Topic: The Constitution
Reminder: lesson plans are always subject to change. Consult your student planner first!
Monday, 1/6/14
ELO 1
Tuesday, 1/7/14
ELO 2
Wednesday, 1/8/14
ELO 3
Thursday, 1/9/14
ELO 4
Friday, 1/10/14
ELO Homeroom
Objective:
Objective:
Objective:
Objective:
Objective:
SWBAT analyze maps,
charts, graphs, and
images to gain
knowledge about the
new nation, the United
States of America
SWBAT identify
weakness of the
government under the
Articles of
Confederation
SWBAT list the events
of Shays’ Rebellion
SWBAT identify
weakness of the
government under the
Articles of
Confederation
Activities:
Activities:
Activities:
Activities:
SWBAT improve reading
comprehension skills and
bolster social studies
content knowledge
through the utilization of
the Achieve 3000
software
Activities:
Anticipatory Set: It is
difficult for us to
imagine that the United
States was a brand new
country. As a class,
let’s list some issues
that you think a new
nation would have.
(List on board) –
“Today we will
examine maps, charts,
tables, and pictures
that will help you to
understand some of
these issues.”
Anticipatory Set:
Students will view a
United Streaming video
clip: Articles of
Confederation/Shays’
Rebellion
Anticipatory Set: On a
post-it, students will
respond to the
following quote:
“I hold it, that a little
rebellion, now and
then, is a good thing” –
Thomas Jefferson, in a
letter to James
Madison regarding
Shays’ Rebellion
Anticipatory Set:
Teacher will read a list
of facts/fiction about
the Constitution.
Students will hold up
index cards to indicate
whether they think the
statement is true or
false.
1. Students will
preview charts, maps,
graphs, and images
with teacher guidance
(Atlas of United States
History, pp. 40-41).
2. Students will have
the entire period to
answer questions the
new nation by using
these charts, maps,
graphs, and images
(counts as graded
work)
3. While students are
working, last week’s
stations will be
checked (counts as
homework)
Closure:
Discuss tiered guided
questions 1-3 (below)
as a class.
1. Powerpoint:
Background to the
Constitution Part 1
2. Students will
complete “I Say”
statements to
demonstrate connection
to the material
Closure:
Students will complete
a left side reflection of
choice
1. Powerpoint:
Background to the
Constitution Part 2
2. Students will
complete “I Say”
statements to
demonstrate connection
to the material
3. Shays’ Rebellion
Activity- Human
Graph/ Discussion of
Jefferson’s view
Closure:
Students will complete
a left side reflection of
choice./ Discuss
Jefferson’s view
1. Powerpoint: The
Constitutional
Convention
2. Students will
complete “I Say”
statements to
demonstrate connection
to the material.
Closure:
To summarize todays
lesson, students will
view Brainpop:
Constitutional
Convention and
complete a left side
reflection of choice
Anticipatory Set:
Students will share their
Shay’s Rebellion
projects. Then, teacher
will remind students
about “Knowing your
purpose” before going to
work on Achieve 3000.
Article: “Freedom:
How We Got It”
1. Reading check
2. Teacher will explain
article and model reading
strategies to achieve
optimal success. Mini
lesson: Knowing your
purpose – teacher will
model this strategy for
the class. Students will
look at the thought
question before reading
the article
3. Student will read
article catered to their
individual reading level
and complete
assessment/reinforcement
activities
4. While reading,
students should utilize at
least 5 of the “reading
check” icons.
5. The score that
students receive on the
multiple choice questions
will count as “graded
work”.
6. For the writing
activity, students are
expected to include:
topic sentence, support
from the article,
concluding statement.
All language arts rules
apply!
Closure: Summarize the
importance of time
management in Achieve
3000 and how we can use
Achieve to improve the
quality of the next DBQ
assignment.
Homework:
Homework:
Homework:
Homework:
Homework:
Read 7.1 with active
reading strategy
(Outlining – see
directions given in
class) – due Friday,
1/10 – possible quiz!
Read 7.1 with active
reading strategy
(Outlining – see
directions given in
class) – due Friday,
1/10 – possible quiz!
-Read 7.1 with active
reading strategy
(Outlining – see
directions given in
class) – due Friday,
1/10 – possible quiz!
Read 7.1 with active
reading strategy
(Outlining – see
directions given in
class) – due Friday,
1/10 – possible quiz!
Be sure your interactive
notebook is up to date!
-Complete “Shay’s
Rebellion” activity that
was started in class –
due Friday, 1/10
-Complete “Shay’s
Rebellion” activity that
was started in class –
due Friday, 1/10
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Completed atlas
activity
“I Say” statements and
left side reflection
“I Say” statements and
left side reflection
“I Say” statements and
left side reflection
Achieve3000 data driven
activities
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
Tiered Guiding
Questions:
1. When did America
officially become an
independent country?
2. What is the
difference between
land claims and land
ownership?
3. In your opinion,
should slaves have
been counted in the
population? Why or
why not?
Notes:
1. Would you have
rebelled against the
government in this
situation? Why or why
not?
2. Was there another
solution besides
rebellion?
3. Can a government
use force against its
own people?
1. Who was Daniel
Shays?
2. Did the farmers
have the right to rebel?
Should the rebellion
have been put down
with force?
3. How did this
rebellion prove the
weakness of the new
government?
1. When is it necessary
to rebel against a
government?
Can a government use
force against its own
people?
What is more effective,
a weak confederation
or strong national
government? Which is
more desirable?
1. Who and what is the
article about?
2. What makes an
argument persuasive?
2. How can we use
evidence to persuade
others of our stance?
Notes:
Notes:
Notes:
Notes:
Flip period 1 and 7
SWBAT: Students will be able to