Standards-Based Unit Planning Template
AOB Lesson 6
Part II: Lesson Plan Template
Lesson Topic/Focus: Amending the Constitution- The Amendment Process
Target Unit Essential Question(s): (taken from unit framework)
 EU2-EQ1: Why is the U.S. Constitution considered to be a social contract
codified by laws between the people of the United States and the government?
(aligns: SS-H-GC-U-2)
 EU2-EQ2: Why did the Framers of the U.S. Constitution organize the
government into three branches with powers that are separated, shared,
checked, and balanced? (aligns: SS-H-GC-U-3)
Lesson Essential Question(s):
1. Why does the U.S. Constitution, Article V, include a formal amendment
process?
Estimated duration of lesson: 1 day (50 minutes)
Template Key:
Constant/ Should not be differentiated.
May be/Should be differentiated.
Targeted Lesson Standards:
Academic Expectations:
2.14
2.15
Students understand the democratic principles of justice, equality, responsibility, and
freedom and apply them to real-life situations.
Students can accurately describe various forms of government and analyze issues
that relate to the rights and responsibilities of citizens in a democracy.
Program of Studies
Understandings
Program of Studies Skills
Core Content for
Assessment
SS-H-GC-U-3
Students will understand
that the Constitution of the
United States establishes
a government of limited
powers that are shared
among different levels and
branches. The provisions
of the U.S. Constitution
have allowed our
government to change
over time to meet the
changing needs of our
society.
SS-H-GC-S-2
Students will examine issues
related to the intent of the
Constitution of the United States
and its amendments:
a) analyze how powers of
government are distributed
and shared among levels
and branches, and how
this distribution of powers
works to protect the
"common good" (e.g.,
Congress legislates on
behalf of the people, the
President represents the
people as a nation, the
Supreme Court acts on
behalf of the people as a
whole when it interprets the
SS-HS-1.2.1
Students will analyze how
powers of government are
distributed and shared among
levels and branches and
evaluate how this distribution of
powers protects the "common
good" (e.g., Congress legislates
on behalf of the people; the
President represents the people
as a nation; the Supreme Court
acts on behalf of the people as a
whole when it interprets the
Constitution).
DOK 3
SS-HS-1.2.2
Students will interpret the
principles of limited
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Standards-Based Unit Planning Template
Constitution)
SS-H-GC-S-5
Students will analyze and
synthesize a variety of information
from print and non-print sources
(e.g., books, documents, articles,
interviews, Internet, film, media) to
research issues, perspectives and
solutions to problems
AOB Lesson 6
government (e.g., rule of law,
federalism, checks and
balances, majority rule,
protection of minority rights,
separation of powers) and
evaluate how these principles
protect individual rights and
promote the "common good.”
DOK 3
Other: English Language Proficiency, Kentucky World Languages Framework, Technology Student
Standards, Kentucky Occupational Skill Standards
Targeted Lesson Essential Question(s):
1. Why does the US Constitution, Article V, include a formal amendment
process?
Alignment to End of Unit Assessment: Students will examine their selected
governance document to see where there are confusing sections or sections they
disagree with personally. Students will also see if there is a process for changing the
document.
Students will know…
the formal amendment process outlined in
Article V of the U.S. Constitution.
that societal needs (i.e., political,
social/cultural, economic, suffrage) are the
reason for formally amending the US
Constitution to promote the common good.
Students will be able to…
identify the two methods of proposal and
two methods of ratification of formal
amendments to the U.S. Constitution.
categorize Amendments 11-27 according
to societal needs (political, social/cultural,
economic, suffrage) and explain how they
protect/promote the common good.
Student Friendly Learning Target(s):
1. I can identify the two methods of proposal and two methods of ratification of formal
amendments to the US Constitution.
2. I can categorize Amendments 11-27 according to societal needs (political,
social/cultural, economic, suffrage) and explain how they protect/promote the
common good.
Lesson Summary: Brief overview of the lesson
Formally changing the U.S. Constitution is specifically outlined in Article V of the U.S.
Constitution. Students will be able to identify the methods of proposal and ratification of
formal amendments. Students will recognize that amendments are ratified because of
societal needs and their ability to address the common good. Understanding formal
change and why it is necessary to protect the common good will enable the student to
analyze his/her selected organization governance document to see how it can be
changed/amended.
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Standards-Based Unit Planning Template
AOB Lesson 6
Lesson Detail: Detailed description of lesson includes:
1. Detailed description of previous instruction
2. Instructional set/bell ringer
3. Transition
4. Assessment/assessment task
5. Activity
6. Wrap-up
7. Additional lesson notes
Day 1 of 1 day lesson.
1. Previous instruction: Students have studied the common good and how it is
protected through separation of powers and checks and balances. Now students
will see how the U.S. Constitution can be changed to protect the common good.
2. Instructional Set/Bell Ringer: Teacher will write on the board: “If you didn’t
like the school’s dress code, how would you go about getting it changed?” Give
students a moment to write a brief answer. Then, solicit responses and guide
them to the conclusion that there is often a formal procedure that must be
followed in order to obtain change.
Teacher can substitute other relevant topics other than dress code to make a
personal connection with students.
3. Transition: The teacher introduces the student friendly learning targets which
can be posted:


I can identify the two methods of proposal and two methods of ratification
of formal amendments to the US Constitution.
I can categorize Amendments 11-27 according to societal needs (political,
social/cultural, economic, suffrage) and explain how they protect/promote
the common good.
Students will next complete a Think-Pair-Share Activity. The teacher will hand
out the Think-Pair-Share Form (Resource 6A). The teacher will guide students
through the following steps:



Think: Using their selected organization’s governance document(s)
students will underline parts that they find confusing, disagree with, or
might add.
Pair: Students will share with a partner what they have found and discuss
any differences and/or similarities.
Share: Pairs will share with class as the teacher categorizes student
answers into “what’s confusing,” “disagree with,” “needs to be added.”
After completing the Think-Pair-Share the teacher should ask, “Now, I would like
for you to read through your document and see if there is a description of how
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Standards-Based Unit Planning Template
AOB Lesson 6
individuals within the organization can suggest or make changes to their
governance document(s)?”
Next, students will return to their document to locate any formal procedure for
change. Once that has been determined, let students know that the U.S.
Constitution has a mechanism for formal changes and introduce the lesson
assessment.
Note - The teacher may need to assist in making modifications to address
student needs for reading his/her selected governance document.
4. Lesson Assessment: Students will categorize Amendments 11-27 of the US
Constitution based on societal needs. (Tiered lesson, see Resource 6B, 6C, 6D,
and 6E)
Teir 1 students will complete a graphic organizer (e.g., either a flow chart, how to,
computer program for creating flow charts, or appropriate graphic organizer)
based on student interest. The graphic organizer will demonstrate his/her
understanding of the formal amendment process outlined in Article V of the U.S.
Constitution (see Resource 6F).
5. Lesson Activity: Students will create a graphic organizer of their choice that
explains the formal amendment process (two ways of proposal, two ways of
ratification) and that formal amendment means actually changing the words of
the Constitution (adding or deleting) using Article V of the constitution.
The teacher may want to complete the graphic organizer with students on the
board. The students can make suggestions for the best way to organize the
graphic organizer.
Once the graphic organizer is complete, students will explain the formal
amendment process using their graphic organizers. Students will peer assess
each other and provide feedback, then make any necessary modifications to
his/her graphic organizer. The teacher will then explain historic uses of these
processes using information from teacher information sheet (Resource 6F).
The teacher will provide a brief overview of the Anti-federalist response to the
Constitution (The central government would be so powerful that it would trample
on the rights of the citizens as the British monarch had done), what their
demands for a Bill of Rights were, and how those demands were met. The
teacher will also explain that there have only been 17 amendments to the U.S.
Constitution since the Bill of Rights. The teacher may also add that these
amendments were added in response to different types of needs and explain that
tens of thousands of amendments have been suggested but have not passed
(ex. flag burning).
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Standards-Based Unit Planning Template
AOB Lesson 6
The teacher will pass out the tiered lesson assignments based on student
readiness. There will be three tiers for the following assignment.

Tier 1 – This Tier is designed for students with substantial prior knowledge
on the topic and who need this more as a review. These students will use
Resource 6B and be asked to create a chart with information about
Amendments 11-27. Please have students follow the directions given on
the resource. The teacher may want to briefly show students the chart
used for Tier 2 and 3 as an example.

Tier 2 – This tier is for students who may need some additional
organizational guidance. The students will fill out a blank chart (Resource
6C). The teacher will provide students with a copy of Amendments 11-27
and the students will need to complete the chart.

Tier 3 – This tier is designed for students who may be struggling readers
or for teachers with less time to spend on these Amendments. The
students will be given the same chart as the Tier 2 students, however; this
chart will include partially completed amendment information to model the
expectations for the assignment (Resource 6D). The teacher may want to
use the answer key to add even more information to the chart (Resource
6E).
Note – For Tier 2 and 3 options, go over the definitions for the four societal needs
listed on the chart (political, social/cultural, economic, suffrage). While students
may be familiar with the terms, it may be of benefit to review their definitions and
relation to societal change.
After completing the chart students will also explain, in no more than one page,
why the societal need that appeared the most in one category has most often
been used to amend the U.S. Constitution.
6. Wrap Up: Students are asked to complete the one page reflection for
homework if they do not complete the task during class.
7. Additional Lesson Activity Notes:
Part II: Lesson Plan Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices:
Differentiation: (check all that apply)
Content
X Readiness
X Process
X Interest
Product
Learning Profile
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Standards-Based Unit Planning Template
Using Strategies: (check all that apply)
Multiple Intelligences
Jigsaw
Taped Materials
Varying Activities
Varied Texts
Varied Supplementary Materials
Cubing/ThinkDots
Choice Boards
RAFT
X Tiered Lessons
Tiered Centers
Tiered Products
Learning Contracts
Small-Group Instruction
Independent Study-Orbital
Varied Journal Prompts
X Other: Think-Pair-Share
AOB Lesson 6
Simulations
Parts-to-Whole
Whole-to-Parts
Varied Questioning Strategies
Interest Centers
Interests Groups
Varied Homework
Compacting
Literature Circles
Split Journals
Group Investigation
Varied Homework
Reading Buddies
X Graphic Organizers
Think Alouds
Highlighted Texts
Evaluation/Assessment:
Formative: (check all that apply)
Pre-Assessment aligned with learning
targets
Anecdotal Records
Students monitor progress to reaching
learning targets
Students using feedback to set goals
Journals/Learning log
Students revise assessment answers
Summative: (check all that apply)
Open Response
Oral examination
Multiple Choice/Selected Response
Essay
Running Record
X
X
X
Class discussions
Conferences and interviews
Students develop assessment items
Self-Assessment/Reflection
Other
On-Demand
Writing Portfolio Tasks
Performance Tasks
Other
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Resources/Technology: Think about practical issues and materials needed for lesson
implementation. (check all that apply)
Assistive tools: Text Readers,
Communication tools: Blogs, Wikis,
Autosummary,
Podcasts, Email, Web Page,
etc._________________
___________
Interactive technology: Smart boards,
Research online: Encyclopedias, KY
Quick Response Systems
Virtual Library, ________________
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Standards-Based Unit Planning Template
X Productivity tools: Web sites, Power
point, spreadsheets, word process,
graphic organizers, concept mapping,
_________________________
Content Resource: Web sites (Marco
Polo, United Streaming, Web Quests,
virtual museums), content software
resources, supplemental resources on
CD, blogs, etc.
__________________________
Other:
AOB Lesson 6
Digital Imagery: Digital Camera, Clip
Art, Movie Clips, etc
Equipment: TV, Tape Recorder, CD
Player, Videos, MP3 Players, Video
Cameras, Educational Software
_______________________
Other:
Explanation of use of technology (if needed):
Part III Unit/Lesson Reflections and Questions
Reflection:
Questions and reflections that the teacher and students identify as they explore the
unit/lesson.
After delivering your unit/lesson, reflect on its success.
 What evidence/data demonstrates that students met goals and objectives?
 In what areas did students exceed goals and objectives?
 What might you do differently next time?
Additional Notes/Attachments
Resource 6A
Resource 6B
Resource 6C
Resource 6D
Resource 6E
Resource 6F
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