Unit Theme/Topic for Grade History: Who is Who in the Constitution 9th-10th
Lesson Title: Constitution Facebook Profile
Time Needed for Lesson: 55 minute class
Teacher: Tammy-Lee Knopp
Enduring Understandings
Students will be able to identify that the United States was shaped through documents
that were created by humans that disagreed.
Prior Knowledge Needed
Students will need to have a prior knowledge of the Articles of Confederation, and why
they need to be fixed/changed. Students will also need to know the difference between
a primary and secondary source. Prior knowledge is needed for the Drop Box website for
uploading assessments.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to…
HSCE: C2: 2.1.4 Explain challenges and modifications to American constitutional
government as a result of significant historical events such as the American Revolution, the
Civil War, expansion of suffrage, the Great Depression and the civil rights movement.
CCSS: Production and Distribution of Writing 6. Use technology including the internet to
produce, publish, and update individual or shared writing products. Taking advantage of
technology’s capacity to link to other information and to display information flexibly and
dynamically.
Assessment: Evidence of Student Understanding
Individuals will create a Facebook profile based on the information found about their
assigned Founding Father
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
As students are working on researching their Founding Father they will need to think
about when the writing of the Constitution took place. What was going on the in the
world? What did it look like to be a delegate? (i.e.… What was John Hancock’s
education, did he represent a slave state or a free state and what were his religious
beliefs? These things would have mattered because of how the Compromise would
have affected the Ratification of the Constitution. This lesson will help the student to
understand the era in which the Constitution was written in order to complete the next
lesson.
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
The teacher will begin the lesson by reading the students a current event article
from the local newspaper showing a disagreement between government officials;
however, teacher will not read the outcome if there is one. The teacher will then ask the
students if anyone has any ideas how this could be worked out. As students raise their
hands to answer the teacher will ask if any of these ideas could have been used by the
delegates that were writing the Constitution. These ideas will be written an anchor chart
to use in a later lesson. This should take only 5-8 minutes.
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding).
First the teacher will review with students that importance of primary sources and how
they are found. Next the teacher will assign each student with their Founding Father,
reminding students that the profile needs to be in the time period of the late 1700’s.
Teacher will show a finished example of a Facebook profile for students to gather an
understanding of what the finished product will look like as they begin to create a mock
page. Blank Facebook pages will also be available for students to refer.
The class will be divided into groups of two to three; this will allow students to do
research together. Groups will be encouraged to use the Constitution and other
resources to start gathering information to fill in their Founding Father’s profile. Students will
create a Facebook page that represents the assigned Founding Father with accurate
information. Individual Facebook pages will be designed in Microsoft or an Apple
program and uploaded to the class Drop Box. In addition the Facebook profile will be
neat and era correct.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Using an exit ticket, student will write about a time when they disagreed with someone
and how they resolved the conflict.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
 ELL students that struggle with English word meanings will have access to a
translating program that will help explain word meanings and voice word
pronunciations.
 Students that have no means to computer other than school will be encouraged to
keep a note book of progress and road bumps so that teacher or room aids can
assist.
 Students that do not have access to computers or internet outside of school will be
given extra time and a list of resources that includes places that can assist, in order
to complete assignments.
 Student will be encouraged and some will be required to keep teacher informed of
the progress so teacher can provide more assistance as needed.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations
&Modifications
 As students work in teams of two to three, they will help each other gather
information. This will additional support to struggling students.
 As students are being assigned Founding Fathers teacher will keep in mind that
some Fathers will take extra research over others. Therefore students will be
assigned according.
 Teacher will have an easy template ready that can be customized for students that
need extra time to gather facts and less time on creating a page.
 Research options will include videos and voice text.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
1. Computers with Microsoft or Apple programs for creating web page.
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Class Drop Box account
Resources for research of the Founding Fathers
Each student has a copy of the Constitution
Paper and writing utensil for taking notes
Templates for struggling students
Voice program for reading computer resources
Translating program (if needed)
Blank Facebook pages
References & Resources
Works Cited
"Connect with Friends and the World Around You on Facebook." Facebook. N.p., n.d.
Web. 26 Feb. 2014. https://www.facebook.com/.
"English Language Arts Standards Reading: Literature” Grade 9-10." Common Core State
Standards Initiative. N.p., n.d. Web. 27 Feb. 2014.
http://www.corestandards.org/ELA-Literacy/RL/9-10.
“Drop Box." Drop Box.com. N.p., n.d. Web. 27 Feb. 2014. http://www. Drop Box.com/#.
"MDE - Social Studies." MDE - Social Studies. State of Michigan, n.d. Web. 27 Feb. 2014.
http://www.michigan.gov/mde/0,4615,7-140-28753_64839_38684_28761---,00.html.
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