WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Kuzy Date 12/15/14
updated edline and website1
Length of Lesson 2 Weeks(ch.6) Content Area Civics
STAGE I – DESIRED RESULTS
LESSON TOPIC: Chapter 6 : The debate about
adding a Bill of Rights to the Constitution. The
process of adding the Bill of Rights, the protections
of the Bill of Rights. Interpreting the Bill of Rigts
through famous court cases The Tinker case, and
The Skokie case.
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives and skill
focus)
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and
result.
Perspective helps to define the attributes of historical
comprehension.
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United States and the
rest of the world.
The history of the United States continues to influence its
citizens and has impacted the rest of the world.
World History continues to influence Pennsylvanians, citizens
of the United States and individuals throughout the world today.
UNDERSTANDING GOALS (CONCEPTS): Why
did the Anti-Federalists fight so hard for a BOR to be
added to the Constitution. Students will see how the
BOR covers everyone in american society, even
groups that most americans might not agree with.
Students will understand: The importance of the Bill
of Rights, and how it has helped shape our society .
Students will also see how court cases can shape our
society
ESSENTIAL QUESTIONS:
1. Who wanted the Bill of Rights added?
2. Why did they think a BOR was needed?
3. What was the process of ratifiying an amendmen
4. How many amendments were proposed?
5. Why is the first amendment so important
6. Which amendment did the Tinker and Skokie cases
deal with
7. Who was Clarence Gideon
8. Why do you think most people do not agree with
the Skokie case decision
VOCABULARY: 1. Separation of Church and
State 2. Eminent Domain 3. Due Process of Law 4.
Double Jeopardy
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
1. Explain why the Bill of Rights was added
2. Describe the process of ratifying a amendment
3. Explain what rights are covered by the BOR
4. Explain why the 1st amendment has to cover
everybody, not just the people we agree with
5. Describe the Tinker and Skokie cases
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Notes, Reading Guides,
Class Discussion, Mini-Project on BOR, Describe
the court cases, Warm-ups
STAGE III: LEARNING PLAN
INSTRUCTIONAL
MATERIALS AND
PROCEDURES:
RESOURCES:
(Active Engagement,
Explicit Instruction,
Text Books, Notes,
Metacognition,
Worksheets, Power
Modeling, Scaffolding)
point
Class discussion, warmups, group activities, Bill
of Rights Guide
MINI LESSON:
Warm-Ups
OTHER EVIDENCE:Formative Assessment,
Classwork, and various written assessment
INTERVENTIONS:
ASSIGNMENTS:
Modified seating and
assessments
Chapter 6 vocabulary,
Section 1 notes and
reading guide, The Bill
of Rights