Mr. Keith Powell >Mr. Newman Eleventh Grade us history



Download 11.38 Kb.
Date25.02.2016
Size11.38 Kb.

Mr. Keith Powell

Mr. Newman Eleventh Grade US History




Lesson #

Date

Unit

Class Information

3




2

General Education

Sections 304-308



Objectives

Standards Addressed (CCS; NYS; Blueprint; etc.)

MASTERY: SWBAT compare and contrast the views of supporters of a strong federal government to supporters of a government centered more around states rights by analyzing primary source speeches by both sides in order to create an argument support by evidence from the text.

CCSS Reading in History 11.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

State Standard 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.



THINKING SKILLS: Students will employ the skills of questioning and problem solving in regard to the new government that the new Americans are left to create.

Differentiation

Assessment

+Desks will be arranged in groups of two facing the front of the room instead of our traditional seating arrangement based upon interim assessment scores.

+309 will be working to complete the thematic essay in class in order to utilize the teacher support of their first thematic essay composition.

+some students will received a modified version of the federalist paper in order to address their reading levels while other will receive the original text.


+Informal assessment throughout classroom activities

+informal class discussion questions



+formal completion of Point of View Activity

Aim (Quaestio)

What are the arguments for and against the new constitution?

Guided Questions Based on Bloom’s Taxonomy; Socratic Method

  1. Knowledge: What is a federalist?

  2. Comprehension: How are federalists and anti-federalists different?

  3. Application: What is the significance the differing formations of government?

  4. Analysis: How were the Articles of Confederation set up to create a failing central government?

  5. Synthesis: Is it better for the states or for the central government to have more power?

  6. Evaluation: Do you believe the Americans early attempts at government could have been handled better?

Procedure (45 min)

  1. As the students walk in make sure that they are following basic classroom procedures of coping down the Queastio in their Quaestio Log, copying their pensa, and also starting with the nunc agenda.

  2. Instruct students where to take their seats since the desks are not in the traditional setup

  3. The Nunc Agenda is: What features of the Articles of Confederation prove that it was created weak on purpose? What are the differences between a strong and weak centralized government in terms of involvement in the lives of the people? The teacher will facilitate a class discussion based on the nunc agenda questions.

  4. Transition to the federalist vs. anti-federalist primary source speech comparisions. This activity will briefly introduce states’ rights vs. central gov’t, anti-federalists vs. federalists, and the Articles of Confederation. These are all major components of this unit and are centered around state standard 5.1 above.

  5. Students will break into groups of 2. In these groups they will work to analyze a very difficult primary source document that is from either the perspective of a federalist or the perspective of an antifederalist. These sources have been modified to address the students reading and comprehension levels They will demonstrate their knowledge of the difference between these two groups by a. creating what they think the authors point of view is in regards to a strong central gov’t b. finding quotes in the reading that prove that point of view c. explaining how that quote from the reading relates to the point of view in their own words.

  6. The teacher will introduce the two sources with a brief explaination that issupplemented by a visual to display on the board. Half of the time spent will focus on the federalist papers and the other half of time will focus on Patrick Henry. One side is in support of the ratification and the other is against.

  7. Conclude the class by addressing the Quaestio and explaining the homework.




Home work


Materials Needed

+Hamilton Federalist paper #9

+Patrick Henrys speech June 5th 1788

+author point of view activity

+pensa packet






Share with your friends:




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page