L2+Hodge,+Spencer

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Hodge
 * __Lesson #: __** 2
 * __Facet: __** Application
 * __Grade Level __****: **9-Diploma
 * __Numbers of Days: __** 4
 * __Topic: __** State and Federal Government


 * __PART I: __**


 * __Objectives __**
 * <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;"> there are different purposes of constitutional government at the state and federal level.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know ** The Constitution, Supreme Court, Supreme Court cases by Sequence, Amendments
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to ** apply current issues to democratic ideals and constitutional principles.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Glogster

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students are going to learn different purposes of constitutional government at the state and federal level.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **


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

Students will do a quick write about something they had learned that was completely new to them to check for understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

Self-Assessment using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric on final product. <span style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __** __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Glogster __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> - <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Each student will have the opportunity to choose a current political issue and express it in a glogster including videos and links. Students will work individually on their Glogster product, however there will be several peer review process as they go. Students will be required to go very in depth and be sure to include all sides and arguments of the issue.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Glogster

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**English:** Students will have to do quick writes.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">History: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will learn a brief history of the U.S. Government.

Students will use a Timeline graphic organizer to arrange specific and important Supreme Court Cases. For cooperative learning, students will work with partners. <span style="font-family: 'Times New Roman',serif;"> **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product ** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will work individually on their Glogster product, however there will be several peer review process as they go. Students will choose who helps/ reviews there product.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * Verbal: ** Students will participate in a debate where they will need to listen to other students' arguments, and respond accordingly.
 * Logical: ** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** The rubrics will allow for visual learners to clearly see the description of what they need for their final product, which will allow them to organize their thoughts on paper.
 * Kinesthetic: ** During the debate students will be able to move to opposite side of the room according to their stance and actively participate in the debate allowing them to get out of their seats.
 * Intrapersonal: ** Students will do a quick write to check uderstanding which allow them reflect on the learning by themselves.
 * Interpersonal: ** During the debates students will be able to work with one another to develop the stance they chose, allowing students to work together.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) **<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Absent students will be expected to look on the wikispaces for homework. All classwork materials will be given to the student that needs to make it up. If the student is absent for longer than one or two days, e-mails will be sent with the worksheets that need to be completed. The graphic organizer is based on research, so it can be done at home. If there is no internet at home, work can wait until the student has time to complete it at school. Classmates will keep class or project notes on a Google doc for everyone's quick access. Skyping is always a possibility.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **


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

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Glogster - <span style="font-family: Calibri,sans-serif; font-size: 14px;">Each student will have the opportunity to choose a current political issue and express it in a glogster including videos and links. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the clickable videos and links.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who want or require more of a challenge will have the opportunity to do a case study on specific candidate running in an upcoming election. This will be a process through out the whole unit, however, at the end of each lesson the student will turn in a short written reflection about how the candidate compares to the student on an issue. For each reflection, a new issue will be chosen.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **


 * __<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;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Timeline Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product rubric
 * Article about SOPA and PIPA


 * __<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;"><span style="font-family: 'Times New Roman',serif;"> Hook:  []
 * Product Site: []
 * Content notes:
 * []
 * []


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


 * __<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;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">My classroom will be set up in the "U" formation.

- Students will read articles about SOPA and PIPA, then discuss what it would be like if they would have passed. **(15 minutes)** - Present information about the Constitution, Supreme Court, Supreme Court cases by Sequence, Amendments. **(60 minutes)** - Class vote for debate topic next class, pick sides and think about what they would say in the debate. **(5 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**Day 2:** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">**-** Students will use a Timeline graphic organizer to arrange specific and important Supreme Court Cases with partners. **(25 minutes)** - Class debate over one issue that the class votes for. **(25 minutes)** - In class quick write about something they had learned that was completely new to them. **(15 minutes)** **-** Introduce Glogster **(15 minutes)** <span style="font-family: 'Times New Roman',serif;"> **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Go over project expectation, answer questions **(10 minutes)** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> - Students will work on Projects **(50 minutes)** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- Feed backing process **(20 minutes)**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> - Presentations **(80 minutes)**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that there are different purposes of constitutional government at the state and federal level. Some may say that all Americans are slowly losing their rights and civil liberties without knowing it because they do not pay attention to what Congress and the Supreme court do. Example: Effective in 2002, the Patriot Act, designed to defend against terrorism, contradicts several amendment in the Bill of Rights, leaving citizens with less civil liberties then before. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. Students will read articles about SOPA and PIPA, then discuss what it would be like if they would have passed. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> From here I will p resent information about the Constitution, Supreme Court, Supreme Court cases by Sequence, Amendments. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The very end of class will be used for a vote for the debate topic for next class, any topics they come up with can do, unless inappropriate.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, Tailor: ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual, Verbal, Interpersonal

Students will know The Constitution, Supreme Court, Supreme Court cases by Sequence, Amendments <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(See Content Notes). Students will start the day using a Timeline graphic organizer to arrange specific and important Supreme Court Cases with partners. <span style="font-family: 'Times New Roman',serif; font-size: 15px;">Mean while the teacher will go around guiding students through their graphic organizer. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Then students will have a civil c lass debate over one issue that the class votes for. Next students will do a quick write about something they had learned that was completely new to them to gauge <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">how they are feeling about the information thus far. If students are held up or confused, the teacher will bring the content to a class discussion. At the end of class the teacher will introduce the program "[|Glogster]" which will be used for the lesson's final project. Teacher will give them in class time to experiment.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Visual, Interpersonal, Intrapersonal**.**

Students will be able to apply current issues to democratic ideals and constitutional principles. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will explain expectations for the product. <span style="font-family: 'Times New Roman',serif;"> Students will work individually on the Glogster product. Students will choose partners to help guide them <span style="font-family: 'Times New Roman',serif;"> through <span style="font-family: 'Times New Roman',serif;"> the process and with editing. Students will s elf-assess using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric on final product.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Interpersonal**.**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Timely feedback will be given by the teacher using a Rubric.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual**.**


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

The U.S. Constitution -  the   supreme law   of the   United States of America. The first three Articles of the Constitution establish the rules and [|separate powers] of the three branches of the federal government: a legislature, the  bicameral     Congress   ; an executive branch led by the   President   ; and a federal judiciary headed by the [|Supreme Court]. The last four Articles frame the principle of  federalism. The Tenth Amendment confirms its  federal characteristics.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know: **

Supreme Court - The highest federal court in the United States, consisting of nine justices and having jurisdiction over all other courts in the nation.


 * <span style="font-family: 'Times New Roman',serif;"> Important Supreme Court cases: **

<span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1803 [|**//Marbury//** **v.** **//Madison//**] was the first instance in which a law passed by Congress was declared unconstitutional. The decision greatly expanded the power of the Court by establishing its right to overturn acts of Congress, a power not explicitly granted by the Constitution. Initially the case involved Secretary of State [|James Madison], who refused to seat four judicial appointees although they had been confirmed by the Senate. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1819 [|**//McCulloch//** **v.** **//Maryland//**] upheld the right of Congress to create a Bank of the United States, ruling that it was a power implied but not enumerated by the Constitution. The case is significant because it advanced the doctrine of implied powers, or a loose construction of the Constitution. The Court, Chief Justice [|John Marshall] wrote, would sanction laws reflecting “the letter and spirit” of the Constitution. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1824 [|**//Gibbons//** **v.** **//Ogden//**] defined broadly Congress's right to regulate commerce. Aaron Ogden had filed suit in New York against Thomas Gibbons for operating a rival steamboat service between New York and New Jersey ports. Ogden had exclusive rights to operate steamboats in New York under a state law, while Gibbons held a federal license. Gibbons lost the case and appealed to the U.S. Supreme Court, which reversed the decision. The Court held that the New York law was unconstitutional, since the power to regulate interstate commerce, which extended to the regulation of navigation, belonged exclusively to Congress. In the 20th century, Chief Justice John Marshall's broad definition of commerce was used to uphold civil rights. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1857 [|**//Dred Scott//** **v.** **//Sandford//**] was a highly controversial case that intensified the national debate over slavery. The case involved Dred Scott, a slave, who was taken from a slave state to a free territory. Scott filed a lawsuit claiming that because he had lived on free soil he was entitled to his freedom. Chief Justice [|Roger B. Taney] disagreed, ruling that blacks were not citizens and therefore could not sue in federal court. Taney further inflamed antislavery forces by declaring that Congress had no right to ban slavery from U.S. territories. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1896 [|**//Plessy//** **v.** **//Ferguson//**] was the infamous case that asserted that “equal but separate accommodations” for blacks on railroad cars did not violate the “equal protection under the laws” clause of the 14th Amendment. By defending the constitutionality of racial segregation, the Court paved the way for the repressive [|Jim Crow laws] of the South. The lone dissenter on the Court, Justice [|John Marshall Harlan], protested, “The thin disguise of ‘equal’ accommodations…will not mislead anyone.” <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1954 [|**//Brown//** **v.** **//Board of Education of Topeka//**] invalidated racial segregation in schools and led to the unraveling of [|de jure] segregation in all areas of public life. In the unanimous decision spearheaded by Chief Justice [|Earl Warren], the Court invalidated the Plessy ruling, declaring “in the field of public education, the doctrine of ‘separate but equal’ has no place” and contending that “separate educational facilities are inherently unequal.” Future Supreme Court justice [|Thurgood Marshall] was one of the NAACP lawyers who successfully argued the case. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1963 [|**//Gideon//** **v.** **//Wainwright//**] guaranteed a defendant's right to legal counsel. The Supreme Court overturned the Florida felony conviction of Clarence Earl Gideon, who had defended himself after having been denied a request for free counsel. The Court held that the state's failure to provide counsel for a defendant charged with a felony violated the Fourteenth Amendment's due process clause. Gideon was given another trial, and with a court-appointed lawyer defending him, he was acquitted. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1964 [|**//New York Times//** **v.** **//Sullivan//**] extended the protection offered the press by the First Amendment. L.B. Sullivan, a police commissioner in Montgomery, Ala., had filed a libel suit against the //New York Times// for publishing inaccurate information about certain actions taken by the Montgomery police department. In overturning a lower court's decision, the Supreme Court held that debate on public issues would be inhibited if public officials could sue for inaccuracies that were made by mistake. The ruling made it more difficult for public officials to bring libel charges against the press, since the official had to prove that a harmful untruth was told maliciously and with reckless disregard for truth. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1966 [|**//Miranda//** **v.** **//Arizona//**] was another case that helped define the due process clause of the 14th Amendment. At the center of the case was Ernesto Miranda, who had confessed to a crime during police questioning without knowing he had a right to have an attorney present. Based on his confession, Miranda was convicted. The Supreme Court overturned the conviction, ruling that criminal suspects must be warned of their rights before they are questioned by police. These rights are: the right to remain silent, to have an attorney present, and, if the suspect cannot afford an attorney, to have one appointed by the state. The police must also warn suspects that any statements they make can be used against them in court. Miranda was retried without the confession and convicted. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1973 [|**//Roe//** **v.** **//Wade//**] legalized abortion and is at the center of the current controversy between “pro-life” and “pro-choice” advocates. The Court ruled that a woman has the right to an abortion without interference from the government in the first trimester of pregnancy, contending that it is part of her “right to privacy.” The Court maintained that right to privacy is not absolute, however, and granted states the right to intervene in the second and third trimesters of pregnancy. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 1978 [|**//Regents of the University of California//** **v.** **//Bakke//**] imposed limitations on affirmative action to ensure that providing greater opportunities for minorities did not come at the expense of the rights of the majority. In other words, affirmative action was unfair if it lead to reverse discrimination. The case involved the University of Calif., Davis, Medical School and Allan Bakke, a white applicant who was rejected twice even though there were minority applicants admitted with significantly lower scores than his. A closely divided Court ruled that while race was a legitimate factor in school admissions, the use of rigid quotas was not permissible. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 2003 **//Grutter//** **v.** **//Bollinger//** upheld the University of Michigan Law School's consideration of race and ethnicity in admissions. In her majority opinion, Justice O'Connor said that the law school used a “highly individualized, holistic review of each applicant's file.” Race, she said, was not used in a “mechanical way.” Therefore, the university's program was consistent with the requirement of “individualized consideration” set in 1978's //Bakke// case. “In order to cultivate a set of leaders with legitimacy in the eyes of the citizenry, it is necessary that the path to leadership be visibly open to talented and qualified individuals of every race and ethnicity,” O'Connor said. However, the court ruled that the University of Michigan's undergraduate admissions system, which awarded 20 points to black, Hispanic, and American-Indian applicants, was “nonindividualized, mechanical,” and thus unconstitutional. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 2006 In **//Ayotte//** **v.** **//Planned Parenthood of Northern New England,//** a challenge to a New Hampshire law that prohibits doctors from performing an abortion on a minor until 48 hours after a parent has been notified is heard. The Supreme Court rules that the government cannot restrict abortions when one is required during a medical emergency. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 2007 In **//Gonzales//** **v.** **//Carhart,//** the court no longer requires that the regulation of abortion by government must protect the mother's health. <span style="font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> 2010 In **//Citizens United//** **v.** **//Federal Election Commission,//** the Supreme Court ruled, 5–4, that the government cannot restrict the spending of corporations for political campaigns, maintaining that it's their First Amendment right to support candidates as they choose. This decision upsets two previous precedents on the free-speech rights of corporations. President Obama expressed disapproval of the decision, calling it a "victory" for Wall Street and Big Business. <span style="display: block; font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;"> <span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
 * Bill of Rights Amendments:** <span style="display: block; font-family: Helvetica,Arial,Lucida,'Trebuchet MS',Verdana,Geneva,sans-serif; text-align: left;">===<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment I ===

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment II
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment III
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment IV
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment V
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment VI
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment VII
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment VIII
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment IX
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

<span style="color: #5b6132; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif;">Amendment X
<span style="color: #444444; font-family: 'Trebuchet MS',Arial,Helvetica,sans-serif; font-size: 12px;">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. <span style="font-family: 'Times New Roman',serif;">
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**

<span style="font-family: 'Times New Roman',serif;"> [|Timeline Organizer] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric


 * __<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;">Learning Styles __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who are clipboard learners will have a rubric to guide their final product. Also they will have the Timeline organizer to lay out information such as supreme court cases.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The microscopic students will be able to go in depth and explore specific supreme court cases and their outcomes, and analyze them to learn why that happened to be the outcome.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students who describe themselves as puppies when it comes to learning will be given a safe, warm, and productive environment in which to learn. The teacher will help to facilitate their discussion and will be sure to ask them questions that make them think. The students will also be allowed to work in both small groups and will share their work and ideas with the rest of the class.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The beach ball students will be given the time to brainstorm freely and in a manner which they see fit. These students will appreciate the variety of activities that we will do, including looking at multimedia resources and a engaging debate. They will also enjoy the opportunity to work with their colleagues in a social manner.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In this lesson plan each of the students will be comfortable as each learning style has een taken into account. Not only will each of the students be able to learn to the best of their abilities, but they will be able to see and experience many other learning styles in the process. Regardless of their learning style, there is something in this lesson for everyone.


 * <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;">Content Knowledge: ( **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">See content notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: B. Civics and Government

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: 9 - Diploma

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance Indicators: a,b,c,d,e


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: ** Application


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After this lesson, students are going to understand the different purposes of constitutional government at the state and federal level.


 * <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;">MI Strategies: **
 * Verbal: ** Students will participate in a debate where they will need to listen to other students' arguments, and respond accordingly.
 * Logical: ** The rubrics will allow for logical learners to have a concrete description of what they need for their final product, which will allow them to set up a process for getting it done.
 * Visual: ** The rubrics will allow for visual learners to clearly see the description of what they need for their final product, which will allow them to organize their thoughts on paper.
 * Kinesthetic: ** During the debate students will be able to move to opposite side of the room according to their stance and actively participate in the debate allowing them to get out of their seats.
 * Intrapersonal: ** Students will do a quick write to check uderstanding which allow them reflect on the learning by themselves.
 * Interpersonal: ** During the debates students will be able to work with one another to develop the stance they chose, allowing students to work together.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: **<span style="font-family: Calibri,sans-serif; font-size: 14px;">Using Glogster each student will have the opportunity to choose a current political issue and express it in a glogster including videos and links. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the clickable videos and links.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson includes different activities and instructional strategies to ensure that many if not all of the intelligences are touched upon throughout the class period. This way students have the opportunity to learn in a way that suits them and they have the chance to use a type II technology in the process


 * <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;">Formative: ** Students will do a quick write about something they had learned that was completely new to them to check for understanding. Self-Assessment using a rubric, feedback by peers using a rubric for final product, and feedback by teacher using a rubric on final product.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **<span style="font-family: Calibri,sans-serif; font-size: 14px;">Each student will have the opportunity to choose a current political issue and express it in a glogster including videos and links. Students will work individually on their Glogster product, however there will be several peer review process as they go. Students will be required to go very in depth and be sure to include all sides and arguments of the issue.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson incorporates many different kinds of assessment and allows the students to show their knowledge without the pressure of simply having a test or paper to write. Using these types of assessment the teacher can successfully gauge the students' progress in multiple ways.

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