Social Studies Lesson – tah: Professor Rock – Spring 2011



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Teacher’s Name: Carla Bendayan TO: rbrazofsky@dadeschools.net

Employee Number: 263186



School: Ada Merritt K-8

Social Studies Lesson – TAH: Professor Rock – Spring 2011

  1. Title: The United States Constitution: A Compromise – 8th grade

  2. Overview - Big Ideas:

Enduring Understandings (It is important for student to understand this because…….)

  • Understand that the U.S. Constitution is derived of a compromise.

  • Understand that U.S. logical structure.

  • Understand the similarities and differences between the Articles of Confederation and the U.S. Constitution.

  • Appreciate the importance for a society to have a democratic plan of government.

Essential Questions – (What provocative questions will you use to foster inquiry, understanding and transfer of learning?)

  • How do we reach a compromise?

  • Why is it important to have a plan of government?

  • What is it important to have a strong central government?

  1. Lesson Objectives:

Standards - (Next Generation Sunshine State Standards – Encourage everyone to register and use http://www.floridastandards.org/Homepage/index.aspx?Redirected=1

SS.8.A.3.10

Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, Electoral College, state vs. federal power, empowering a president).

SS.8.G.4.6

Use political maps to describe changes in boundaries and governance throughout American history.

SS.8.G.6.1

Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

SS.8.C.1.5

Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.

SS.8.C.2.1

Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction

4. Key Vocabulary: compromise, plan of government, ratification, supremacy, amendments, checks and balances, legislative, executive, judicial.

5. Evidence of Student Understanding (Assessment) in this Lesson:

What key knowledge and skills will students acquire as a result of this lesson?

Students will be able to understand the logical sequence of the seven articles of our Constitution and they will understand not only the function of each branch, but also their interdependence. Students should be able to explain how the Constitution originated from a compromise and how a plan of government is connected with democracy. Students should also be able to compare and contrast the Articles of Confederation and the Constitution. (Written Assignment: Summative)



What will students be able to do as a result of such knowledge and skills?

Students will be able to compare and contrast the Articles of Confederation (previous Lesson) with the “new” Constitution. They will defend the Constitution against the “weaknesses” of the Articles of Confederation. (Oral Debate: Formative)

Both formative and summative assessments are above mentioned: Oral Debate: Formative; Written Assignment: Summative

6. Materials Needed: (Include primary sources you will use in this lesson)

Articles of Confederation; U.S. Constitution; Replica of the U.S. Constitution; Smart Board; and Textbook.



  1. Steps to Deliver the Lesson:

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. These should be sufficiently clear so that another teacher could implement the lesson without guidance.

Lesson Opening: Students will review the Article of Confederation’s concepts. Teacher will ask question about its strength and weaknesses. Teacher will ask students to compare and contrast it with our Constitution. Teacher will focus on differences among the branches. Students will discuss how the Articles of Confederation made the central government weak and the state government powerful.

Reading:

  1. Student will read the first three articles of our Constitution and compare to the Articles of Confederation. Teacher will project a comparison chart in the Smart Board. Students will analyze the chart in the Smart Board.

  2. Students will discuss the changes from one document to another.

  3. Students will connect the changes with “compromise.”

  4. Students will analyze the topics in which a compromise was essential.

  5. Finally, students will create their own chart or Venn diagram comparing and contrasting both plans of government. (Written assignment: Quiz)

  1. Specific Activities: (From Guided to Independent)

List and/or describe the activities designed to facilitate the gradual release of teacher responsibility, from teacher-led to independent

  1. Students will review concepts from last lesson (Articles of Confederation), debate, read and create a comparative chart.

  2. Students will summarize (key words) the seven articles of our Constitution.

  3. ESL Students will pair with another student for assistance.

  4. Teacher will circulate the room to assist students.

  5. Teacher will call volunteers to share their findings.

  1. Differentiated Instruction Strategies:

Describe how you will accommodate a variety of student learning needs, remediation strategies as well as enrichment strategies.

While teacher is circulating the room, she will assist the students who are having difficulties in comparing and contrasting the Articles of Confederation and the Constitution, and when summarizing the seven articles of the Constitution.



  1. Technology Integration:

Describe activities incorporating technology; e.g., address lesson content through online resources.

  1. Teacher will access the Articles of Confederation and the U.S. Constitution in the Smart Board. http://www.archives.gov/exhibits/charters/constitution_transcript.html

http://www.ourdocuments.gov/doc.php?flash=old&doc=3

  1. Students will underline/circle in the Smart Board the important key words/ vocabulary words.

  2. Students will be able to read aloud from the Smart Board.

  3. Students will be able to write on the Smart Board in order to complete the comparative chart.

  1. Lesson Closure:

Description of methods to draw ideas together, review concepts, etc.

  1. After completing the quiz and going over with the students, teacher will ask students:

    • How do we reach a compromise?

    • Why is it important to have a plan of government?

    • What is it important to have a strong central government?

    • Why was the Articles of Confederation considerate a “weak” constitution?

    • Explain (key words) the seven articles of our Constitution.

b- Home Learning: Students will relate the three branches of our government with a current event (three paragraphs).


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