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LotsieWootenLessonPlan3

I. II. Topic and Grade Level: Celebrating the Constitution American History - Grade 8 Standards of Learning: PA 8.3.5.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States. In regards to working conditions, military conflict, and economic stability. PA 8.4.5.A. Compare and contrast common characteristics of the social, political, cultural, and economic groups in American history. ISTE NETS Standard 2. Communication and Collaboration - Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. ISTE NETS Standard 3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Objective(s): Students will discuss the Constitution with a group of students and, as a group, decide what they would change, if anything, and explain. They will be able to explain the basic functions of each of the branches of government. Students will list the reasons for the Bill of Rights. III. List of materials: Tools Required Hardware Instructional approach Project-based learning (PBL)

Microsoft OneNote PC Laptop Computer Photo Story 3 Windows Movie Maker Auto Collage Microsoft PowerPoint Internet

IV. Description of class diversity and its connection to the instructional considerations: Classroom is consistent with an equal male/female ratio. Students with exceptionalities will participate in the lessons as part of the least restrictive environment determination. Accommodations will include extra time to conduct research, special education teacher assistance with instructions and/or testing modifications based upon the exceptionality of the student. Learning styles addressed include: visual, auditory, and kinesthetic. V. Technology inclusion: On-line databases, Encarta, and Bing Websites for research. Student laptop computers with MS OneNote, Auto Collage, and Photo Story 3 for presentation and collaborative note taking. PowerPoint and Movie Maker for collaboration and information presentation.

VI.

Procedures: Independent study with project-based learning followed up with group presentation. Evaluation/ Assessment: Students will be evaluated using the attached project rubric. Risk Analysis: Computer cart of 30 computers shall be utilized for a class size of 25 computers. If a few computers do not work (hardware or software related) or are not properly charged, students shall utilize an extra computer in the cart. If the internet goes down, the library is signed out during the week for the class to conduct research in the library for the project. Students who are absent for an extended period of time will be provided an accommodation of a loaned laptop computer and digital resources to complete homebound work. Resources: 1. Celebrating the Constitution Watch Video. 2. The first Document of a New Country Articles of Confederation: http://teachingamericanhistory.org/library/index.asp?document=47 http://www.congressforkids.net/Independence_articles.htm 3. Strengths and Weaknesses of the first document of a new country. 4. The creation of a new Constitution. http://www.nps.gov/inde/historyculture/stories.htm
http://wiki.answers.com/Q/Describe_the_six_principles_of_the_constitution

VII. VIII.

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http://www.nps.gov/inde/historyculture/stories.htm

Lets start a convention. http://apps.americanbar.org/publiced/constitutionday/topics_thepreamble.s html http://apps.americanbar.org/publiced/constitutionday/topics_pre2.shtml http://apps.americanbar.org/publiced/constitutionday/topics_pre3.shtml

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Young people and the constitution and what can they do? http://apps.americanbar.org/publiced/constitutionday/test_youngpeople.shtml http://apps.americanbar.org/publiced/constitutionday/test_whatcantheydo.sht ml

CelebratingtheConstitution
ProblemIntroduction&Background
You are a representative of one of the 13 original States. You have been living under the Articles of Confederation since the end of the Revolution and according to George Washington, they are "errors to correct." Between 1781 and 1785 attempts "to correct these errors" failed to secure the required unanimous consent of the state legislatures. Matters changed, however, in 1786. Following James Madison's suggestion of 21 January 1786, the Virginia Legislature invited all the States to discuss ways to reduce interstate conflicts in Annapolis, Maryland. The "commissioners" in attendance at Annapolis during September 1786, chatted about these particular concerns, but suggested that the conversation be both deepened and widened. They endorsed a motion that a "Grand Convention" of all the States meet in Philadelphia the next May 1787 to discuss how to improve the Articles of Confederation.

TheTask
It has come to your attention that the President of the United States wants some help reviewing the Constitution and has come to your classroom seeking advice. The President of the United States of America has formed a special committee to take a look at the 6 Principles of the Constitution of the United States of America or The Bill of Rights to decide if any changes need to be made to the document. The President has selected your class to be part of the committee and asked you to work in groups to evaluate either the Constitution or The Bill of Rights (your group can decide). You will use the information contained in the resource section to help understand the basics of the Constitution of the United States and to tell us what you would or wouldn't change and why. Each member of the group will need to have a thorough understanding of each of these and should use the resources provided in the resource section as well as others found in books and/or on the Internet. Be sure to evaluate your resources carefully.

TheProcess
Step 1 Each student will be assigned to a team and will systematically watch and read through the resources. Step 2 You and your team will analyze the document that your group has decided to evaluate. Step 3 Research to find any issues that are currently being challenged in these documents Identify issues that are not addressed by your document (if any) o Identify areas that you would leave as they are o Identify any changes that you would make considering today's world

Step 4

Be sure you can explain why you are making changes to the document, or leaving it alone o Document these where necessary

. Step 5

Prepare a presentation using any method your group chooses to present your case. Be sure to clearly make your group's point o You may create a traditional presentation, an ad, a documentary, or other item as approved by the teacher. Use your creativity!

Step 6 Each student group will select one person from their group to be assigned as the official group spokesperson. The spokesperson will initiate the presentation and provide instructions on how navigate the information as necessary.

Evaluation
Celebrating the Constitution Rubrics
Category Presentationisinteresting andoriginal. Evidenceof creativity. Usesvarietyof costumes,props, and/orvisuals. Includesoriginal photosorvideos. Engagesorinvolves audience. Groupdynamics Howwelldoyou workwithyour group? Doyouperform tasksasassigned? Arguingvs. constructive debating? (40)Excellent Showscreativity Excellentvisuals Audienceengaged (25)Average Somecreativity Goodvisuals Audience somewhat engaged (15)BelowAverage Verylittlecreativity Fairvisuals Losesattentionof audience Total

performsalldutiesof assignedteamrole alwaysdoesassigned workwithouthaving tobereminded neverargueswith teammates alwayshelpsthe teamtoreachafair decision

performsnearlyall duties; usuallydoesthe assignedwork rarelyneeds reminding; rarelyargues; usuallyconsiders allviewpoints, occasionallysides withfriends

collectsverylittle informationsome relatestothetopic performsfewduties rarelydoesthe assignedwork oftenneeds reminding tendstoargue oftensideswith friendsorself insteadof consideringall viewpoints nological sequencerambles difficulttofollow nofactstosupport position noanticipationof counterconcerns andarguments

Content Includesattention gettingleadin, background,and otherinformation. Mainsectionof information presentedis thoroughand factual. Informationis documented. Effectiveending (summarizeskey

sequenceflows smoothlyandis clearlyfocused topicclearlydefined detailedevidence examples,andwell reasonedarguments tosupportposition clearlycounters concernsand arguments

sequenceisfairly clear statestopic,can follow somefactsto supportposition attemptsto counterconcerns andarguments

points,clever ending) Evidenceofgroup consensus.

Conclusion
The Constitution project was an important project that teaches students to research information using the internet. Students searched for facts about the events leading to and causes that led to the writing of the constitution. Students collaborated with other students to synthesize important information and provided an avenue to present the information through group presentation. Students have a greater understanding of the Social, Political, and Economical standpoints that led up to the writing of the constitution.