L4+Ford,+Brody


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


 * Teacher’s Name:** Mr. Ford **Lesson #:** 4 **Facet:** Perspective **Product:** PreZentit
 * Grade Level:** 6-8 **Topic:** Civics and Government

__**Objectives**__

 * Student will understand that** there are different forms of government in the world.
 * Student will know** Adolf Hitler, Socialism
 * Student will be able to** consider why other governments are different in structure than the U.S. government.

__**Maine Learning Results Alignment**__
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.//**


 * Rationale:** Students will first find information through a scavenger hunt then make a PreZentit from information gained from conflicting postcards about country's regimes. Thus, they can explore the structures, principles, ideals, and purposes of governments in countries unlike the United States.

__**Assessment**__

 * Formative (Assessment for Learning)**

There are numerous checkpoints I have inserted into the lesson to check for understanding. the 5W's graphic organizer allows me to see if students picked up on the necessary information in the worksheets during the Scavenger Hunt. The discussion about the postcard activity allows me to gain student opinions and alter instruction accordingly. The question box on day 2 also provides an open forum for student opinions that may not be heard in a regular classroom setting. The feedback session during the final day of the lesson also provides learning through rubrics.


 * Summative (Assessment of Learning)**

The summative assessment in this lesson is a PreZentit presentation. Students will rethink the complex issue of government parties and leaders by reading various testimonials from members of their home countries. These testimonials will either be in favor of or in disaggregation with the country's leader. There will be conflicting facts in both testimonials, so it's up to the student to research these facts to find out what is true and what is false. They will then make a PreZentit where they will analyze the testimonials and formulate their own opinion based off of their newly found facts.

__**Integration**__

 * Technology:** The Type II technology being used in this lesson is a PreZentit. The PreZentit will be used to analyze testimonials in the postcard activity. Students will be asked to formulate their own opinions. This will teach them how to determine what information is accurate and what information is inaccurate.


 * English:** Students will be using English throughout the lesson- when synthesizing information during the Scavenger Hunt, when writing a two paragraph response to the feedback, and when making their PreZentit presentations.

__Groupings__
Students will use the Numbered Heads Together strategy where they break up into groups of four. Each group member has a postcard from a person of a different country. The person in that postcard is either writing to brag about their government and its leader or ask for help about its government and leader. Either way, details will be given about that country's political history. The group of four works together so every team member knows the details of each others country.

__**Differentiated Instruction**__

 * Strategies**


 * Naturalist:** Students use the Naturalist Intelligence when going outside to work on the scavenger hunt.
 * Bodily-Kinesthetic:** Students use the Bodily-Kinesthetic Intelligence when moving back and forth from station to station during the Scavenger Hunt.
 * Verbal:** Students use the Verbal Intelligence when writing two-paragraph review of feedback.
 * Interpersonal:** Students use the Interpersonal Intelligence when working with the Numbered Heads Together cooperative learning strategy.
 * Intrapersonal:** Students use the Intrapersonal Intelligence when asked to decipher between true and false facts in the testimonials to form their own opinion.
 * Logical:** Students use the Logical Intelligence when deciphering conflicting "facts" to find accurate information.


 * Modifications/Accommodations**

I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and 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 Numbered Heads Together cooperative learning strategy, in the feedback session, and in the postcard activity. It will be up to the absent person's seasonal partner to clue the absent student in on what is going on.
 * Absences:**


 * Extensions**:

The Type II technology being used in this lesson is a PreZentit presentation. The PreZentit will be used to analyze testimonials in the postcard activity. Students will be asked to formulate their own opinions. This will teach them how to determine what information is accurate and what information is inaccurate.

__**Materials, Resources and Technology**__

 * laptops
 * Scavenger Hunt Worksheets
 * 5 W's Chart
 * rubrics
 * postcards

__Source for Lesson Plan and Research__
Adolf Hitler video (Hook): http://www.youtube.com/watch?v=9CFWH4Fhkak 5 W's Chart (Graphic Organizer): http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf

__**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 appreciate the organization provided by the 5W's chart. This chart will allow students to organize information found in worksheets during the Scavenger Hunt. Clipboard learners will also benefit from the use of the PreZentit technology as it allows for organization of information much like a graphic organizer.
 * Puppy:** Puppy learners will appreciate the question box used during the second day. This gives students who aren't as comfortables asking questions for fear of embarrassment to put these questions in the box. The feedback session on the fourth day gives the puppy learner a sense of encouragement and safety in the revision process.
 * Microscope:** The Microscope learners will appreciate the fact that they get the opportunity to analyze information in the postcard activity.
 * Beach Ball:** The beach ball learner will appreciate the Scavenger Hunt as there is a sense of exploration built into that activity.

Maine Learning Results: Social Studies- B. Civics and Government B1: Knowledge, Concepts, Themes, and Patterns of Civics/Government Grades 6-8
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will experience what it's like to experience the forms of governments in other countries. They will first do a Scavenger Hunt with information of other country's leaders, then do a postcard activity focusing on these leaders and the forms of government. This content will meet the Maine Learning Results standards for B1, Civics and Government.
 * //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:** Students will first find information on government leaders in other countries and then apply that knowledge in a postcard activity. Thus, they can explore the structures, principles, ideals, and purposes of governments in countries unlike the United States.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:** **Naturalist:** Students use the Naturalist Intelligence when going outside to work on the scavenger hunt.
 * Bodily-Kinesthetic:** Students use the Bodily-Kinesthetic Intelligence when moving back and forth from station to station during the Scavenger Hunt.
 * Verbal:** Students use the Verbal Intelligence when writing two-paragraph review of feedback.
 * Interpersonal:** Students use the Interpersonal Intelligence when working with the Numbered Heads Together cooperative learning strategy.
 * Intrapersonal:** Students use the Intrapersonal Intelligence when asked to decipher between true and false facts in the testimonials to form their own opinion.
 * Logical:** Students use the Logical Intelligence when deciphering conflicting "facts" to find accurate information.

Students will use the Type II technology of a PreZentit.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

There are numerous checkpoints I have inserted into the lesson to check for understanding. the 5W's graphic organizer allows me to see if students picked up on the necessary information in the worksheets during the Scavenger Hunt. The discussion about the postcard activity allows me to gain student opinions and alter instruction accordingly. The question box on day 2 also provides an open forum for student opinions that may not be heard in a regular classroom setting. The feedback session during the final day of the lesson also provides learning through rubrics.


 * Summative (Assessment of Learning)**

The summative assessment in this lesson is a PreZentit presentation. Students will rethink the complex issue of government parties and leaders by reading various testimonials from members of their home countries. These testimonials will either be in favor of or in disaggregation with the country's leader. There will be conflicting facts in both testimonials, so it's up to the student to research these facts to find out what is true and what is false. They will then make a PreZentit where they will analyze the testimonials and formulate their own opinion based off of their newly found facts.

__Teaching and Learning Sequence__
Day 1:

Students will watch a video on how [|Adolf Hitler]came to power in Germany. A short discussion will follow. **(10 minutes)**

Students will go outside to work on a Scavenger Hunt. On the field outside will be stations of current world leaders. Students will have a worksheet of clues that point them to the correct station. At that station, students will read worksheets on how that world leader came to power. Based off of this worksheet, students will need to fill out a [|5W's chart]to synthesize the information in the worksheet. **(70 minutes)**

Day 2:

Students will use the Numbered Heads Together strategy where they break up into groups of four. Each group member has a postcard from a person of a different country. The person in that postcard is either writing to brag about their government and its leader or ask for help about its government and leader. Either way, details will be given about that country's political history. The group of four works together so every team member knows the details of each others country. **(55 minutes)**

A discussion about the day's activity will follow and students can put any questions about the lesson into a question box sitting on my desk. This way, questions are anonymous and students will feel more comfortable asking questions they feel too embarrassed to ask. **(25 minutes)**

Day 3:

Students will rethink the complex issue of government parties and leaders by reading various testimonials from members of their home countries. These testimonials will either be in favor of or in disaggregation with the country's leader. There will be conflicting facts in both testimonials, so it's up to the student to research these facts to find out what is true and what is false. They will then make a PreZentit where they will analyze the testimonials and formulate their own opinion based off of their newly found facts. **(80 minutes)**

Day 4:

In a setting much like a science fair, student presentations will be on tables while other teachers and students walk around to give feedback. Students then review this feedback and write a short two-paragraph review of common themes in the feedback. **(50 minutes)**

After this feedback, students refine their PreZentit presentations and turn them in for a summative assessment. **(30 minutes)**

For the first day, students will simply be sitting in rows as they will be going outside anyways. For day 2, students will be broken up into groups of four for the Numbered Heads Together cooperative learning activity. Groups of four will be positioned in a way so no student's back is turned to the front of the room as there will be a discussion that ends the class. On day 3, students will be seated in rows, as the third day's lesson will be more of an intrapersonal one. On day 4, desks will be positioned in a horseshoe shape so students and teachers can walk around and view student PreZentit presentations. Agenda: See above. Students will understand that there are different forms of government in the world. Students need to understand why other country's governments are different than the United States to empathize with these countries and find common ground. Students will watch a video on how [|Adolf Hitler]came to power in Germany and follow up with a short discussion.
 * //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.//**
 * Where, Why, What, Hook, Tailors: Visual:** Students wiStudents will be able to consider why other governments are different in structure than the U.S. government.ll use the visual intelligence when watching the Adolf Hitler hook video.
 * Interpersonal:** Students will use the interpersonal intelligence when discussing the Adolf Hitler hook video.

Students will go outside to work on a Scavenger Hunt. On the field outside will be stations of current world leaders. Students will have a worksheet of clues that point them to the correct station. At that station, students will read worksheets on how that world leader came to power. Based off of this worksheet, students will need to fill out a [|5W's chart]to synthesize the information in the worksheet. Students will use the Numbered Heads Together strategy where they break up into groups of four. Each group member has a postcard from a person of a different country. The person in that postcard is either writing to brag about their government and its leader or ask for help about its government and leader. Either way, details will be given about that country's political history. The group of four works together so every team member knows the details of each other's country.
 * Students will know Adolf Hitler, Socialism.**
 * Equip, Explore Rethink, Revise Tailors: Naturalist:** Students will use the naturalist intelligence as they will be using the wide open space on the field behind the school. In this area, students move from station to station to obtain information.
 * Verbal:** Students will use the verbal intelligence when reading worksheets on how leaders came to power and synthesizing that information.
 * Visual:** Students will use the visual intelligence when filling out the 5W's chart where they will visually organize information from the worksheets.
 * Interpersonal:** Students will use the interpersonal intelligence when working with other students in the Numbered Heads Together strategy. Here, groups of four work together to learn details of countries through postcards.
 * Logical:** Students will use the logical intelligence when determining if postcards from other countries are accurate or not.
 * Bodily-Kinesthetic:** Students will use the bodily-kinesthetic intelligence when moving from one activity center to the other.

Students will rethink the complex issue of government parties and leaders by reading various testimonials from members of their home countries. These testimonials will either be in favor of or in disagreeance with the country's leader. There will be conflicting facts in both testimonials, so it's up to the student to research these facts to find out what is true and what is false. They will then make a PreZentit where they will analyze the testimonials and formulate their own opinion based off of their newly found facts. In a setting much like a science fair, student presentations will be on tables while other teachers and students walk around to give feedback. Students then review this feedback and write a short two-paragraph review of common themes in the feedback. After this feedback, students refine their PreZentit presentations and turn them in for a summative assessment.
 * Students will be able to consider why other governments are different in structure than the U.S. government.**
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Logical:** Students will use the logical intelligence when determining what facts are true and what are false.
 * Visual:** Students will use the visual intelligence when making their PreZentit presentations where they will formulate their own opinions based off of newly found facts.
 * Verbal:** Students will use the verbal intelligence when writing a two-paragraph review of common themes in the feedback.
 * Intrapersonal:** Students will use the intrapersonal intelligence when students formulate their own opinions with the newly found facts.

Student PreZentit products will be evaluated based off of a rubric created by myself. They will self-assess their own work through the use of this rubric as they will see what level their work corresponds with. I will be able to assess the work quickly because I have the rubric that lay out what I expect from the work. The one homework assignment in this lesson will be on day 3 when students finish working on their PreZentit presentations. Now that students have an understanding about forms of government around the world, they are better prepared to understand the roles of the citizen which will be the understanding of the next lesson.
 * Evaluate, Tailors: Intrapersonal:** Students will be using the intrapersonal lesson when comparing there PreZentit presentations to the rubric I've provided.


 * Content Notes**


 * Different country's governments:**

Only one party allowed: Cuban Communist Party []
 * Cuba:** Totalitarian communist state; current government assumed power by force on January 1, 1959

Communist State [] []
 * China:** Head of State: Hu Jintao

President Hosni Mubarak was forced out of power on February 11, 2011 [] Republic
 * Egypt:** President Mohamed Hussein Tantawi- temporary president

Political parties banned. []
 * Libya:** Authoritarian state

Chief of State: Kim Jong Il: 1994-present []
 * North Korea**: Communist


 * Handouts**

5W's Chart PreZentit Rubric