LESSON PLAN
LP#: 4
Date:
Course: Social Studies
(or Technology)
Teacher: Parker
Grade:
Middle School
GOAL: The student will be able to identify important founding fathers and their contributions. The student will also develop a working knowledge of the
pre-republic era.
STATE
STANDARD
Kansas, United
States, and World
History Standard
Civics-Gov’t
Standard
BENCHMARK
INDICATOR
OBJECTIVE
ACTIVITIES/TIME
ASSESSMENTS
MODIFICATIONS
3. The student uses
a working
knowledge and
understanding of
individuals,
groups, ideas,
developments, and
turning points in
the American
Revolution and the
US becoming a
nation (1763-1800).
2. The student
understands the
shared ideals and
diversity of
American society
and political
culture.
3. examines the
significance of
important turning
points in the
American
Revolution.
4. international
support for the
Amer. Revolution.
5. Articles of
Confederation
The students will
use the knowledge
they obtain and
eventually apply it
in a skit they will
develop. The idea is
that their assigned
“founding father”
will “look back”
and discuss the
concepts with the
other actors.
Same as above.
Use of graphic
organizers from
student input
during discussion
(20 minutes)
Determine that
students are
staying on-task as
they participate in
discussion and by
the graphic
organizers that they
make themselves
while following
instruction.
Students will be
paired by teacher if
necessary
modifications are
needed.
Everyone with the
same founding
father will be in a
group. They will
develop a skit.
Using a graphic
organizer, each
group will need to
develop a
storyboard idea.
(20 minutes)
Rubric to be used
when the
assignment is
complete found at
www.usd281.com/
prerepublic
Modifications to
requirements of the
skit can be made on
a student-by-student
basis as needed.
4. The student
identifies important
founding fathers
and their
contributions.
MATERIALS:
Web site to be used is www.usd281.com/prerepublic: Students will continue to use scans from the book Minute Biographies by Nisenson, S., and Parker, A.
(USA, 1931). Students will need to bring the paper with their own “Minute Biography” that they are working on, paper for notes, pencil, any previous
notes, and any necessary books or research materials.
TECHNOLOGY (plug in or battery):
Hardware: laptop computers (battery); Software: Web browser; Other: Internet connection.
Directions for students: We will finish our review of the individuals, groups, ideas, developments, and turning points in the American Revolution and the United States
becoming a nation. Next, using the information from our class discussions, in a group you need to begin to develop the ideas into a short skit using the information you learned
about your assigned founding father when you did your Minute Biography paper. Everyone with the same founding father that did the Minute Biography will be in your group.
Today, using a graphic organizer, your group will need to develop a storyboard showing your idea.