UMF Unit-Wide Lesson Plan

Name: Bradley Howes Program: Secondary Course: EDU 460 Student

Education Teaching Field Experience
Lesson Topic / Title: Civil Conversation on the Theory of the State

Lesson Date: Lesson Length: 40 minutes Grade/Age: 12

Learning Objectives & Content Standard Alignment ​- Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.
Learning Objective(s) Instructional Decisions / Reasoning
• Students will analyze and articulate their beliefs on • As seniors preparing to graduate, it is essential
the four theories of how states developed. for students to analyze their personal belief
and provide a rationale to justify them.
• Participating in a structured and welcoming
discussion encourages students to share
diverse viewpoints and beliefs.
• In order to understand different states, students
must know the major theories in the
development of states.

Content Standard(s) Instructional Decisions / Reasoning

Maine Learning Results revised 2019
Civics & Government 1​: 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 by:
(F1)​ Explaining that the study of government
includes the structures, functions, institutions, and
forms of government.
● Students cannot properly study the US or
other forms of government without
understanding the different theories on
how States formed.
● Examples of each theory can be found in
various cultures throughout history.
● The discussion-based format of the
lesson closely aligns with the democratic
values of the American Political System.

Civics & Government 3​: Students understand

political and civic aspects of cultural diversity by:

 
 (D2) ​Analyzing the political structures, political
power, and political perspectives of the diverse
historic and current cultures of the United States and
the world.
Assessment -​ Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
The purpose of this lesson is to address Learning
Objective 1 in regards to the four theories on the
development of States. The Civil Conversation serves
as a formative assessment, allowing me to gauge each
student’s understanding of the various theories and
provide feedback when necessary. The exit tickets
serve as a summative assessment that will allow me
to analyze what the students learned. The exit ticket
will further allow me to provide feedback on
arguments raised by the students
Instructional Materials and Resources ​- Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and/or Technology
Book
Internet Device
Terms List
Translation List
Exit Tickets
Blank Paper
Talking Object
Recording Device
● Civil Conversation and Notes serve as a
Formative Assessment.
● Exit Ticket serves as a Summative
Assessment.
● The data from the exit ticket will be used
to verify if the students understand the
theories or if further instruction is
required.
● The exit ticket further serves to gauge
the understanding of the ELL students in
order to see their current english
comprehension level.
Instructional Decisions / Reasoning
● The book, internet device, and terms list
provides the background information to
inform the discussion. This allows
students to examine multiple mediums of
information in order to construct their
argument.
● The Talking Object serves to structure
the discussion and provided a physical
identifier of who is speaking.
● The Translation List is an
accommodation for two students whose
native languages are portuguese and
spanish. Though both have a moderate
understanding of English, the list is
comprised of important terms and their
translations.
● The blank paper is meant for students to
take notes on the discussion. This will
make completing the exit ticket at the
end easier.
 Instructional Methods: ​ Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.

 
 Teaching and Learning Sequence
40 minutes
Civil Conversation Set-up: 5 minutes:
I will begin the lesson by explaining the procedures
of a Civil Conversation Discussion. Civil
Conversation is a discussion method similar to a
Socratic Circle and debate. A Civil Conversation is
conducted in two rounds. The first round allows each
student to state their opinion on the matter. During
this round students remain are actively listening to
hear what their colleagues think on the topic. The
second round is when students can debate with each
other. I will be using a talking object in order to
structure the argument. Students who wish to speak
will signal, either verbally or physically, along with
me queueing the order of people if multiple people
want to speak at the same time.
Research: 10 minutes:
To prepare for this discussion, each student will be
given ten minutes to research the four major theories
(Force Theory, Evolutionary Theory, Divine Right
Theory, and Social Contract Theory). I will provide a
handout which summarizes the four theories.
Students will use the handout, the book, or the
internet to research the topics and determine which
one they believe.
Instructional Decisions / Reasoning
● A Civil Conversation discussion
provides a structured conversation that
allows each student to share their
thoughts. A major problem in other
discussion formats is students
dominating the conversation or some
students not being able to share.
● According to Pre-Test data, students do
not know the different theories involved
in the formation of States. I also believe
that the ability to synthesize information
in a short time frame is an essential skill.
● According to data from a survey I
conducted, a large majority of my
students prefer whole class discussion
and describe themselves as talkative.
● This lesson is meant to introduce the
concept of Social Contract Theory, a
major contributor in the foundation of
the American Government. When
discussing the Articles of Confederation,
the Constitution, and the Bill of Right, it
is essential for students to understand
how these documents are influenced by
the Social Contract Theory.

Civil Conversation: 20 minutes:

The first round of the Conversation begins with each
student stating which of the four theories they most
believe caused the origin of States along with a brief
rationale. Once each student has spoken, the second
round begins. The objective of the second round is
for students to debate. I will facilitate the discussion
and keep the discussion directed.

Wrap-up: 5 minutes:
The wrap-up of the Conversation will involve me
highlighting some of the arguments raised during the
discussion. I specifically will stress that each of these
are theories, so there is no right answer. That being
said, when we look at the foundations and belief of
the United States, the founders of the United States
believed in the Social Contract Theory. Examples of
 
 this belief can be seen in the Constitution and Bill of
Rights, which we will be discussing in the throughout
the class. I will then hand out an exit ticket. Each
student will answer the following questions: 1: List
one thing you learned today and 2: List one argument
you found interesting during the discussion.
Meeting students’ needs (differentiation, Instructional Decisions / Reasoning
extensions, modifications, accommodations) ● ELL students typically have a better
Student 1: This student is a female Brazillian student understanding while speaking compared
with limited English proficiency. In data obtained to writing. By formatting this lesson to
from a survey along with several conversations with be primarily discussion based, I am able
the student, she considers her English to be decent to design the lesson towards the students
but not great. Given this information, I have included strengths.
a translation list of several important terms in the ● The inclusion of a translation sheet will
Terms List. assist in their understanding of written
Student 2: This student is a female (Spanish Country) English.
student with limited English proficiency.

Field Course Only – Post lesson

Reflection
I am very satisfied with how this lesson was implemented. The most successful part of the lesson
was framing the discussion in the form of a Civil Conversation. From conversations I had with my
students afterward, most had never participated in debates and Socratic Circles, so they found a Civil
Conversation to be a refreshing way of talking about content. I also believe the students met the
lesson objective. The way in which I structured the discussion allowed each person to share which
theory they believed and justify it. The discussion that I facilitated afterward allowed students to
discuss the validity and flaws of each theory. Further confirming that the students met the learning
goal was the responses I received from the exit ticket. Most students began the lesson with little to
no understanding of the four different theories. By the end of the lesson, students not only
understood the different theories but could also analyze and articulate their reasoning. For my ELL
students, both stated that a translation guide for some of the difficult words really helped them in
understanding the theories. This is proven given their contributions to the discussion and their exit
slips.

One thing I would change or alter to my lesson would be the research gathering process. Though I
did provide a brief summary of each theory, I would include specific links to websites and other
useful resources. Most students have not acquired active research and study skills. In order to foster
this objective, I would provide scaffolding in the form of websites and other sources. As the semester
continues, I would slowly remove specific links in favor of independent research. Another thing I
would consider changing would be the initial set up of the room. In order to circle up for the

 
 conversation, we had to move around the desk, which cost class time. Next time I do a Civil
Conversation or something similar I would consider having the classroom already arranged.

I believe all the students met the learning objectives for the lesson. From the data I have plus
informal conversations, each student is capable of articulating the principles of each theory and
justifying which one they favor.
Teaching Standards and Rationale

Potential Standards
Standard #2 Learning Differences The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that allow each learner to reach
his/her full potential.
2 (e) Incorporates tools of language development into planning and instruction, including strategies for
making content accessible to English language learners and for evaluating and supporting their
development of English proficiency.
The educator designs inclusive instruction with intentional strategies and tools meant to ensure content is
accessible for English language learners and students from diverse backgrounds, cultures, and
communities so each student can achieve their full potential.

When designing this lesson, I planned everything around making my lesson as accessible for my English
language learners as possible. I chose the Civil Conversation format because it allowed both English
language learners the ability to discuss their thoughts and beliefs. A Civil Conversation allows each
student the ability to discuss the validity of their theories. The major problem I encountered with a Civil
Conversation however was the prior research each student needed to do. However, I used the tools
available to create a Portuguese-Spanish-English translation sheet, with the most important and difficult
terms listed and translated. Coupled with the translation sheet, each student had access to the internet, so
both students could conduct their research in their own language.

Standard 5: Innovative Applications of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.
5 (e) Develops learners' communication skills in disciplinary and interdisciplinary contexts by creating
meaningful opportunities to employ a variety of forms of communication that address varied audiences
and purposes.
The educator creates meaningful learning opportunities that allow learners to meaningfully practice their
communication skills in order to continually develop their ability to think critically and creatively on
authentic local and global issues.

The basis of this lesson was students practicing their communication skills and collaborative
problem-solving. In a Civil Conversation, the objective is for students to communicate their ideas and
experiences. This is especially beneficial for the English language learners who can better demonstrate
understanding through conversation. A Civil Conversation also allows students to discuss the complex
theories around the formation of states. As an educator, it is essential for my students to develop their
communication skills and learn to critically think about what they believe.