Glynn Middle School
LFS Weekly Lesson Plan
Paga and Graiser
8th Grade
Georgia Studies
10/13/14 – 10/17/14
Ratification of the U.S Constitution
SS8H4 The Student will describe the impact of events that led to the ratification of the US Constitution and the Bill of Rights.
a) Analyze the strengths and weaknesses of both the GA constitution of 1777 and the Articles of Confederation and explain how the weaknesses in
the Articles led to a need for revision.
b) Describe the role of GA at the Constitutional Convention of 1787 including the role of Abraham Baldwin and William Few, and reasons why GA
ratified the new constitution.
What events led to the ratification of the U.S. Constitution and the Bill of Rights?
Monday 10/13
Tuesday 10/14
Wednesday 10/15
Thursday 10/16
Friday 10/17
Essential Question: What events led to the ratification of the U.S. Constitution and the Bill of Rights?
What was GA’s
What was the
What was the
What were the strengths and
What was GA’s role role in the Const.
Articles of
Articles of
weaknesses of the Articles of
in the Const.
Convention of
Confederation and Confederation and Confederation and why was the
Convention of 1787? 1787?
were the
were the
decision made to write a new
What role did
What role did
successes and
successes and
document rather than revise them?
Abraham Baldwin
Abraham Baldwin
failures associated failures associated (H4a)
and William Few
and William Few
with it?
with it?
have at the Const.
have at the Const.
Convention?
Convention?
Why did GA ratify
Why did GA ratify
the new
the new
constitution?
constitution?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey, Big Four)
1. 1st governing
document in the
new USA and
when was this
document written?
1. Why did
America need a
governing
document?
1. Why did they rewrite the Articles
of Confederation instead of revising
them?
1.List 5 men who
were
considered
“founding fathers”.
Glynn Middle School
LFS Weekly Lesson Plan
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary, Diagrams/Graphs)
Thought for the
Day on the board
How did past
experiences of the
patriots with
England’s monarchy
influence their
decisions regarding
a new form of
government? (H3a,
H4a,b)
2. Make a foldable
chart answering the
following questions:
A. the Colonists
complaints against
the king mentioned
in the Declaration of
Independence
B. The result of the
American Revolution
C. How do you think
the colonists felt
after
1. Introduce new
Unit 4
2. Begin vocabulary
for Unit 4- 1st 6
words:
* Founding Fathers
* Articles of Confederation
3. Have students
work in partners
analyzing a copy of
the Articles of
Confederation. Have
them list the pros
and cons of the
Articles. Then have
them list them in
their graphic
organizer.
1. Review why the Articles of
Confederation were written the way they
were and the pros and cons.
2. Add 4 additional terms to the
vocabulary list
Achieve3000
*Constitutional Convention
* Checks and Balances
* Federalism
* the Bill of Rights
3. Guided Notes- The new U.S.
Constitution
4. YouTube The U.S. Constitution With
a Side of Bacon
https://www.youtube.com/watch?v=ZrueZh07YUc
4. Brainpop- the
Articles of
Confederation
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
1. Ted Ed. 3 minute
guide to the Bill
of Rights
2. Guided notesThe U.S.
Constitution and
its Bill of Rights
3. Who Does
What? Shared
Powers in the
Government
4. Bill of Rights
group activity
Glynn Middle School
LFS Weekly Lesson Plan
Extending/Refining Activity: This is for all students. After they acquire, then take them up a notch with thinking skills/writing prompts.
(Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive, Deductive)
Graphic organizer
to show the cause
and effect of the
American Revolution
of the creation of
new government
Graphic organizer
showing the pros
and cons of the
Articles of
Confederation.
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
Achieve3000
Group Activity
Graphic organizer Graphic organizer
reading
foldable
comprehension
questions
Differentiation (UDL)
Advanced level
classes will
complete the
graphic organizer
individually and
then share
answers with
classmates. The
other classes will
complete it
together as a
class.
Accommodations: (Sped, 504, SST)
Glynn Middle School
LFS Weekly Lesson Plan
Preferential seating / Extra Time / Re-Teaching as needed / Translated version in native language / See attached for further
modifications.
 Preferential
 Preferential
 Preferential seating
 Preferential
 Preferential
seating
seating
seating
seating
 Extra support through para for
 Extra support
 Extra support
select students
 Extra support
 Extra support
through para
through para
through
para
for
through para
 Guided notes
for select
for select
select students
for select
students
students
students
 Achieve3000
based on
individual Lexile