in History]' video. Math: Development of a thorough analysis of arguments and honing the defense. English: Developing a written position for each side. Students will work on debate teams to prepare and perform. Each group will have sub-teams for the opening statement, defense, and closing statement. These same sub-teams will work together to produce the IMovie public service announcement with a particular bias for the side they represented during the debate.
 * __ Teacher’s Name __**** : Miss Cassandra Richardson __Date of Lesson__: FIVE **
 * __ Grade Level __**** : 9-12 __Topic__: the Middle Ages **
 * __ Objectives __**
 * Student will understand major ideas, major enduring themes, and historic influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. **
 * Student will know events/people: Otto I, Crusades, Edict of Milan, Treaty of Verdun, Constantine, Hundred Year's War, Joan of Arc, Charles VII, Charlemagne, Pope Gregory VIII, Richard the Lion-Heart, Saladin, and also sequence/timelines: Barbarian invasions, Rise of Islam, Rise of Christianity, Improvements in Education, Treaty of Verdun, Edict of Milan, Crusades, Hundred Year's War, East-West Schism, Reformation. **
 * Student will be able to evaluate the church's role in government for the past and present, and be able to identify church's role in different events during the Middle Ages. **
 * __ Maine __****__ Learning Results Alignment __**
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **

I will review students' IEPs, 504s, or ELLIDEPs, and make the appropriate modifications and accommodations. If students are absent for any reason, I will expect that they consult their homework partners (groups of three or four that can catch their partners up in the event of absence), me, or the class wiki for the class agenda, homework, and pertinent information. If they have evidence of extenuating circumstances for why they failed to contact any of the three sources, such as a written note from parent or guardian, or other appropriate source), an extension will be given and no points will be deducted from their grade. However, if such evidence were not presented, points will be deducted. Students will be contributing to their blog journals on a near-nightly basis. Entries that feature in-depth discussion of the day's activity and daily critical questions, and make an attempt to find information that compliments these entries (such as other web resources or media samples), will be considered above and beyond. In addition to discussions, students will also be expected to comment on the critical thinking of at least one peer.  Students:  Pens/Pencils  Notebooks  Textbook  Laptops  Teacher: Current textbook or printed resource. Extra paper and writing utensils. Judges' costume and gavel. Video cameras and other necessary equipment. Pope Urban II orders first Crusade. http://www.history.com/this-day-in-history.do?id=52281&action=tdihArticleCategory IMovie video tutorial. http://www.youtube.com/watch?v=pwg1fAremCs IMovie written tutorial. [|http://reach.ucf.edu/~pezone/tech/imovie/] Class wiki and blog areas. http://www.wikispaces.com/. I will pass out a slip of paper with several different websites on it to students as they come through the door. I will ask them to sit in table pods of four to five according to height. When they are seated, I will ask them to spend ten to fifteen minutes developing arguing points for each of the three sides of the debate for separation of church and state as they use their laptops to search through the websites I have given them. During this time, I will also do the daily performance check for the assigned homework blog. I will go around and check to see that each student has completed their entry and commented on at least one other student’s entry (I will read these after school and provide feedback). (10-15 minutes) History Channel video Short discussion of the point of the debate: should the church be able to make the same decisions as the king regarding state issues? In-group time Formal debate Wiki blog assignments The students will watch the History Channel video (2-3 minutes), and after I will open the floor for discussion and reactions. Should the church be able to make the same decisions as the king regarding state issues? Students will be able to use the arguments they have drawn up in the beginning of class to help them participate. I will be facilitating the discussion, and will be prepared to step in if comments turn disrespectful or off-topic. (10 minutes)After the discussion has petered down, or there is evidence that they're ready for the formal debate, I will divide the students into their debate groups. This will be done by having them name off countries. The first third of the alphabet will be on the pro-separation of church and state team, the second third will be on the neutral team, and the last third will be on the con-separation of church and state team. They will have time to collaborate and assign opening, defense, rebuttal and closing speakers, as well as recorders, and to compare notes. **What, Where, Why, Hook, Tailor; Visual, Verbal, Logical, Interpersonal.** Hopefully there will be enough people on each team to assign two or three people to each role (opening, defense, rebuttal, closing, and recorders). I will be presiding as judge, ready to keep order and to determine a verdict. The teams are working to convince me as the judge what the ruling should be. The opening groups will work to prepare the opening statements for why the church and state institutes should be either separated or kept together, or why it should be up to each country or area. While one group is presenting opening statements, the other two teams’ recorder groups should be writing down the key arguments being given, and hand those off to the defense group. By the time the opening groups have finished, the defense groups should be ready to go. Again, as the defense groups are presenting, the recorder groups should be writing down key points and handing those off to the rebuttal groups. The rebuttal groups will go, and then the closing speeches. I will deliberate with my jury (other teachers that had been invited to serve as the jury earlier on in the week), and we will announce the verdict together. (25 minutes) **Equip, Tailor; Kinesthetic, Verbal, Interpersonal.** After the closing speeches, students will work with their role group on creating public service announcements for the team they represented. Students will use IMovie to create their public service announcements. If need be, they will finish outside of class. For homework, students will work on their reflective blog entries discussing their group participation, and their opinions of who might have won the debate if it had been held in the Middle Ages. (30 minutes) **Explore, Experience, Rethink, Revise, Tailor: Intrapersonal, Visual.**
 * *Verbal: ** Students will take part in a class debate on the role in government.
 * Kinesthetic:** Students will be positioned on chosen side during debate, and participate during group pre-work.
 * Logical:** Students will conduct a thorough analysis of arguments and hone the development of their defense.
 * Natural:** ?
 * Interpersonal:** Students will work together in three groups; pro-religious government, con-religious government, and neutral.
 * Musical:** I will have a gavel handy in case the debate gets rowdy.
 * Visual:** Students will watch the History Channel video, and construct the podium and judge's costume before the debate.
 * Intrapersonal:** Students will complete a self-reflection of individual contribution to the debate/participation.
 * Modifications/Accommodations **
 * Extensions **
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**
 * __ 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 ** : I believe I demonstrate this standard by teaching in accordance to the Multiple Intelligence Theory, where sections of each lesson can be altered and benefit students with specific preferred learning styles. The classroom environment will remain a safe and educational area at all times by respecting opinions and ideas, creating a safe haven for respectful learning experiences for each individual student. Students will be able to rely on each other for most of the answers, rather than having me spout them off and have them copy the answers down. This will create a heightened sense of independence and collaboration between students, to be ‘self-taught.’ I believe that allowing students to collaborate allows them to develop the social skills needed to succeed in their educational careers, as well as improve areas they are not so strong in with the help of their peers.
 * // • Standard 4 - Plans instruction based upon knowledge of subject matter, students,  curriculum goals, and learning and development theory. //**
 * Rationale ** : This lesson demonstrates the Maine Standards for Initial Teacher Certification by allowing students to gather pre-activity information to develop their understandings of specific opinions, as well as preparing them to be able to argue multiple viewpoints. Bias, especially when paired with politics, is something that students experience on a president-elect basis, so this will be especially meaningful with modern political campaigns.
 * // • Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * Rationale ** : Each lesson is tailored in accordance to the learning styles described in the Multiple Intelligence Theory. For this particular lesson, those are as follows:
 * ** Verbal: ** Students will take part in a class debate on the role in government.
 * ** Kinesthetic: ** Students will be positioned on chosen side during debate, and participate during group pre-work.
 * ** Logical: ** Students will conduct a thorough analysis of arguments and hone the development of their defense.
 * ** Natural: ** ?
 * ** Interpersonal: ** Students will work together in three groups; pro-religious government, con-religious government, and neutral.
 * ** Musical: ** I will have a gavel handy in case the debate gets rowdy.
 * ** Visual: ** Students will watch the History Channel video before the debate.
 * ** Intrapersonal: ** Students will complete a self-reflection of individual contribution to the debate/participation.
 * // • Standard 8 - Understands and uses a variety of formal and informal assessment  strategies to evaluate and support the development of the learner. //**
 * Rationale ** : The debate allows students to assess different opinions, and extends students ability to argue effectively, such as in a thesis paper. The blog entries from the day before will build on pre-assessment strategy. Lingering questions students may have from the day before will be addressed and discussed as a class before launching into the day's activities. The pre-debate arguments will be collected and assessed for understanding. The blogs will be read and assessed for completion and understanding.
 * __ Teaching and Learning Sequence __**** : **
 * Agenda**
 * Argument development and website research **

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