L3+Bizier,+Daniel

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT **
 * __Teacher’s Name __****: **Mr. Bizier **__Date of Lesson__:** Lesson 3
 * __Grade Level __****: **11 **__Topic__:** Civil War and Reconstruction
 * __Objectives __**
 * Student will understand that: ** that the North had and economic/military advantage that helped the Union win the Civil War
 * Student will know:** that the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage
 * Student will be able to do:** create an interactive power point that highlights advantages that each side possessed and how they influenced the outcome of the Civil War.


 * __Maine Learning Results Alignment __**

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.


 * Rationale:** Students will understand that each side possessed particular advantages that influenced the outcome of the Civil War.

Students will work in Jigsaw groups to learn about the advantages that each side possessed. Students will complete a "fact/opinion" worksheet where they talk about who had what advantage. Students will be given a quiz at the beginning and the end of the unit; the quiz will have a list of advantages and the student will be asked to choose who possessed the advantage listed. The quiz will be ungraded, but will be used to gauge how much the student knew at the beginning of the unit, and how much the student learned throughout the course of the unit.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **


 * Summative (Assessment of Learning)**
 * Power Points(75)**- You will create an interactive power point using Prezi. The power point will analyze advantages that both the North (Union) and the South (Confederates) possessed. You should provide links in your power points that back up your views. You will be graded based on a rubric. You will work with a partner, and I will assign the groups.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: Students will utilize type II technology by using the internet software Glogster to create a poster online. Art: The slide shows will integrate art into the projects.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The students will break up into Jigsaw group and will learn about one advantage, the student will then report their findings to the others in the group until all advantages are discussed. Students will also work on a fact/opinion graphic organizer where they discuss if the advantages that each side possessed was a fact (they did possess it), or an opinion (some people thought they possessed it, but they did not). Students will work on their Prezi presentations with a partner; I will assign the groups.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tailors **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Musical:** The hook will target musical learners.
 * Logical:** The fact/opinion chart will help logical learners see how advantages that each side possessed helped influence the war.
 * Visual:** The performance task is an interactive power point, which will help visual learners learn the material.
 * Verbal:** The jigsaw exercise will help verbal learners because they get to explain their findings and they get to hear others.
 * Interpersonal:** The jigsaw exercise will help interpersonal learners learn because they are with a group.
 * Naturalist:** Going outside for the hook will engage Naturalist learners.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Intrapersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will complete the quiz at the beginning and end of the lesson on their own.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will utilize type II technology by using the internet software Prezi to create a slide show online.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Absent: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> If a student is absent I will ask for them to contact me so that they can find out what the reading will be for the next, and if there is any homework due for the next class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Markers
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Text-books
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Fact/opinion sheet
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Civil War Era drummer soundtrack
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Laptops
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pens/pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Notebooks
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Any work that will need to be handed back to students
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rubrics

**__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Prezi Tutorial: <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will use the website Prezi to create their slide shows. www.prezi.com Fact/Opinion Sheets: <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will use textbooks. Students will be able to look for things on the internet.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">There were a variety of resources, textbooks and links to help students understand the material. The hook will help students learn and will get musical and naturalist learners interested. The graphic organizer will help logical learners. The jigsaw activity will help both verbal learners and interpersonal learners. The performance task, an interactive power point, will help visual learners. The ungraded quiz will be done on the students own, which will help intrapersonal learners. It will be easy for students to learn because they will be in a good environment, where they feel as though they can ask questions; I will provide clarifying information for them. Students will create an online slide show using Prezi and if they have trouble grasping the software then they will be given additional time. <span style="font-family: "Times New Roman","serif";">As for learning styles, the “clipboards” will like the fact that all of the rubrics will be available beforehand, so they will know exactly what they need to do. “Microscopes” will benefit because they are trying to dig deeper into how advantages that either side possessed influenced the outcome of the war, they will also be researching some of the major battles. The think-pair-share, and classroom discussions will help the “puppy” students because it will make them feel like they are in a good, safe, environment. Lastly, the fact that there are many activities will help “beach balls” because they will be kept busy, and engaged.

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that the North (Union) had the economic/military advantage that helped them win the Civil War.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Reference Content notes which can be found at the end of this lesson. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will understand that each side possessed particular advantages that influenced the outcome of the Civil War.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Facet of understanding: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I chose interpret for this. I think that it is important for students to be able to interpret how advantages that each side possessed influenced the outcome of the Civil War. I think that it is important for students to be able to make sense of how advantages possessed can influence the outcome of a war.


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif";">Students will utilize type II technology in the form of a Podcast, where they will play during the Civil War, and major battles of the Civil War, during this lesson. Other examples of varied instructional strategies and technology usage include.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Tailors **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Musical:** The hook will target musical learners.
 * Logical:** The fact/opinion chart will help logical learners see how advantages that each side possessed helped influence the war.
 * Visual:** The performance task is an interactive power point, which will help visual learners learn the material.
 * Verbal:** The jigsaw exercise will help verbal learners because they get to explain their findings and they get to hear others.
 * Interpersonal:** The jigsaw exercise will help interpersonal learners learn because they are with a group.
 * Naturalist:** Going outside for the hook will engage Naturalist learners.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Intrapersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will complete the quiz at the beginning and end of the lesson on their own.

Students will work in Jigsaw groups to learn about the advantages that each side possessed. Students will complete a "fact/opinion" worksheet where they talk about who had what advantage. We will discuss the graphic organizers as a class; this will ensure that all students have all of their information correct.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a teacher it is important that you check for understanding with your students. This is how I plan to check for understanding.
 * Formative (Assessment for Learning)**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The desks will be in groups of 2. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We will start by going outside, where the hook will take place (15 minutes). We will talk about what we have covered so far (the causes of the Civil War). (15 minutes). Students will be given a quiz, which will not be graded. The "quiz" will have a list of advantages and the students will fill out which side (North or South) had the advantage (10 minutes) We will break up into groups where students will discuss some of the advantages that each side could have possessed (10 minutes) Students will choose an advantage to look at and they will research it and find out who had the advantage (10 minutes). Students will share their findings and fill out their fact/opinion worksheet, students must have at least 3 advantages filled out, and will finish the rest for homework (20 minutes).
 * Summative (Assessment of Learning)**
 * Power Points(75)**- You will create an interactive power point using Prezi. The power point will analyze advantages that both the North (Union) and the South (Confederates) possessed. You should provide links in your power points that back up your views. You will be graded based on a rubric. You will work with a partner, and I will assign the groups.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * Day One:**

As a class we will discuss some of the advantages that each side possessed and students will make sure that they have all of their information straight on their fact/opinion worksheets. (30 minutes). Students will watch the tutorial on Prezi and we will talk about some of the expectations for the assignment (20 minutes). Students will have the chance to start their Prezi presentations (30 minutes).
 * Day 2:**

Students will be able to fine tune their presentations (20 minutes). Students will present their Prezi slide shows (30 minutes). Students will have a discussion about how they thought advantages influenced the outcome of the War (20 minutes). Students will be given the same "quiz" they completed at the beginning of the unit, and they will see how much they learned (10 minutes). I will take the class to a field outside and ask them to imagine a Civil War battle taking place, because in most cases battles took place in small fields; there will be a drummer there/or a soundtrack of a drummer like there would have been during a Civil War battle. Students will be asked to imagine a Civil War battle taken place, because most battles took place on random fields.
 * Day 3:**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will understand that: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> that the North had and economic/military advantage that helped the Union win the Civil War. Students will find that having distinct advantages will not always lead to immediate victory, much like the US in Iraq right now. //**Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world**//.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Where, Why, What, Hook, Tailors: Musical, Naturalist **

Students will work in Jigsaw groups to learn about the advantages that each side possessed. Students will complete a "fact/opinion" worksheet where they talk about who had what advantage. We will discuss the graphic organizers as a class, and students will be able to fix any misconceptions that they had.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will know: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> that the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage**.**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Equip, Explore Rethink, Revise Tailors: Verbal, Logical, Interpersonal **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">We will discuss all of the advantages in class, students will also have the opportunity to work on their fact/opinion worksheets on their own. The students will also be able to gauge what they learned by filling out a quiz at the beginning and end of the unit; the quiz will not be graded, but it will allow students to see what they learned throughout the course of the lesson.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will be able to do: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> create an interactive power point that highlights advantages that each side possessed and how they influenced the outcome of the Civil War. They will create a power point where they outline advantages that each side possessed and how those may have influenced the Civil War. Students will be able to discuss their fact/opinion charts in class, and fix any misconceptions that they had. Students will not be able to start their Prezi presentations until after we have discussed the fact/opinion charts.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Visual, Interpersonal **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate, Tailors: Interpersonal, Intrapersonal **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Both sides possessed advantages that influenced the outcome of the Civil War. The North had advantages that made it easier to win the Civil War. The North's advantages included their railroads, the fact that they were industrialized their resources, and their population. The South had advantages in military leadership and the fact that a lot of the Civil War was fought down South.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

Industrialization <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> ( <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">) As seen here the North had a lot more rail road line then the South did. The larger number of railroads made it much easier for the North to transport their troops and supplies. Because it was so industrialized, one of the biggest advantages that the Union had over the Confederacy was the economic benefits. The Union had as many manufacturing plants as the Confederacy had workers to man their factories. The railroad system that the North had was far more sophisticated than that of the Confederacy, having over ten thousand more miles of railroad tracks that were, in itself, more modern. Due to the large amounts of manufacturing businesses and the railroad system to move the products, the North could produce and ship weapons, clothing, and food at a much more efficient rate than their counterparts. Because they were a newly founded "sovereign state", the Confederacy did not have a professional, organized standing army and navy. The army and navy of the Federal United States were already organized and ready for war. ( <span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">[[image:file:///C:/Users/Dan/AppData/Local/Temp/msohtmlclip1/01/clip_image004.jpg width="667" height="925" caption="ttp://faculty.umf.maine.edu/walter.sargent/public.www/web%20103/railroads%201860.jpg"]] ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">http://faculty.umf.maine.edu/walter.sargent/public.www/web%20103/railroads%201860.jpg ||

Leadership: Many people thought that the North had a better leader in Lincoln. Lincoln was a fast learner and he was able to admit when he was wrong. Jefferson Davis was not considered to be that good of a leader, he was considered to be cold and abrasive, and had trouble admitting when he was wrong.

Population: The North had a 2-1 population advantage.

<span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[|Gen. Robert E. Lee] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> In early 1861, President Abraham Lincoln invited Lee to take command of the entire Union Army. Lee declined because his home state of Virginia was seceding from the Union, despite Lee's wishes. When Virginia seceded from the Union in April 1861, Lee chose to follow his home state. Lee's eventual role in the newly established Confederacy was to serve as a senior military adviser to President Jefferson Davis. Lee's first field command for the Confederate States came in June 1862 when he took command of the Confederate forces in the East (which Lee himself renamed the "Army of Northern Virginia"). Lee's greatest victories were the Seven Days Battles, the Second Battle of Bull Run, the Battle of Fredericksburg, and the Battle of Chancellorsville, but both of his campaigns to invade the North ended in failure. Barely escaping defeat at the Battle of Antietam in 1862, Lee was forced to return to the South. In early July 1863, Lee was decisively defeated at the Battle of Gettysburg in Pennsylvania. However, due to ineffectual pursuit by the commander of Union forces, Major General George Meade, Lee escaped again to Virginia. In the spring of 1864, the new Union commander, Lieutenant General Ulysses S. Grant, began a series of campaigns to wear down Lee's army. In the Overland Campaign of 1864 and the Siege of Petersburg in 1864–1865, Lee inflicted heavy casualties on Grant's larger army, but was unable to replace his own losses. In early April 1865, Lee's depleted forces were turned from their entrenchments near the Confederate capital of Richmond, Virginia, and he began a strategic retreat. Lee's subsequent surrender at Appomattox Courthouse on April 9, 1865 represented the loss of only one of the remaining Confederate field armies, but it was a psychological blow from which the South could not recover. By June 1865, all of the remaining Confederate armies had capitulated. Lee's victories against superior forces won him enduring fame as a crafty and daring battlefield tactician, but some of his strategic decisions, such as invading the North in 1862 and 1863, have been criticized by many military historians. In the final months of the Civil War, as manpower reserves drained away, Lee adopted a plan to arm slaves to fight on behalf of the Confederacy, but this came too late to change the outcome of the war. After Appomattox, Lee discouraged Southern dissenters from starting a guerrilla campaign to continue the war, and encouraged reconciliation between the North and the South.

<span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12pt;">[|**Ulysses S Grant**] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> On April 13, 1861, Union Fort Sumter in Charleston, South Carolina was attacked by Confederate forces and surrendered. Two days later, on April 15, President Lincoln put out a call for 75,000 volunteers. Grant helped recruit a company of volunteers and accompanied it to Springfield, the capital of Illinois. He accepted a position offered by Illinois Gov. Richard Yates to recruit and train volunteers. Grant, who wanted a field command, was efficient and energetic in the training camps and made a positive impression on the volunteer Union recruits. With the aid of his advocate in Washington D.C., Elihu B. Washburne, Grant was promoted to Colonel by Governor Richard Yates on June 14, 1861, and put in charge of the unruly Twenty-first Illinois volunteer regiment. By the end of August 1861, Grant was given charge of the District of Cairo by Maj. Gen John C. Fremont, an outside Lincoln appointment, who viewed Grant as "a man of dogged persistence, and iron will." Grant's own demeanor changed; having renewed energies, he began to walk with a confident step.[15]

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Ungraded Quiz Fact/Opinion work sheet product rubric
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**