L1+Ford,+Brody


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

**__Facet:__** Application
 * __ Teacher’s Name __**** : ** Mr. Ford **__Lesson #__:** 1
 * __ Grade Level __**** : ** 8 **__Topic__:** Federal v. State power
 * __ Objectives __**
 * Student will understand that ** there are different purposes of constitutional government at the state and federal level.
 * Student will know **** Executive Branch, Legislative Branch, Judicial Branch, Senate, House of ** ** Representatives, Supreme Court, legislative process **//**, **//** Tenth Amendment, Constitution, Supremacy Clause **
 * Student will be able to ** design an argument for state and/or federal intervention on current issues.

Maine Learning Results: Social Studies - B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8
 * __ Maine __****__ Learning Results Alignment __**
 * //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.//**


 * Rationale: ** Exploring the constitutional government at the state and federal level directly aligns with purposes, structures, and processes of government in Maine and the United States.
 * __ Assessment __**


 * Formative (Assessment for Learning) **


 * Pre-Assessment: ** I will use a writing prompt to determine what knowledge and skills students have of the roles of state and federal government. This will be the pre-assessment for the first two lessons as they derive from the same understanding. I will then tier lesson one accordingly by expecting different levels of work on the Persuasion Map. I will build in “catch-me-up” discussions if the pre-assessment calls for it.


 * Checking for Understanding:** After examining government candidate websites, students will pause for a three-minute review where they will ask clarifying questions about the exclusive powers of state and federal government. If the students have many questions and haven't developed an understanding of the content, I will squeeze in more discussion time.


 * Checking for Understanding:** Students will also ask clarifying questions about the Persuasion Map and receive feedback on what arguments they can improve on. I will plan time according to the quality of the Persuasion Maps.


 * Summative (Assessment of Learning) **


 * Persuasion Map: ** Students will use the Persuasion Map to formulate arguments for the end-of-unit summative assessment podcast. Students will work with a partner where one person will debate state power and the other will debate federal power. The Persuasion Map is meant to be used as an organizational tool to organize information and provide sounder, more effective arguments that have more than one bit of evidence. After their research, they will ask clarifying questions based off of the Persuasion Map. Students will be given feedback by the teacher after filling out their Persuasion Maps and will then improve on them. The Persuasion Map will be scored using a rubric created by the teacher.


 * __ Integration __**
 * Technology: ** The Type II technology being used in this lesson is a Persuasion Map. The Persuasion Map will be used to prepare arguments for an upcoming podcast. Students will receive feedback on their Persuasion Map to prepare stronger arguments.


 * English: ** Students will also integrate English as they will be formulating arguments in the Persuasion Map. Arguments must flow, be grammatically sound, and have a clear beginning, middle, and end.


 * __ Groupings __**

Students will partner up with their seasonal buddies which have been predetermined based off of student choosing. With seasonal buddies, students pick a person for Spring, Summer, Autumn, and Winter. I will then choose a season at random for the activity. Students will then work in a Think-Pair-Share in order to find themes in the government candidate websites. They will work with a partner and then share their ideas with another team. Group members will have the simple role of being equal members sharing ideas back and forth. When in the group, roles will include a facilitator, recorder, timekeeper, and process observer.


 * __ Differentiated Instruction __**

//** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. **//
 * Strategies: **
 * Logical: ** Students use the logical intelligence when organizing their debate, as they plan rebuttals, and correct order of main points.
 * Verbal: ** Students will use the verbal intelligence to write arguments for their debate about state v. federal power.
 * Visual: ** Students will use the visual intelligence when watching the federal v. state power hook, when browsing candidate websites, and when using the ISP chart.
 * Intrapersonal: ** Team members must reflect on their arguments and make a personalized action plan for improvement. They will also use the intrapersonal intelligence when asked about their feelings concerning the health care debate videos.
 * Interpersonal: ** Students will use the Interpersonal Intelligence when doing a Think-Pair-Share to find themes in the website.
 * Bodily-Kinesthetic: ** Students will use the Bodily-Kinesthetic Intelligence when moving to and from activity centers.
 * Modifications/Accommodations **

If a student is absent during this lesson plan, they can still participate due to Skype buddies. We will set up Skype buddies at the beginning of the year. These buddies can be used in the Think-Pair-Share lesson. They can then have their conversation and meet up with another team. If, for extenuating circumstances, the student can not Skype in, the student and I will set up an action plan when they come back to school. I will have a class wiki with updated agenda and assignments pages. These can be further resources to use when a student is absent.
 * Absences:**

The Type II technology being used in this lesson is a Persuasion Map. The Persuasion Map will be used to prepare arguments for an upcoming podcast. Students will receive feedback on their Persuasion Map to prepare stronger arguments. I will modify the assignment for all learners in the room by tiering instruction.
 * Extensions: **


 * __ Materials, Resources and Technology __**


 * laptops
 * handouts
 * writing utensils
 * rubrics
 * textbook
 * notebook
 * __ Source for Lesson Plan and Research __**

Federal versus State Powers Video (Hook): [] ISP Chart (Graphic Organizer): [] Persuasion Map (Formative Assessment): [] [] @http://law2.umkc.edu/faculty/projects/ftrials/conlaw/preemption.htm @http://law.jrank.org/pages/22727/Federalism-State-Powers-Present-Day-Relationship-Between-National-Government-States.html @http://www.healthcare.gov/law/introduction/index.html @http://www.ed.gov/blog/2009/06/higher-standards-better-tests-race-to-the-top/ Gardner, James A. //Interpreting State Constitutions a Jurisprudence of Function in a Federal System//. Chicago: University of Chicago, 2005. Print.
 * Book Sources: **

Jefferson, Thomas. //The Constitution of the United States of America, with the Bill of Rights and All of the Amendments; The Declaration of Independence; and the Articles of Confederation//. Tribeca, 2011. Print.

Mooney, Christopher Z., Todd Donovan, and Daniel A. Smith. //State and Local Politics: Institutions and Reform//. Belmont, CA: Wadsworth, 2010. Print.

Saffell, David, and Harry Basehart. //State and Local Government//. 9th ed. McGraw-Hill Humanities/Social Sciences/Languages, 2008. Print.

Sobel, Syl, and Pam Tanzey. //How the U.S. Government Works//. Hauppauge, NY: Barron's, 1999. Print.


 * Rationale: ** I chose to utilize an online Persuasion Map for this lesson because it introduces students to the graphic organizers that they will be using throughout the unit while also preparing them for the end-of-unit summative assessment podcast.


 * __ 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: //** My lesson will meet the four learning styles: Clipboard, Puppy, Microscope, and Beach Ball.
 * Clipboard:** Clipboard learners will respond positively to the organization tools that I have built into this lesson. The ISP chart will be used to document information on how the local, state, and federal government is set up. When in the Think-Pair-Share Cooperative Learning method, clipboard learners will feel comfortable with the structure of each group having four distinct roles. Clipboard learners will also respond to using a Persuasion Map to plan arguments for their debate. Every tool in this lesson provides structure and a sense of process.
 * Puppy:** Puppy learners will feel comfortable in the early stages of this lesson when they take the pre-assessment writing prompt. This encourages students to feel comfortable with the skill set they bring with them into the lesson. Puppy learners will also feel comfortable in their Think-Pair-Share groups as each team member has an assigned role. This will encourage the puppy learner to speak up as each team member is on an equal footing. Providing a feedback session on student Persuasion Maps also makes puppy learners more comfortable with feedback and revision.
 * Microscope:** Microscope learners will value the candidate website exploration as they are being asked to analyze information and find themes within the websites. They will also respond positively to the numerous discussions built into the lesson, including the ones about past policy issues, the Persuasion Map, and a Three-Minute Review based off of the candidate websites. The Persuasion Map itself also encourages Microscope learners to play to their strengths: analyzing information and focusing on details.
 * Beach Ball:** Beach balls will like the candidate website exploration as they have choices to choose whichever candidate they want (governor, senator, representative) in whichever state they would like. They will also be represented when students choose which public policy issue they would like to use for their Persuasion Map and debate.

Maine Learning Results: Social Studies - B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8 //** Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world. **//
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //** Students will know about the relationship between state and federal government. They will get their feet wet by exploring candidate websites. They will then research a recent policy issue in relation to state and federal government. This content will meet the Maine Learning Results standard for B1, Civics and Government.


 * Rationale:** Exploring the constitutional government at the state and federal level directly aligns with purposes, structures, and processes of government in Maine and the United States.

I have used one of the six facets of understanding, explanation, to encourage true understanding of the material. Students will explore how explanations can be made for government actions at the state and federal level. They will do so by first exploring government websites, then through discussion, and finally through choosing a recent policy issue and debating the merits on whether to approach the issue using federal or state government.
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //** I will be using technology in a type II way to further student understanding of federal and state power. Student laptops will be used to explore government candidate's websites for themes in national and state power. They will also use a Persuasion Map to plan arguments for an upcoming debate. I have planned to include six of the eight intelligences from Howard Gardner's MI Theory to vary my instructional strategies.
 * Logical: ** Students use the logical intelligence when organizing their debate, as they plan rebuttals, and correct order of main points.
 * Verbal: ** Students will use the verbal intelligence to write arguments for their debate about state v. federal power.
 * Visual: ** Students will use the visual intelligence when watching the federal v. state power hook, when browsing candidate websites, and when using the ISP chart.
 * Intrapersonal: ** Team members must reflect on their arguments and make a personalized action plan for improvement. They will also use the intrapersonal intelligence when asked about their feelings concerning the health care debate videos and when asking clarifying questions about the Persuasion Map.
 * Interpersonal: ** Students will use the Interpersonal Intelligence when doing a Think-Pair-Share to find themes in the website.
 * Bodily-Kinesthetic: ** Students will use the Bodily-Kinesthetic Intelligence when moving to and from activity centers.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //** A pre-assessment will be used after the hook so I can understand each student's knowledge on the material upon coming into the lesson. Formative checking for understanding assessments will be used to make sure every student is on the right track. This builds up to the summative assessment, a Persuasion Map which will be used for more formative assessments such as the feedback session.


 * Diagnostic**
 * Pre-Assessment:** I will use a writing prompt to determine what knowledge and skills students have of the roles of state and federal government. This will be the pre-assessment for the first two lessons as they derive from the same understanding. I will then tier lesson one accordingly by expecting different levels of work on the Persuasion Map. I will build in “catch-me-up” discussions if the pre-assessment calls for it.


 * Formative (Assessment for Learning)**
 * Checking for Understanding: ** After examining government candidate websites, students will pause for a three-minute review where they will ask clarifying questions about the exclusive powers of state and federal government. If the students have many questions and haven't developed an understanding of the content, I will squeeze in more discussion time.


 * Checking for Understanding: ** Students will also ask clarifying questions about the Persuasion Map and receive feedback on what arguments they can improve on. I will plan time according to the quality of the Persuasion Maps.


 * Summative (Assessment of Learning)**
 * Persuasion Map:** Students will use the Persuasion Map to formulate arguments for the summative assessment podcast at the end of the unit. Students will work with a partner where one person will debate state power and the other will debate federal power. The Persuasion Map is meant to be used as an organizational tool to organize information and provide sounder, more effective arguments that have more than one bit of evidence. After their research, they will ask clarifying questions based off of the Persuasion Map. Students will be given feedback by the teacher after filling out their Persuasion Maps and will then improve on them. The Persuasion Map will be scored using a rubric created by myself.


 * __ Teaching and Learning Sequence __**** : **

Agenda: 3 day lesson (80 minutes per day)

As a pre-assessment, students will fill out a writing prompt about their knowledge of the federal and state roles in government and how these roles have related to past policy issues. **(22 minutes)** Students will watch a video pertaining to state and federal powers. They will discuss the video in their table groups while I look at the pre-assessment writing prompts to inform my decision on breaking up teams for the following activity. **(10 minutes)** Based off of the pre-assessment, students will be broken into teams of two where they will choose a policy issue from the new millennium. One person will argue in favor of federal government and the other in favor of state government. **(8 minutes)** I will then lead a class discussion concerning past policy issues pertaining to the topic of federal and state power. **(20 minutes)** Students will use an ISP chart to document information they find to support their argument. This will be based off of the teacher led discussion. **(20 minutes)** Students will explore government candidacy websites to examine the issues on their website in relation to state and federal power. **(25 minutes)** Based off of the government websites, students will use the Think-Pair-Share method to find themes within the websites based off of policy issues. Students will partner up with their Summer seasonal partners. They will first reflect on the websites themselves, pair up and exchange thoughts on the themes in the policy issues, and then share their feelings with another team. Partners will have the simple role of being equal members sharing ideas back and forth. When in the group, roles will include a facilitator, recorder, timekeeper, and process observer. There will then be activity centers throughout the room each representing a different policy issue. Students will move back into their original pairs and go to these activity centers, where they will race to find all of the themes in the policy issues. **(40 minutes)** Students will pause for a three minute review on the powers of government based off of the candidate websites. I will check for understanding by allowing students to ask clarifying questions about the exclusive powers of state and national government and ponder why we need both a state and national government. **(15 minutes)**
 * Day 1: **
 * Day 2: **

This day will largely be used as a work session. Students will use a Persuasion Map to plan out their arguments based off of their research from today’s work session. **(60 minutes)** The student will be given feedback on what they could do to strengthen their arguments. Students will be pulled aside throughout class while the other classmates continue working. **(The same 60 minutes as the previous section)** Classmates will then ask clarifying questions based off of the Persuasion Map. The student must then write a brief reflection on how they will improve their product which they will finish for homework. **(20 minutes)**
 * Day 3: **

My classroom will originally be arranged in a Perimeter so that students can look at others when discussing past policy issues. The Perimeter also allows from students to be broken up into pairs, as they can move to sit next to their pair. On day 2, the class will be arranged in groups, with four desks per group. This will allow for the Think-Pair-Share to run smoothly as their can be two pairs per group who then team up into a group of four. On day 3, the class will be arranged in rows with a rectangular table set up on the side so students can come to me for feedback on their Persuasion Maps. Agenda: See above. Students will understand that there are different purposes of constitutional government at the state and federal level. Students need to understand government purposes to understand what their money is going towards and how to influence this with their vote. //**Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.**// Students will watch a video pertaining to state and federal powers.
 * //Where, Why, What, Hook, Tailor:// Visual:** The visual intelligence will be used when watching the state v. federal power hook.

Students will use a writing prompt to determine what knowledge and skills students have upon starting the unit. This will be the pre-assessment of the unit. Students will then use an ISP chart to document information they find that will support their argument for the upcoming Persuasion Map. This information will be based off of a teacher-led discussion concerning past policy issues pertaining to the topic of federal and state power. Students will also be given the chance to explore government candidates' websites to examine the issues on their websites and analyze how their position pertains to state and federal power. They will do this through the debate they will be preparing on a recent policy issue. Based off of the government websites, students will use the Think-Pair-Share method to find themes within the websites. Students will partner up with their Summer seasonal partners. They will first reflect on the websites themselves, pair up and exchange thoughts on the themes, and then share their feelings with another team. Partners will have the simple role of being equal members sharing ideas back and forth. When in the group, roles will include a facilitator, recorder, timekeeper, and process observer. There will then be activity centers throughout the room each representing a different theme. Students will move back into their original pairs and go to these activity centers, where they will race to find all of the themes. The first part of this section asks students to pause for a three minute review on the powers of government based off of the candidate websites. Here, they will ask clarifying questions about the exclusive powers of state and national government and ponder why we need both a state and national government. They will use a Persuasion Map to plan out their arguments. Classmates will then ask clarifying questions based off of the Persuasion Map. The student will be given feedback on what they could do to strengthen their arguments. The student must then write a brief reflection on how they will improve their product. Then they will improve. //**Explore, Experience, Rethink, Revise, Refine, Tailors:**// **Interpersonal:** The interpersonal intelligence will be used during the Think-Pair-Share cooperative learning method as students work in groups.
 * Students will know Executive Branch, Legislative Branch, Judicial Branch, Senate, House of** ** Representatives, Supreme Court, legislative process **//**, **//** Tenth Amendment, Constitution, Supremacy Clause **
 * //Equip, Explore, Rethink, Tailors:// Verbal:** The verbal intelligence will be used when students complete the writing prompt pre-assessment.
 * Visual:** The visual intelligence will be used when using the ISP chart to visually organize information.
 * Interpersonal:** The interpersonal intelligence will be used during the discussion of past policy issues in relation to state and federal power.
 * Intrapersonal:** The intrapersonal intelligence will be used when students are asked to analyze the issues on government websites.
 * Student will be able to design an argument for state and/or federal intervention on current issues. **
 * Intrapersonal:** The intrapersonal intelligence will be used when students are asked to pause for a three-minute review.
 * Bodily-Kinesthetic:** The bodily-kinesthetic intelligence will be used when students move to different activity centers.
 * Visual:** The visual intelligence will be used when students use the Persuasion Map to map out arguments for the upcoming debate.
 * Verbal:** The verbal intelligence will be used when using the Persuasion Map to prepare arguments.
 * Logical:** The logical intelligence will be used when preparing logical, research-based arguments for the upcoming debate.

Student Persuasion Maps will be evaluated based off of a rubric provided by the teacher. (See the attached rubric). They will self-assess their own work through the use of this rubric as they will see what levels their work is it. I will provide timely feedback to students through a feedback session on day 3. After the final Persuasion Map has been handed in, I will be able to assess the work quickly because I have the rubric that lay out what is expected of the work. The one homework assignment is to revise the Persuasion Map after the feedback session on the third day. This lesson segues nicely into the next lesson where students critique federal and state roles of government. This lesson also connects to the summative assessment of the unit: a debate on the powers of government. //**Evaluate, Tailor:**// **Intrapersonal:** The intrapersonal intelligence will be used when students evaluate their own work using the rubric provided.

Sample Candidate Websites- [] [] [] [] Themes in Candidate Websites in relation to state and federal power: War in Iraq Energy
 * __ Content Notes __**
 * Decreased Federal Power: ** “I have long been a passionate opponent of the wars in Iraq and Afghanistan and in Congress I’ve fought to stop the wasteful spending and bring our troops home. The $7 billion a month we are spending in Afghanistan can better be spent here in this country, reducing the deficit and creating jobs. In Congress, I led efforts to stop the funding and demand that the Administration present a concrete timeline and plan for withdrawal.” –Chellie Pingree
 * Health care reform **
 * Increased Federal Power:** “This year Congress passed and the President signed a major reform of our health care system. I don’t believe the reform went far enough and we can still do much to improve it—but it’s a start.” –Chellie Pingree
 * Increased State Power: ** “Maine needs more competition in its health insurance and health care markets… reform government to make Maine’s health care system more efficient, so patients and families have peace of mind they are receiving top-notch, affordable care anywhere in the state.” –Paul Lepage
 * Increased State Power: ** “That’s why I have worked to bring programs to Maine that help homeowners reduce their heating bills through affordable energy efficiency improvements.” –Chellie Pingree

Jobs “Congress is authorized to coin money, regulate commerce between the states and with Indian tribes and foreign countries, lay and collect taxes, declare war, raise and support armies, and provide and maintain a navy.” [4] The Tenth Amendment provides that "the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." [5] States enact laws for the health, safety, and welfare of their citizens. States legislatures have limitations concerning entering into treaties and coining money. The Supremacy Clause of the Constitution states that the "Constitution and the laws of the United States...shall be the supreme law of the land...anything in the constitutions or laws of any State to the contrary notwithstanding." Thus, any federal law trumps any conflicting state law because it is the “supreme law of the land.” [6]
 * Increased State Power: ** “ Paul’s plan is to let consumers make their own choices, while his administration focuses on policies that offer consumers choices that lower their energy costs.” –Paul Lepage
 * Increased State Power: ** “Paul will get government out of the way and allow Maine’s small businesses to create jobs… Smaller, smarter government is the key to new jobs and financial security for Maine families.” –Paul Lepage
 * Increased State Power: ** “ My plan is simple: cut the costs of living and doing business in Maine. We can transform our economy and create jobs by lowering the cost of electricity, lowering the cost of healthcare, and lowering the cost of government services.” –Eliot Cutler
 * Increased Federal Power: ** “That’s why Mike recently called on the President and the Congress to push smart policies that will be centered on job creation.” –Mike Michaud
 * Themes: ** The government representatives who solely focused on the state such as the governor favor increased state power. Representatives who work for their state in a nationwide form of government such as representatives in the House tend to have a mixed view. Most of their opinions are based off of how they can best change policy in their own form of government.
 * Past policy issues (federal v. state power): **
 * Education: ** The Elementary and Secondary Education Act in 1965 created an important federal role in education. It helped fund education on a national level, called for equal access to education, and established high standards and accountability. [1] The No Child Left Behind law passed in 2001 further increased the federal role by creating higher standards and accountability through assessments in the form of standardized testing. President Obama’s current Race to the Top Fund, will hold a national competition this year to support state efforts to improve student learning. [2] While power is given to the states to make these reforms, the federal government is bribing them to do so with promises of monetary bonuses.
 * Health care: ** Medicare and its companion program Medicaid were established in 1965 through President Johnson’s “Great Society.” The Affordable Care Act passed in 2010 brought an increased federal action in health care. This act allows those under 26 years old to stay on their parent’s health insurance, gave access to preventative services, and helped those with pre-existing conditions gain health insurance. [3]
 * Relationship Between State & Federal Government:**


 * __ Handouts __**

** ISP Chart ** ** Persuasion Map ** ** Rubric **
 * Pre-Assessment Writing Prompt **

[1] Gail Sunderman and Jimmy Kim, “Expansion of Federal Power in American Education: Federal-State Relationships under the No Child Left Behind Act, Year One,” The Civil Rights Project, @http://civilrightsproject.ucla.edu/research/k-12-education/nclb-title-i/expansion-of-federal-power-in-american-education-federal-state-relationships-under-the-no-child-left-behind-act-year-one/sunderman-kim-expansion-federal-power-american.pdf (accessed May 4, 2011). [2] jreeves, “Higher Standards, Better Tests, Race to the Top,” ED.Gov Blog, entry posted June 15, 2009, @http://www.ed.gov/blog/2009/06/higher-standards-better-tests-race-to-the-top/ (accessed May 4, 2011). [3] “The Affordable Care Act: One Year Later,” HealthCare.Gov, @http://www.healthcare.gov/law/introduction/index.html (accessed May 4, 2011). [4] “Federalism and State Powers - Present-Day Relationship between National Government,” @http://law.jrank.org/pages/22727/Federalism-State-Powers-Present-Day-Relationship-Between-National-Government-States.html (accessed May 4, 2011). [5] “Federalism and State Powers - Present-Day Relationship between National Government,” @http://law.jrank.org/pages/22727/Federalism-State-Powers-Present-Day-Relationship-Between-National-Government-States.html (accessed May 4, 2011). [6] “The Supremacy Clause and Federal Preemption,” Exploring Constitutional Law, @http://law2.umkc.edu/faculty/projects/ftrials/conlaw/preemption.htm (accessed May 4, 2011).