Lesson Plans My lessons related to the students interests by incorporating innovative technology, creating PowerPoint lectures, as well as activities

such as games, to interactively use the SMART Board to play them !or my "irst lesson, # created a lesson based on the "our main $nlightenment philosophers # had the students complete a "ishbone graphic organi%er, where they traced the causes o" the American Revolution bac&wards to see how the $nlightenment a""ected the Revolution The lesson pertained to how government in America was in"luenced by the $nlightenment, and 'overnment is one o" the career clusters under $$(A # did not place the students in groups, but # did ma&e sure that the environment was sa"e "or all o" the students by ma&ing sure that students did not have an opportunity to ma&e negative comments The students were given an e)cerpt "rom the (eclaration o" #ndependence to help them see how the speci"ic ideals are present in our government My second lesson was a lecture, and the students were to interactively read along in the te)t with me, in an e""ort to ensure that they were "ollowing along and paying attention #t is also a good way "or the students to remember what they are reading The students were re*uired to complete a Bell Ringer as a pre+assessment, and "ormulate *uestions based on the lecture "or a post+assessment The students learned that the !rench were inspired by the success o" the American Revolution My second lesson also involved government, which is a career cluster in the $$(A standards, and # accommodated "or SS,A by not allowing the students to ma&e negative comments to each other My third lesson was a review game to preparation "or a *ui% the students were going to ta&e on -ationalism and the !rench Revolution The game is called Around the .orld and the entire class stood up to answer *uestions individually #" the student answers correctly, they remain standing/ i" the answer incorrectly, they have to sit down "or the remainder o" the round The winner is the last student standing "or the round The students really en0oyed the game, and # thin& that it made them aware o" the in"ormation that they needed to wor& on and study "or their upcoming *ui% As a post+assessment, the students were to write down two things that they learned "rom the review game This game was an interactive way "or the students to learn, and it involved Arts, Audio+1ideo Technology, and ,ommunications # also accommodated "or the SS,A standards by creating having the students play individually instead o" in groups, in an attempt to cut down on a student "eeling li&e they were being e)cluded "rom the group My "ourth lesson was on the commonalities and di""erences between the Me)ican, 2aitian, Latin American, and South American Revolutions The students were to complete a ,ause and $""ect ,hart, as well as a .ord .all assignment A .ord .all is where the students pic& a vocabulary word, or a person highlighted in the te)t, and they create a depiction o" their perception o" the word, along with the de"inition on the bac& The students answered review *uestions based on the lesson as a post+assessment The lesson accommodated "or the $$(A standards because the lesson involved 'overnment, and it is one o" the career clusters The lesson accounted "or the SS,A standards because while it was interactive, the students were to wor& individually, so the ris& "or negative comments decreased # also wal&ed the room to monitor progress, and to ensure that the students were on tas& and respecting each other

My showcase lesson was on the #ndustrial Revolution, and the students were as&ed to complete a 3.L ,hart, in an attempt to get the students to analy%e and ma&e in"erences about the #ndustrial Revolution A"ter the pre+assessment Bell Ringer, # e)plained how the chart wor&ed # then gave the students about "ive minutes to "ill out what they already &new about the #ndustrial Revolution, and then another "ive minutes about what they want to &now, based o"" o" what they already &now A"ter the lecture, they were to complete the column "or what they have learned, along with a total o" si) 456 *uestions based on the lesson as a post+assessment The lesson discussed technology and societal advancements, and Technology is part o" the si)teen career clusters in the $$(A Standards The students were e)pected to listen to one anothers comments, and be respect"ul o" each other # wal&ed the room to ensure that the students did not ma&e negative comments The SMART Board was essential when teaching all o" my lessons, as well as Microso"t PowerPoint # li&ed that # could be out in "ront with the students, instead o" being stuc& wor&ing a computer the entire lesson # was able to wal& the room and teach at the same time, which also helped me wor& on classroom management s&ills # also used interactive videos in my lessons, as well as charts to help the students see how the in"ormation is connected

Teacher Candidate: $mily Behl&e Lesson # 77877 th Subject/Grade: .orld 2istory9: 'rade Date and Time: 8; 8; 8< at =>;;am Learning Objective: The students are expected to know how the ideals of the Enlightenment philosophers influenced the American Revolution, and consequentially the American government. The students will be able to trace the ideals that influenced and caused the Revolution in a fishbone graphic organi er by reading an excerpt of the !eclaration of "ndependence. Alignment with the Standards> ational Standards: ,,SS+8, ,,SS+?, ,,SS+@, ,,SS+A, ,,SS+5 CSS Standards> -,SS+8> By learning about the American Revolution, students are able to discover how Americans started to create their own culture and customs -,SS+?> This lesson addresses change in how the colonists view and thin& about what government should be -,SS+@> This lesson addresses how the colonists began to identi"y with the ideals o" the $nlightenment, and how they in"luenced their way o" thin&ing and living -,SS+A> The students will see how the government as an institution was "ormed during the Second ,ontinental ,ongress -,SS+5> The students will see how the people were a"raid o" having another absolute monarchy, and they will learn the steps that the "ounding "athers too& to ensure that the new "orm o" government had distinct limitations -,SS+B> The students will learn that the American colonists sought help "rom the !rench during the revolution, and how that relationship in"luenced the !rench Revolution The students will also learn that the colonists connected with the ideals o" the "our $nlightenment philosophers -,SS+8;> The students will learn about the responsibilities o" the new government, and those o" the citi%ens o" the new sovereign nation They will learn that a democracy is a "orm o" government run by the people, "or the people SC Standards: S, :+? A $)plain how the $nlightenment in"luenced the American and !rench revolutions leading to the "ormation o" limited "orms o" government, including the relationship between people and their government, the role o" the constitution, the characteristics o" shared powers, the protection o" individual rights, and the promotion o" the common good $$(A> The lesson will discuss 'overnment and Laws, which are two o" the career clusters in the $$(A Standards SS,A> The lesson will be interactive, however, the students will not be in groups, there"ore monitoring the students "or negative behavior and comments will be easier The students are e)pected to listen to one anothers comments, and they are e)pected to be respect"ul o" one another Develo!mental A!!ro!riateness or Cross"curricular connections: The learning ob0ectives are appropriate in terms o" development because the students will be analy%ing an e)cerpt o" the (eclaration o" #ndependence to trace how the $nlightenment in"luenced the American Revolution The students will need to have a prere*uisite &nowledge o" the $nlightenment philosophers and what they believed in

Assessment#s$ o% the Objectives: Lesson Cb0ective4s6 Assessment4s6 o" the Dse o" !ormative Cb0ectives Assessment The students will be able to Pre+Assessment> The # will use the data collected trace the ideals that students will answer to see i" my teaching influenced and caused the *uestions in a bell ringer methods are e""ective Revolution in a fishbone (uring Assessment> The graphic organi er by students will "ollow along reading an excerpt of the and read interactively in the !eclaration of te)t, and answer *uestions "ndependence. throughout the lesson # will be listening and assessing the *uality o" student answers during the lesson Post+Assessment> The students will "ill out a "ishbone graphic organi%er tracing how the ideals o" the $nlightenment philosophers in"luenced the American Revolution Accommodations> As stated in several students #$Ps, # will give simpli"ied directions o" the lesson, as well as clari"ying and repeating the instructions throughout the lesson as necessary # will also read aloud any and all assignments given in order to accommodate "or the students $arly "inishers, i" any, will be given an assignment in their #S- to complete &aterials> Students will need a pen9pencil, paper, and their #S- # will need to copies o" the e)cerpt "rom the (eclaration o" #ndependence, copies o" the "ishbone graphic organi%er, and the SMART Board 'rocedure> ( # will begin the lesson by as&ing the students to complete their Bell Ringer on a separate sheet o" paper # will give the students A minutes to complete their Bell Ringer be"ore # collect them ) # will e)plain the details o" the lesson, such as going over how the $nlightenment philosophers in"luenced the American Revolution, and then # will let them &now that we will complete a graphic organi%er * # will begin by reading with the students the te)t that discusses the $nlightenment and the revolution The students will read interactively, and by that # mean that they are responsible "or "ollowing along and "illing in the words when # stop in the middle o" a sentence !or e)ample, EThe American Revolution was inspired by the EnlightenmentF with the italici%ed words being the words that the students spea& + A"ter we read the te)t, # will go over the in"ormation again in PowerPoint "orm, to rein"orce what the students 0ust read ,- # will pass out the e)cerpt o" the (eclaration, as well as the "ishbone graphic organi%er, to the students .- # will then read the e)cerpt o" the (eclaration /- A"ter # "inish reading the e)cerpt, # will as& the students to raise their hands and give e)amples o" how the "our $nlightenment

philosophers in"luenced the writers o" the document, and there"ore the revolution itsel" During this time0 1 will assist the students in %illing out the gra!hic organi2er b3 %illing it out with them on the S&A4T 5oard0 as this is li6el3 the %irst time the3 have seen the %ishbone model- 7- At the end o" the lesson, # will as& the students i" they have any *uestions about what they 0ust learned # will collect the "ishbone graphic organi%ers "or a post+assessment 8- #" there is time le"t, the students will be given an assignment in their #S- that rein"orces the material to complete individually until the bell rings Activit3 Anal3sis> An activity that # plan on incorporating in the lesson is the interactive reading strategy # believe that it &eeps the students "ocused an engaged in the material, and that it aids in remembering the material Reading the te)t out loud will also accommodate "or those students who have an #$P in the classroom, because they will be able to better "ollow along with the material i" # am reading aloud with them This activity supports the ob0ectives because the students are reading the te)t about how the $nlightenment in"luenced the American Revolution Another activity that will be used is the "ishbone graphic organi%er This graphic organi%er will assist the students in tracing how the ideals o" the $nlightenment in"luenced the revolution #t will also allow the students to visually see how the events and ideals are connected This lesson intends to target both audio and visual learners, and it incorporates the technology o" the SMART Board so that # can "ill out the organi%er along with the students, and so that the students can have a model to "ollow "or their "irst time using the organi%er

4e%erences: # re"erenced the te)t "rom the #S- that the students use in the class # too& the e)cerpt o" the (eclaration o" #ndependence "rom #a$or %roblems in American &oreign Relations, 'olume "( To )*+, Merrill, (ennis and Patterson, Thomas ' , #a$or %roblems in American &oreign Relations, 'olume "( To )*+, .adsworth ,engage Learning Boston, Massachusetts, ?;8;

IN CONGRESS, July 4, 1776.

The unanimous Declaration o% the thirteen united States o% America0 .hen in the ,ourse o" human events, it becomes necessary "or one people to dissolve the political bands which have connected them with another, and to assume among the powers o" the earth, the separate and e*ual station to which the Laws o" -ature and o" -atureGs 'od entitle them, a decent respect to the opinions o" man&ind re*uires that they should declare the causes which impel them to the separation .e hold these truths to be sel"+evident, that all men are created e*ual, that they are endowed by their ,reator with certain unalienable Rights, that among these are Li"e, Liberty and the pursuit o" 2appiness ++That to secure these rights, 'overnments are instituted among Men, deriving their 0ust powers "rom the consent o" the governed, ++That whenever any !orm o" 'overnment becomes destructive o" these ends, it is the Right o" the People to alter or to abolish it, and to institute new 'overnment, laying its "oundation on such principles and organi%ing its powers in such "orm, as to them shall seem most li&ely to e""ect their Sa"ety and 2appiness Prudence, indeed, will dictate that 'overnments long established should not be changed "or light and transient causes/ and accordingly all e)perience hath shewn, that man&ind are more disposed to su""er, while evils are su""erable, than to right themselves by abolishing the "orms to which they are accustomed But when a long train o" abuses and usurpations, pursuing invariably the same Cb0ect evinces a design to reduce them under absolute (espotism, it is their right, it is their duty, to throw o"" such 'overnment, and to provide new 'uards "or their "uture security ++Such has been the patient su""erance o" these ,olonies/ and such is now the necessity which constrains them to alter their "ormer Systems o" 'overnment The history o" the present 3ing o" 'reat Britain is a history o" repeated in0uries and usurpations, all having in direct ob0ect the establishment o" an absolute Tyranny over these States To prove this, let !acts be submitted to a candid world 2e has re"used his Assent to Laws, the most wholesome and necessary "or the public good 2e has "orbidden his 'overnors to pass Laws o" immediate and pressing importance, unless suspended in their operation till his Assent should be obtained/ and when so suspended, he has utterly neglected to attend to them 2e has re"used to pass other Laws "or the accommodation o" large districts o" people, unless those people would relin*uish the right o" Representation in the Legislature, a right inestimable to them and "ormidable to tyrants only 2e has called together legislative bodies at places unusual, uncom"ortable, and distant "rom the depository o" their public Records, "or the sole purpose o" "atiguing them into compliance with his measures 2e has dissolved Representative 2ouses repeatedly, "or opposing with manly "irmness his invasions on the rights o" the people

2e has re"used "or a long time, a"ter such dissolutions, to cause others to be elected/ whereby the Legislative powers, incapable o" Annihilation, have returned to the People at large "or their e)ercise/ the State remaining in the mean time e)posed to all the dangers o" invasion "rom without, and convulsions within 2e has endeavoured to prevent the population o" these States/ "or that purpose obstructing the Laws "or -aturali%ation o" !oreigners/ re"using to pass others to encourage their migrations hither, and raising the conditions o" new Appropriations o" Lands 2e has obstructed the Administration o" Hustice, by re"using his Assent to Laws "or establishing Hudiciary powers 2e has made Hudges dependent on his .ill alone, "or the tenure o" their o""ices, and the amount and payment o" their salaries 2e has erected a multitude o" -ew C""ices, and sent hither swarms o" C""icers to harrass our people, and eat out their substance 2e has &ept among us, in times o" peace, Standing Armies without the ,onsent o" our legislatures 2e has a""ected to render the Military independent o" and superior to the ,ivil power 2e has combined with others to sub0ect us to a 0urisdiction "oreign to our constitution, and unac&nowledged by our laws/ giving his Assent to their Acts o" pretended Legislation> !or Iuartering large bodies o" armed troops among us> !or protecting them, by a moc& Trial, "rom punishment "or any Murders which they should commit on the #nhabitants o" these States> !or cutting o"" our Trade with all parts o" the world> !or imposing Ta)es on us without our ,onsent> !or depriving us in many cases, o" the bene"its o" Trial by Hury> !or transporting us beyond Seas to be tried "or pretended o""ences !or abolishing the "ree System o" $nglish Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an e)ample and "it instrument "or introducing the same absolute rule into these ,olonies> !or ta&ing away our ,harters, abolishing our most valuable Laws, and altering "undamentally the !orms o" our 'overnments> !or suspending our own Legislatures, and declaring themselves invested with power to legislate "or us in all cases whatsoever 2e has abdicated 'overnment here, by declaring us out o" his Protection and waging .ar against us 2e has plundered our seas, ravaged our ,oasts, burnt our towns, and destroyed the lives o" our people 2e is at this time transporting large Armies o" "oreign Mercenaries to compleat the wor&s o" death, desolation and tyranny, already begun with circumstances o" ,ruelty J per"idy scarcely paralleled in the most barbarous ages, and totally unworthy the 2ead o" a civili%ed nation 2e has constrained our "ellow ,iti%ens ta&en ,aptive on the high Seas to

bear Arms against their ,ountry, to become the e)ecutioners o" their "riends and Brethren, or to "all themselves by their 2ands 2e has e)cited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants o" our "rontiers, the merciless #ndian Savages, whose &nown rule o" war"are, is an undistinguished destruction o" all ages, se)es and conditions #n every stage o" these Cppressions .e have Petitioned "or Redress in the most humble terms> Cur repeated Petitions have been answered only by repeated in0ury A Prince whose character is thus mar&ed by every act which may de"ine a Tyrant, is un"it to be the ruler o" a "ree people -or have .e been wanting in attentions to our Brittish brethren .e have warned them "rom time to time o" attempts by their legislature to e)tend an unwarrantable 0urisdiction over us .e have reminded them o" the circumstances o" our emigration and settlement here .e have appealed to their native 0ustice and magnanimity, and we have con0ured them by the ties o" our common &indred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence They too have been dea" to the voice o" 0ustice and o" consanguinity .e must, there"ore, ac*uiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest o" man&ind, $nemies in .ar, in Peace !riends .e, there"ore, the Representatives o" the united States o" America, in 'eneral ,ongress, Assembled, appealing to the Supreme Hudge o" the world "or the rectitude o" our intentions, do, in the -ame, and by Authority o" the good People o" these ,olonies, solemnly publish and declare, That these Dnited ,olonies are, and o" Right ought to be !ree and #ndependent States/ that they are Absolved "rom all Allegiance to the British ,rown, and that all political connection between them and the State o" 'reat Britain, is and ought to be totally dissolved/ and that as !ree and #ndependent States, they have "ull Power to levy .ar, conclude Peace, contract Alliances, establish ,ommerce, and to do all other Acts and Things which #ndependent States may o" right do And "or the support o" this (eclaration, with a "irm reliance on the protection o" divine Providence, we mutually pledge to each other our Lives, our !ortunes and our sacred 2onor

Teacher Candidate: $mily Behl&e Lesson # 77?77 Subject/Grade: .orld 2istory9:th 'rade Date and Time: 8; 8: 8< at =>;;am Learning Objective: The students are expected to know what the &rench Revolution was, as well as identify and trace the causes of the &rench Revolution. Throughout the lesson, the students will create their own questions about the information. Alignment with the Standards: ational Standards: ,,SS+8, ,,SS+?, ,,SS+@, ,,SS+A, ,,SS+5 CSS Standards: -,SS+8> By learning about the !rench Revolution, students are able to discover how the !rench were inspired by the American Revolution -,SS+?> This lesson addresses change in how the !rench peasants viewed their government, in light o" the success o" the American Revolution -,SS+@> (uring the lesson, the students will learn about Louis K1#, and how the way he ruled his country in"luenced the !rench Revolution -,SS+A> This lesson addresses how the !rench were in"luenced by the Americans, and how they began to "ight "or their rights as individuals The students will also see how the government that the !rench &new was crumbling -,SS+5> The students will see how the people were tired o" being oppressed by their government and how they "ought hard "or their independence -,SS+B> The students will learn that because the !rench assisted the Americans during the American Revolution, that it in turn "ueled the spar& "or the !rench Revolution -,SS+8;> The students will learn about the three estates that were in place in !rance be"ore the revolution, and how they changed during and a"ter the revolution SC Standards: S, :+< 8> $)plain the causes, &ey events and outcomes o" the !rench Revolution, including the storming o" the Bastille, the Reign o" Terror and -apoleons rise to power $$(A> The lesson will discuss various governmental systems in place in !rance during the revolution SS,A> The students are e)pected to listen to one another and be respect"ul o" each others comments Develo!mental A!!ro!riateness or Cross"curricular connections: The lesson ob0ectives are appropriate in terms o" development because the students will learn the multiple causes o" the !rench Revolution, one o" them being the American Revolution

Assessment#s$ o% the Objectives: Lesson Cb0ective4s6 Assessment4s6 o" the Dse o" !ormative Analysis Cb0ectives The students are expected Pre+Assessment> The The data collected in this to know what the &rench students will answer lesson will be added to the Revolution was, as well as *uestions in a bell ringer, data collected in my identify and trace the which # will collect previous lesson # will use causes of the &rench (uring Assessment> The the collective data to see i" Revolution. Throughout the students will "ollow along my teaching methods are lesson, the students will and read interactively in the e""ective create their own questions te)t, and answer *uestions about the information. throughout the lesson # will be listening and assessing the *uality o" student answers during the lesson Post+Assessment> The students turn in the *uestions they created during the lesson Accommodation: As stated in several students #$Ps, # will give simpli"ied directions o" the lesson, as well as clari"ying and repeating the instructions throughout the lesson as necessary # will also read aloud any and all assignments given in order to accommodate "or the students $arly "inishers, i" any, will be given an assignment in their #S- to complete &aterials: Students will need a pen9pencil, paper, and their #S- # will need the PowerPoint and the SMART Board 'rocedure> ( # will begin the lesson by as&ing the students to complete their Bell Ringer on a separate sheet o" paper # will give the students A minutes to complete their Bell Ringer be"ore # collect them ) A"ter the Bell Ringer is collected, # will then e)plain that we are beginning the !rench Revolution * # will then begin to read with the students the te)t that discusses the !rench Revolution The students will read interactively, and by that # mean that they are responsible "or "ollowing along and "illing in the words when # stop in the middle o" a sentence !or e)ample, EThe &rench Revolution was inspired by the American RevolutionF with the italici%ed words being the words that the students spea& +- A"ter we read the te)t, # will go over the in"ormation again in PowerPoint "orm, to rein"orce what the students 0ust read ,- (uring the PowerPoint, # will show the students primary images o" in"luential people and leaders during the revolution, such as Louis K1#, Marie Antoinette, and -apoleon "rom the Library o" ,ongress data base .Periodically throughout the lesson, # will stop and as& the students what *uestions they have created, and then have their classmates answer the *uestions /- At the end o" the lesson, # will as& the students i" they have any *uestions about what they 0ust learned #

will collect the *uestions the students "ormed "or a post+assessment 8- #" there is time le"t, the students will be given an assignment in their #S- that rein"orces the material to complete individually until the bell rings Activit3 Anal3sis> An activity that # plan on incorporating in the lesson is the interactive reading strategy # believe that it &eeps the students "ocused an engaged in the material, and that it aids in remembering the material Reading the te)t out loud will also accommodate "or those students who have an #$P in the classroom, because they will be able to better "ollow along with the material i" # am reading aloud with them This activity supports the ob0ectives because the students are reading the te)t about how the causes o" the !rench Revolution Another activity that will be used is having the students creating their own *uestions # believe this activity will &eep the students "ocused and interested in the material The students have been as&ed to "orm their own *uestions in their #S- "or a while now, so they will be com"ortable having this in their routine By "orming their own *uestions, the students comprehend the material 4e%erences: # re"erenced the te)t "rom the #S- that the students use in the class #mages in the PowerPoint were ta&en "rom the Library o" ,ongress www loc gov

Teacher Candidate> $mily Behl&e Lesson # 77<77 Subject/Grade> .orld 2istory9:th 'rade Date and Time> 88 ;A 8< at =>;;am Learning Objective: The students will be able to identify the meaning of nationalism, and the events that led to the spread of nationalism, such as -apoleon .onaparte, the /ongress of 'ienna, and the -apoleonic 0ars. Alignment with the Standards: ational Standards: ,,SS+8, ,,SS+?, ,,SS+@, ,,SS+A, ,,SS+5 CSS Standards: -,SS+8> By learning about -ationalism, students are able to discover how the actions and "eelings o" people o" a nation are in"luenced -,SS+?> This lesson addresses change in how the !rench peasants viewed their government, such as having pride in their country and leader -,SS> The students will learn how -ationalism a""ected the !rench nation as a whole, "rom the peasants to -apoleon Bonaparte -,SS+@> (uring the lesson, the students will learn about how the !rench citi%ens rallied around each other to create the EnewF !rench identity -,SS+A> This lesson addresses how the !rench were in"luenced by "eelings o" pride and nationalism, and how that helped -apoleon in the early stages o" the -apoleonic .ars -,SS+5> The students will see how -apoleons e)pansion into other territories gave the people something to be proud o" -,SS+B> The students will learn that because o" the -apoleonic .ars, the !rench identity and nationalism spread -,SS+8;> The students will learn about nationalism, and how it in"luenced what it meant to be a !rench citi%en SC Standards: S, :+< ?> Analy%e the e""ects o" the -apoleonic .ars on the development and spread o" nationalism in $urope, including the ,ongress o" 1ienna, the revolutionary movements o" 8=<; and 8=@=, and the uni"ication o" 'ermany and #taly $$(A> This lesson will include technology such as an interactive review game o" Heopardy, which is part o" the Arts, Audio+1ideo Technology, and ,ommunications SS,A> (uring the review game, the students are e)pected to listen to one another and be respect"ul o" each others comments and answers Develo!mental A!!ro!riateness or Cross"Curricular Connections> The learning ob0ectives are appropriate in terms o" development because the students will be reviewing material on nationalism "or their upcoming assessment The students will need to have prere*uisite &nowledge o" -apoleon Bonaparte, the -apoleonic .ars, and the meaning o" nationalism

Assessment#s$ o% the Objectives:

Lesson Cb0ective4s6 The students will be able to identify the meaning of nationalism, and the events that led to the spread of nationalism, such as -apoleon .onaparte, the /ongress of 'ienna, and the -apoleonic 0ars.

Assessment4s6 o" the Cb0ectives Pre+Assessment> The students will answer *uestions in a bell ringer (uring Assessment> # will be monitoring the students to see i" they are answering the Heopardy *uestions correctly, and noting which students are answering incorrectly Post+Assessment> The students will be as&ed to write down two things that they learned "rom the review game on a separate sheet o" paper to be ta&en up

Dse o" !ormative Assessments # will use the data collected to see i" my teaching methods are e""ective, which will come to light when writing my Teacher .or& Sample

Accommodation: As stated in several students #$Ps, # will give simpli"ied directions o" the lesson, as well as clari"ying and repeating the instructions throughout the lesson as necessary # will also read aloud any and all assignments given in order to accommodate "or the students $arly "inishers, i" any, will be given an assignment in their #S- to complete &aterials: Students will need a pen9pencil and paper # will need the PowerPoint and the SMART Board 'rocedures 8 A"ter the students are seated, # will begin the lesson by as&ing the students to complete their Bell Ringer on a separate sheet o" paper ? A"ter about "ive minutes, # will collect their Bell Ringers < # will then as& the students to clear their des&s A"ter that is completed, # will begin discussing the directions "or the game @ A$ $veryone will be as&ed to stand up beside their des&s 5$ The students will be given a *uestion to answer individually #" the student answers correctly, they remain standing #" the student answers incorrectly, they must sit down #" a *uestion is at "irst answered incorrectly, it will be recycled to the ne)t student C$ #" a seated student wishes to enter bac& into the game, they must be ne)t in line "or a recycled *uestion, and they must answer it correctly D$ The last student to remain standing wins the game A A"ter the game is completed, or there is only "ive minutes remaining in the class period, which ever one comes "irst, the students will be as&ed to get out a piece o" paper

5 : =

As a post+assessment, the students will write down one to two things that they learned or were clari"ied during the review lesson The post+assessment will be collected as the students leave the classroom #" any o" the students, or the class a whole, cannot handle the review game, a independent wor&sheet will be given to the students to wor& on "or the class period, and will be collected at the end o" the lesson "or assessment

Activit3 Anal3sis: # thin& that Heopardy is a great interactive game "or the students to play to prepare them "or their upcoming assessment on -ationalism The activity supports the lesson ob0ective because it is a way to evaluate how much the students &now about -apoleon, the ,ongress o" 1ienna, the -apoleonic .ars, and nationalism # will read each review *uestion aloud "or those students who have reading accommodations Another activity that might be used as an alternative is a wor&sheet reviewing nationalism This wor&sheet will be used i" the students behavior gets out o" hand, and the students can no longer handle playing Heopardy The review wor&sheet also supports the lesson ob0ective because it also evaluates each students understanding o" nationalism 4e%erences: # re"erenced the te)t "rom the #S- that the students use in the class

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-ationalism Review .or&sheet 8 ? .hat title did -apoleon give himsel" in 8=;@L 7777777777777777777777777777 .hat two countries in $urope were not part o" -apoleons $mpireL 7777777777777777777777777777777777777777777777777777777777 < .ho became &ing a"ter -apoleon diedL 7777777777777777777777777777 @ .hat battle eventually stopped -apoleonL 7777777777777777777777777777777 A .hat ideas were spread by -apoleons soldiersL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77 5 -apoleons decision o" "orcing con*uered nations to practice !rench cultures and customs eventually led to 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 : .hat was a cause o" Austria, Prussia, #taly, and Portugal wanting -apoleons rule out o" their countryL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 = .hat is it called when a person has pride in ones country, and that the loyalty "elt is to a shared cultureL 777777777777777777777777777777777777777777777777 B .hat are two characteristics o" nationalism and what do they meanL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 8; .hat became the slogan "or the !rench while nationalism was spreadingL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77 88 .ho were the 'reat Powers at the ,ongress o" 1iennaL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 8? .hat nation was created at the ,ongress o" 1iennaL 77777777777777777777777777777777777777777777777777777777777777777

8< 2ow long did peace 4meaning no ma0or wars6 last in $urope a"ter the ,ongress o" 1iennaL 77777777777777777777777777777777777777777777777777777777777777777 7 8@ .ho rebelled against the Cttoman Tur&s in 8=?8L 77777777777777777777777777777777777777777777777777777777777777777 7 8A .hat countries supported the 'ree&s during their rebellionL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77 85 .hat two countries gave power bac& to a monarch a"ter "ighting bac& their independence in a revolutionL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77 8: .ho was overthrown "or a republic in 8=@=L 77777777777777777777777777777 8= .ho named himsel" emperor a"ter being elected the president in !ranceL 77777777777777777777777777777777777777777777777777777777777777777 8B .hat is a liberalL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 ?; .hat is a conservativeL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 ?8 .hat is a Hun&erL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 ?? .hat is the de"inition o" uni"icationL 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 77777777777777777777777777777777777777777777777777777777777777777 777 ?< .ho became the emperor o" all o" 'ermanyL 77777777777777777777777777777777777777777777777777777777777777777 7 ?@ .ho led to the uni"ication o" the -orthern #talian statesL 77777777777777777777777777777777777777777777777777777777777777777 7 ?A .ho became 3ing over all o" #talyL 777777777777777777777777777777777777

Teacher Candidate> $mily Behl&e Lesson # 77@77 th Subject/Grade> .orld 2istory9: 'rade Date and Time> 88 8? 8< at =>;;am Learning Objective: The students are expected to know the commonalities and differences between the 1aitian, #exican, 2atin American, and 3outh American Revolutions, and how they were inspired by Enlightenment ideas and spread through nationalism. Alignment with the Standards: ational Standards: ,,SS+8, ,,SS+?, ,,SS+@, ,,SS+A, ,,SS+5 CSS Standards: -,SS+8> By learning about the various revolutions in the Latin and South American region, students are able to discover how the actions and "eelings o" people o" a nation are in"luenced -,SS+?> This lesson addresses change in how the social structure was viewed by the Peninsulares, ,reoles, Mesti%os, and Mulattos, and how the people were tired o" being oppressed by the $uropean nations that coloni%ed them -,SS> The students will learn how nationalism and $nlightenment ideas a""ected Latin American and South American colonies, leading to revolutions "or independence They will also see how the distance between the colonies and the Emother countriesF helped the success o" the revolutions -,SS+@> (uring the lesson, the students will learn about how the people o" Latin and South America rallied around each other to "ight "or independence "rom the $uropean countries controlling them, and how they created their own identity -,SS+A> This lesson addresses how the Peninsulares, ,reoles, Mesti%os, and Mulattos were in"luenced by "eelings o" pride and nationalism, as well as $nlightenment ideas, and how they wanted to "orm their own independent government -,SS+5> The students will see how $uropean control in Latin and South America was wea&ening, and how that aided the revolutions

-,SS+B> The students will learn that because o" nationalism and the $nlightenment ideas spreading in $urope and -orth America, the people o" Latin and South America saw the type o" "reedom and government that they wanted "or themselves -,SS+8;> The students will learn about how nationalism spread into the area o" Latin and South America, and that casued the people to rise against the oppressive government o" $uropean nations SC Standards: S, Standard :+< <> $)plain how the 2aitian, Me)ican, and South American revolutions were in"luenced by $nlightenment ideas as well as by the spread o" nationalism and the revolutionary movements in the Dnited States and $urope $$(A> The lesson will discuss 'overnment, such as the rebelling against the governmental system in place in "avor "or a new independent one 'overnment is part o" the si)teen career clusters in the $$(A Standards SS,A> The lesson will be interactive, however the students will not be in groups, there"ore monitoring the students "or negative comments and behavior will be easier The students are e)pected to listen to one anothers comments or *uestions, and they are e)pected to be respect"ul o" one another Develo!mental A!!ro!riateness or Cross"Curricular Connections: The learning ob0ectives are appropriate in terms o" development because the students will be analy%ing the Latin and South American Revolutions, and applying what they discover in a ,ause and $""ect chart in their #S-, as well as creating their own depiction o" a vocabulary word on a 0umbo si%ed note card Assessment#s$ o% the Objectives Lesson Cb0ective4s6 Assessment4s6 o" the Cb0ectives The students will be able to Pre+Assessment> The analy e the 2atin and 3outh students will answer American revolutions to *uestions in a bell ringer trace the causes and effects (uring+Assessment> The of the events, as well as students are e)pected to create a depiction of complete a ,ause and vocabulary words such as $""ect chart in their #S-, as Peninsulares well complete the .ord .all assignment Post+Assessment> The students will be as&ed to answer review *uestions on Latin and South American revolutions, as they will be given an assessment on this section .ednesday Dse o" !ormative Assessment # will use the data collected to see i" my teaching methods are e""ective, which will come to light when writing my Teacher .or& Sample

Accommodation: As stated in several students #$Ps, # will give simpli"ied directions o" the lesson, as well as clari"ying and repeating the instructions throughout the lesson as

necessary # will also read aloud any and all assignments given in order to accommodate "or the students $arly "inishers, i" any, will be given an assignment in their #S- to complete &aterials: Students will need a pen9pencil, crayons, colored pencils, mar&ers and paper # will need 0umbo+si%ed note cards, PowerPoint and the SMART Board 'rocedure> B A"ter the students are seated, # will begin the lesson by as&ing the students to complete their Bell Ringer on a separate sheet o" paper 8; A"ter about "ive minutes, # will collect their Bell Ringers 88 # will then as& the students to get out their #S-s to review in"ormation in the te)t be"ore completing the ,ause and $""ect chart on page 5@ 8? The students will be given about "ive to ten minutes to complete the chart, a"ter which # will call on students to answer what they put in the ,ause bo), the $""ect bo), and the Solution bo) 8< A"ter the students have completed the chart, # will write some important vocabulary words, events, and people on the board # will then call on students that are sitting *uietly with their hands raised to pic& what term they would li&e to draw "or the .ord .all 8@ A"ter the Bell Ringer, a little review, and the completion o" the chart, there should be roughly thirty more minutes le"t in the period # will give the student about 8A+ ?; minutes to complete the .ord .all activity 8A A"ter the students have turned in their note card "or the .ord .all, # will pull up some review *uestions on Latin and South American revolutions "or the students to answer as a post+assessment The students will be given an assessment by The teacher on .ednesday, and the review *uestions will prepare them "or what will be on the assessment Activit3 Anal3sis: # thin& that having the students complete a ,ause and $""ect chart will assist the students in "urther developing critical thin&ing s&ills, as well as s&ills in analy%ing historical material to reach a conclusion The activity supports the lesson ob0ective because it is a way to evaluate how well the students understand that certain events in Latin and South America led to revolution # will read the instructions aloud as many times as needed "or those students who have reading accommodations Another activity that might be use"ul is the .ord .all activity The students will be given a word to draw based on their own perception o" the de"inition This activity allows the student to e)press how they thin& about a historical terms, whether its a person, place, or ob0ect 4e%erences: # re"erenced the te)t "rom the #S- that the students use in the class

Problem> Social class struggle and discontent e)isted in the colonies in Latin America

$""ects> People li&e Toussaint LCverture, Simon Bolivar, Padre Miguel y ,ostilla 2idalgo, Agustin de #terbide and Hose San Martin rallied their countrymen together to "ight "or their "reedom "rom $uropean countries

,auses> The colonies were struggling with social ine*uality, and were inspired by the $nlightenment, the American revolution, nationalism, and the ideas o" liberty and e*uality

Solution> 2aiti, Me)ico, 1ene%uela and other countries gained independence !rom 8=8B+8=<8, 'ran ,olombia e)isted, which was the uni"ication o" 1ene%uela, ,olombia, $cuador, and Panama as one country Stability in government was o"ten hard to achieve

Teacher Candidate> $mily Behl&e Lesson # 77A77 Subject/Grade> .orld 2istory9:th 'rade Date and Time> 88 8B 8< at =>;;am Learning Objective: The students are expected to identify the factors that led to the "ndustrial Revolution in 4reat .ritain, and how the Revolution influenced advancement around the world. Alignment with the Standards: ational Standards: ,,SS+8, ,,SS+?, ,,SS+@, ,,SS+A, ,,SS+5 CSS Standards: -,SS+8> By learning about the #ndustrial Revolution, the students are able to discover how the development o" "actories, labor "orces, and transportation systems changed society and how people lived their lives -,SS+?> This lesson addresses how industriali%ation changed how people lived -,SS+<> The students will learn how the environment in 'reat Britain was in"luenced by the #ndustrial Revolution, by improving the sanitation *uality -,SS+A> This lesson addresses how 'reat Britains economy boomed due to trade, and how the "ormation o" the "acotry system aided the increase in capitol

-,SS+5> The students will see how 'reat Britain became a global power by controling colonies all over the world, and how the colonies helped to increase trade and capitol in 'reat Britain -,SS+:> This lesson addresses the advancement o" the labor "orce, "actory system, transportation system, and technology in 'reat Britian during the #ndustrial Revolution -,SS+=> This lesson addresses the advancement o" the labor "orce, "actory system, transportation system, and technology in 'reat Britian during the #ndustrial Revolution -,SS+B> The students will learn that the #ndutrial Revolution spread all over the world and a""ected how societies lived SC Standards: S, :+< @> $)plain how the #ndustrial Revolution caused economic, cultural, and political changes around the world $$(A> The lesson will discuss technology and societal advancements, such as the "actory system, transportation systems, labor "orce, and the improvement o" sanitation *uality Technology is part o" the si)teen career clusters in the $$(A Standards SS,A> The lesson will be interactive, however the students will not be in groups, there"ore monitoring the students "or negative comments and behavior will be easier The students are e)pected to listen to one anothers comments or *uestions, and they are e)pected to be respect"ul o" one another Develo!mental A!!ro!riateness or Cross"Curricular Connections: The learning ob0ectives are appropriate in terms o" development because the students will be analy%ing the "actors that led to the #ndustrial Revolution and applying the in"ormation in a 3.L ,hart

Assessment#s$ o% the Objectives: Lesson Cb0ective4s6 Assessment4s6 o" the Cb0ectives The students will be able to Pre+Assessment> The identify and analy e the students will answer factors that led to the *uestions in a bell ringer "ndustrial Revolution, such (uring+Assessment> The as population increase, students are e)pected to increased labor force, "ollow along in the te)t, as factory system, and well as "ormulate their own transportation systems. The *uestions and write them students will be able to down in their #S-s apply the information in a Post+Assessment> The 502 /hart. students are e)pected to "ill out and complete a 3.L ,hart based on their previous &nowledge o" the

Dse o" !ormative Assessment # will use the data collected to see i" my teaching methods are e""ective, which will come to light when writing my Teacher .or& Sample

#ndustrial Revolution, and ending with what they learned about the #ndustrial Revolution Accommodation: As stated in several students #$Ps, # will give simpli"ied directions o" the lesson, as well as clari"ying and repeating the instructions throughout the lesson as necessary # will also read aloud any and all assignments given in order to accommodate "or the students $arly "inishers, i" any, will be given an assignment in their #S- to complete &aterials: Students will need a pen9pencil and their #S- # will need copies o" the 3.L ,hart, PowerPoint and the SMART Board 'rocedure> 85 A"ter the students are seated, # will begin the lesson by as&ing the students to complete their Bell Ringer on a separate sheet o" paper 8: A"ter about "ive minutes, # will collect their Bell Ringers 8= # will then pass out the 3.L ,hart to review what the students learned the previous day about the #ndustrial Revolution # will give the students about "ive minutes to complete the M3 column o" the chart A"ter the students have 0otted down a "ew things, # will as& "or volunteers to read aloud what they wrote in their column 8B Then, # will provide the students with "ive more minutes to complete the M. column o" the chart, as&ing them to write down three to "our things that they want to learn about the #ndustrial Revolution ?; A"ter the students are done "illing out the column, # will as& them to get out their #S-s and turn to page :? ?8 As # read the te)t, the students are e)pected to interactively read along with me .hen # stop, the students are to "ill in the ne)t word in the sentence ?? The students are e)pected to &eep trac& o" "illing out the ML column o" the 3.L ,hart throughout the lesson, but # will also provide a "ew minutes at the end o" the lesson "or the students to complete the chart Activit3 Anal3sis: # thin& that having the students complete a 3.L ,hart will assist the students in "urther developing critical thin&ing s&ills, such as being able to trace what they already &now to hypothesi%e what might be coming ne)t The activity supports the lesson ob0ective because it is a way to evaluate how well the students understand the #ndustrial Revolution # will read the instructions aloud as many times as needed "or those students who have reading accommodations Another activity that might be use"ul is interactive reading The students will have to "ollow along in order to "ill in the ne)t word in the sentence, and the students will better comprehend and remember the in"ormation i" they helped to read about it in the te)t 4e%erences:

# re"erenced the te)t "rom the #S- that the students use in the class

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#ndustrial Revolution 3.L ,hart .hat # Already 3now .hat # .ant to 3now .hat # 2ave Learned

3.L ,hart 'rading Rubric Re*uirements 3 ,olumn $)cellent 48A+88 pts6 The students have A or more e)amples o" what 'ood 48;+5 pts6 The students have @ e)amples o" what they -eeds #mprovement 4A+8 pts6 The students have < or less e)amples o" Total>

. ,olumn

they already &now about the #ndustrial Revolution The students have A or more e)amples o" what they want to &now, or what they thin& will come ne)t, in the #ndustrial Revolution The students have A or more e)amples o" what they have learned, whether their EpredictionsF in the M. ,olumn were correct, or they discovered something new The students wrote their comments9*uestions in a clear and concise manner, demonstrating their comprehension o" what the #ndustrial Revolution was The students wor& only had 8+? grammar mista&es

already &now about the #ndustrial Revolution

L ,olumn

,larity9,omprehension

what they already &now about the #ndustrial Revolution The students have @ The students have < e)amples o" what they or less e)amples o" want to &now, or what what they want to they thin& will come &now, or what they ne)t, in the #ndustrial thin& will come ne)t, Revolution in the #ndustrial Revolution The students have @ The students have < e)amples o" what they or less e)amples o" have learned, whether what they have their EpredictionsF in the learned, whether their M. ,olumn were EpredictionsF in the correct, or they M. ,olumn were discovered something correct, or they have new discovered something new The students wrote their The students comments in a clear and comments were concise manner, unclear, and showed demonstrating that they little evidence o" understand the basics o" comprehending the the #ndustrial #ndustrial Revolution Revolution was The The students wor& students wor& had <+@ had A or more grammar mista&es grammar mista&es TOTAL: