L4+Hodge,+Spencer

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mr. Hodge
 * __Lesson #: __** 4
 * __Facet: __** Self-Knowledge
 * __Grade Level __****: **9-Diploma
 * __Numbers of Days: __** 4
 * __Topic: __** American F  oreign  Policy


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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 other forms of government in the world.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know ** American Foreign Policy, War, Democracy
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to ** be aware of how governments in the world effect the U.S. government.


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

<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 about how governments in the world effect the U.S. government <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**

Students will do the Slap It activity 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 checklist, feedback by peers using a checklist for final product, and feedback by teacher using a checklist and verbal feedback on final product.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

__Prezi__ - Students will work in pairs to create a prezi to show how the U.S. government interacts with the world. Focusing on foreign policy, students will choose a past or present foreign policy issue and go in depth with it. It is important that the prezi is engaging and includes videos and pictures. <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;">Integration __**


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

<span style="font-family: 'Times New Roman',serif;">**Geography:** Students will be exploring the world throughout the <span style="font-family: 'Times New Roman',serif;"> lens <span style="font-family: 'Times New Roman',serif;"> of U.S. foreign policy. <span style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __** <span style="font-family: 'Times New Roman',serif;"> For the Five W's graphic organizer the work is individual. Teams for numbered heads together will be chosen by proximity of four. Pairs for the Prezi product will be chosen by lining up by age then folding the line.
 * <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 important U.S. foreign policy encounters.
 * <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;">Students will work in pairs on their product, both students are equally responsible for 50% for content knowledge and 50% editing and beautification each.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


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

<span style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * Verbal: ** In the both the numbered heads activity and the five Ws graphic organizer, students will utilize their verbal skills both with writing and with sharing things aloud.
 * Logical: ** Students will use the five Ws graphic organizer to track their thoughts and map out American foreign policy interactions with other countries.
 * Visual: ** For the final product students will create a Prezi which will engage their visual intelligence.
 * Kinesthetic: ** Using the Slap It activity as a form of checking for understanding, students will exercise their kinesthetic intelligence.
 * Intrapersonal: ** Students will work alone and have the opportunity to choose a specific foreign policy interaction to discuss in their five Ws graphic organizer, allowing them to develop key concepts on their own.
 * Interpersonal: ** In the numbered heads activity students will share their findings with the entire class, allowing them to develop their interpersonal intelligence.
 * <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="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="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **

__Prezi__ - Students will work in pairs to create a prezi to show how the U.S. government interacts with the world. Focusing on foreign policy, students will choose a past or present foreign policy issue and go in depth with it. It is important that the prezi is engaging and includes videos and pictures. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the interactive videos, and links.

<span style="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;">
 * __<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;">Five W's Chart
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Note cards for slap it
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hook: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes:
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 * __<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.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">All students will individually open up the link for the hook that will be emailed to them, and the teacher will briefly go over the real time debt clock, then go over the percentages of debt that foreigners hold. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(15 minutes) **
 * Open to discussion - Why does the U.S. provide aid to foreign countries?**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (20 minutes) **
 * <span style="font-family: 'Times New Roman',serif;">Present information about the controversial Iraq and <span style="font-family: 'Times New Roman',serif;"> Afghanistan <span style="font-family: 'Times New Roman',serif;"> wars <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **(20 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Put NHT groups together **(5 minutes)**
 * <span style="font-family: 'Times New Roman',serif;">Numbered Heads Together - not done competitively and the questions the teams answer have no <span style="font-family: 'Times New Roman',serif;"> concrete answers **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(20 minutes) **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Present information/ have discussion about other specific types foreign policy issues. **(20 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will do slap it to check for understanding - questions are about types of foreign policy issues. **(15 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students do their own research on one specific U.S. foreign policy issue or topic and fill out the Five W's chart. **(25 minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Set up project groups **(5 Minutes)**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce Prezi **(15 minutes)**


 * <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)**

Students will understand that there are other forms of government in the world. What if the U.S. didn't interact with other countries? There would be both positive and negative effects! Example: A positive could be that there would be no war in Iraq, but negative would be no trade with other countries such as China whom currently provides us with many goods. <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. At the beginning of class all students will individually open up the link for the hook that will be emailed to them, and the teacher will briefly <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">go over the real time debt clock, then go over the percentages of debt that foreigners hold. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> I will then o pen class to a discussion prompted with "Why does the U.S. provide aid to foreign countries?" After I will p<span style="font-family: 'Times New Roman',serif;">resent information about the controversial Iraq and <span style="font-family: 'Times New Roman',serif;"> Afghanistan <span style="font-family: 'Times New Roman',serif;"> wars. Finally, f or cooperative learning, students will do Numbered Heads Together.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook, ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, ****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tailor: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual, Interpersonal.

Students will know American Foreign Policy, War, Democracy <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (See Content Notes). At the beginning of class I will present information/ have discussion about other specific types foreign policy issues. After students will do slap it to check for understanding - questions are about types of foreign policy issues. Students will then do their own research on one specific U.S. foreign policy issue or topic and fill out the Five W's chart. At the end of class the teacher will introduce the program "Prezi" 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;"> Kinesthetic, Interpersonal, Intrapersonal**.**

Students will be able to be aware of how governments in the world effect the U.S. government. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will explain expectations (as seen on checklist) for the product. Students will work in pairs on the prezi product to show how the U.S. government interacts with the world. Focusing on foreign policy, students will choose a past or present foreign policy issue and go in depth with it. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess using a checklist, feedback by peers using a checklist for final product, and feedback by teacher using a checklist and verbal feedback 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 Checklist.
 * <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 __**


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Foreign Policy - <span style="background-color: #ffffff; font-family: Verdana,sans-serif; font-size: 12px; text-align: left;">The diplomatic policy of a nation in its interactions with other nations.

<span style="display: block; font-family: Verdana,sans-serif; font-size: 12px; text-align: left;">!DEBT PHOTO!

Info on Iraq - []

<span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: justify;">On March 20, 2003, a US-led coalition of 49 countries invaded Iraq and overthrew the government within three weeks. The US declared an official end to the war on Dec. 15, 2011, although some military personnel and security contractors remain in Iraq as members of the US diplomatic mission. Over 4,000 US soldiers and hundreds of thousands of Iraqis died in the war. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: justify;">Proponents argue that liberating the people of Iraq from Saddam Hussein’s human rights abuses, spreading democracy in the region, enforcing UN regulations, finding suspected weapons of mass destruction (WMDs), and making the US safer from terrorism in a post-9/11 world, all justified the war. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: justify;">Opponents argue that Iraq had no WMDs or connection to 9/11, and that the Bush administration wanted Iraqi oil and any excuse to remove Hussein. They say the attack violated international law, killed countless civilians, wasted billions of dollars, and made the US more vulnerable to terrorism. **Types of foreign policy:**

<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">Korean War. There is a famous quote by Rep. Elbridge Gerry of Massachusetts that describes standing armies as the “bane of liberty”. This was in part out of concerns that soldiers could be used as an internal political tool, but also because of the belief that a standing army is a force which is too easy to deploy to other countries as a foreign policy instrument.
 * <span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">Isolationism **<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;"> is a worldview with the centerpiece that national policy should be to avoid any sort of international alliances and treaties. An isolationist’s focus on government involvement is primarily internal domestic affairs. Foreign policy decisions are influenced, perhaps even determined, by the desire and goal to avoid any sort of foreign entanglements. The text states that isolationism was a worldview that came about as a result of our experiences in World War I, but I disagree. While isolationism certainly typified American foreign policy between the World Wars, this was not a new thing or unique to the United States. The admonition to “avoid foreign alliances and entanglements” is a theme that can be found in numerous writings of the founding fathers. It’s mentioned prominently in the “Federalist Papers” and is indicated by the rapid drawdown and contraction of the military after every conflict prior to the


 * <span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">Containment, or antiappeasment **<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">, is described as an outgrowth and reaction to the WWII experience which was preceded by the failure of a policy of pacifistic appeasement of fascist dictators. The containment policy is marked by a firm stand against encroachment into strategic areas of interest by rivals and likely potential enemies. An example of how this has been manifested began with the Korean War, and progressed through multiple small “bush wars” that were fought in Africa, Central, and Latin America. This policy was also seen in Western bloc aid to anti communist movements in the form of intelligence, propaganda, weapons, and money. Containment addressed the weakness of isolationism which is, “what do you do when your adversaries are willing to use force and violence as a first resort to resolve an international disagreement?”


 * <span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">Disengagement or “Vietnam” **<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;"> is described as a policy of withdrawing from containment back to a policy closely resembling isolationism. The text makes no cogent arguments as to any difference between the two policies except that disengagement was a direct result of the situation that resulted in the Communists’ political victory in the U.S. senate and their resulting 1975 military victory in Saigon. The legacy from these events can be seen by the tactic employed by every adversary to American policy since then that has been even moderately successful. Instead of attempting to defeat the American military in combat, they have attempted to merely survive as a viable force while their agents in America and abroad, typically with the aid and support of American intelligentsia, work to undermine and influence the policy makers who formulate the political and military agenda. To do this the enemy’s agents agitate for changes which would make American military and intelligence assets less effective, demand immediate withdrawal, and manipulate the political process to benefit America’s military opponents.

<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">The policy of disengagement was seen in the closing days of the Vietnam War when Congress seized control of foreign policy by superseding the President’s role of Commander in Chief of military forces by defunding operations in Vietnam. Another example of this was the initiatives advocated and approved by former president Carter to decrease projection of military power by limiting funding for training of the military and procurement of assets and equipment that were part of the mlitary’s infrastructure. The number of ships, aircraft, and missiles were cut drastically. New weapons systems that were on the drawing board were halted and/or scrapped. Fewer efforts were made to influence the ascension and retention of friendly foreign governments.


 * <span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">“Human Rights” **<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;"> is a foreign policy that the book describes as having only originated in the situation that occurred around the events in Kosovo. Again, I have a problem with the book. Like everything else in the book, this opinion is one colored by solely by recent events and ignoring the long history of America before the lifetime of the textbook’s writers and a generation or two immediately preceding that.

<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">The conflict which forced a young America to defend itself for the first time after the Revolution occurred in a large part because of human rights. This was against the state sponsored Muslim pirates who captured and sold into slavery the crews and passengers of non Muslims. First we went to war against them in 1801, and then again in 1815.

<span style="background-color: #f7f7f7; font-family: verdana,geneva,lucida,'lucida grande',arial,helvetica,sans-serif;">Much of the justification for the War Between the States can be attributed to a “human rights” foreign policy when dealing with the Confederacy, specifically over slavery. Additionally, jingoistic yellow journalism hyped the atrocities committed by America’s adversaries in order to influence the opinion of both the public and politicians to go to war against the Spanish in 1898 and the Triple Alliance in WWI. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; text-align: left;"> <span style="font-family: 'Times New Roman',serif;"> <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif; text-align: left; vertical-align: baseline;">The president employs three tools to conduct foreign policy: <span style="font-family: 'Times New Roman',serif;"> <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;"> [|Five W's Chart] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Check List
 * 1) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif; text-align: left; vertical-align: baseline; vertical-align: baseline;">Diplomacy
 * 2) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif; text-align: left; vertical-align: baseline; vertical-align: baseline;">Foreign aid
 * 3) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif; text-align: left; vertical-align: baseline; vertical-align: baseline;">Military force


 * __<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;">Students who are clipboard learners will have a checklist to guide their final product. Also they will have the Five W's Chart to organize a specific <span style="font-family: 'Times New Roman',serif;"> foreign <span style="font-family: 'Times New Roman',serif;"> policy issue.


 * <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 types of policies, and will analyze them to learn why our government makes the choices they do.


 * <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 the slap it game. 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;">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;">MLR or CCSS: **


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


 * <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 type of governments around the world.


 * <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: ** In the both the numbered heads activity and the five Ws graphic organizer, students will utilize their verbal skills both with writing and with sharing things aloud.
 * Logical: ** Students will use the five Ws graphic organizer to track their thoughts and map out American foreign policy interactions with other countries.
 * Visual: ** For the final product students will create a Prezi which will engage their visual intelligence.
 * Kinesthetic: ** Using the Slap It activity as a form of checking for understanding, students will exercise their kinesthetic intelligence.
 * Intrapersonal: ** Students will work alone and have the opportunity to choose a specific foreign policy interaction to discuss in their five Ws graphic organizer, allowing them to develop key concepts on their own.
 * Interpersonal: ** In the numbered heads activity students will share their findings with the entire class, allowing them to develop their interpersonal intelligence.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Using Prezi s tudents will work in pairs to create a prezi to show how the U.S. government interacts with the world. Focusing on foreign policy, students will choose a past or present foreign policy issue and go in depth with it. It is important that the prezi is engaging and includes videos and pictures. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It will be type II because of the interactive 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 the Slap It activity to check for understanding. Self-Assessment using a checklist, feedback by peers using a checklist for final product, and feedback by teacher using a checklist and verbal feedback on final product.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: **Students will work in pairs to create a prezi to show how the U.S. government interacts with the world. Focusing on foreign policy, students will choose a past or present foreign policy issue and go in depth with it. It is important that the prezi is engaging and includes videos and pictures.


 * <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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