James Madison University – College of Education

Social Studies Lesson Plan Format

Name: Cheryl Holm Date:7/17/2011

Subject/Class: Civics and Economics Grade Level: 7 Topic: Class Constitutional Convention

NCSS Theme #6 : Power, Authority, and Governance

Subthemes: # 6k : fundamental values of constitutional democracy; #6p : analyze and evaluate conditions and motivations that contribute to conflict and cooperation among groups and nations; # 6prod: developing a classroom constitution as a plan for just governance

Essential Questions/Big Ideas:

Big Idea: Influence

Essential Questions: 1. How have past documents influenced the creation of the U. S. Constitution?

2. How does the U. S. Constitution influence our daily lives?

SOLs/Standards addressed: SOL CE 2b: The student will demonstrate knowledge of the foundations of American constitutional government by explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States of America, including the Bill of Rights.

Assessment alignment chart: How will you know they know the objectives listed above?

Objective / Assessment
U 1: SWBAT understand that the creating a constitution is not an easy task / Formative: class discussion
Summative: class constitution
K 1: SWBAT know the foundations of American constitutional government / Formative: reference to documents in discussion of governing ideas
Summative: quiz on the documents at the end of the unit
D 1: SWBAT create a class constitution / Formative: class discussion
Summative: consensus building
V 1: SWBAT value the influence of the U. S. Constitution and Bill of Rights in their lives. / Formative: class discussion during activities
Summative: class constitution

Background Content Outline: students have already learned the background information for today’s lesson

DEAN CHART

Concept word / D=define / E=examples / A=attributes / N=non-examples
Influence / Have an effect on
to move or impel (a person) to some action / Culture
Social status
Wealth
Parent to child
Peer pressure
Mass media / Power
Authority
Pressure
Force / Weakness of character
Subordinate
Repel
Conflict / Disagreement or argument / Fight
Political campaign
News panels with opposing views / Discord
Dissention / Agreement
Harmony
Peace
Resolution / Come to an agreement / Course of action / Argument / Constitution

Instructional Plan:

What the Teacher Will Do / What the Students Will Do
Pre-assessment/
Hook
7 minutes / Give each student a headband with the name of a document written on it
Guidelines: students cannot say any of the words as part of the document as they give clues, they may refer to authors, contributors, and/or principles / Students will walk around the room and ask questions about who they “are” (CTA)
Discussion
5 minutes / Ask: Remember yesterday’s debate, what were some of the difficulties you experienced in getting others to see your point of view?
Ask: What would it take for our class to create a living document like our U.S. Constitution?
Did our founding fathers exhibit these skills? Explain.
Does the Constitution written over 200 years ago apply to our lives today? How so? / Possible answers: No one wanted to listen, didn’t want to compromise, weren’t respectful
Possible answers: Compromise, compassion, willingness to listen
Yes, they came to the Great Compromise
Or No, they didn’t ask any groups to participate if they were not white men
Possible answers: yes, it’s how our government is set up and we have to follow the laws of our country
Transition
1 minute / Distribute Classroom Constitution Guiding questions page (questions see below in introduction) / Students choose a group member to come up for copies
Introduce activity
7 minutes / Ask: (questions written on SmartBoard) If we were to create a classroom Constitution (remember, all of our classes have to come to consensus) what are some governing ideas you would like to include?
How are we going to come to consensus?
If we choose consensus, how do you think our class will feel about the process?
If we choose to vote majority rule, how do you think our class will feel about the process? / Possible answers: conventions of general politeness
Possible answers: use stickers to rank choices like we did on the first day of school, decide in groups and then vote
Possible answers: like we were really involved
Possible answers: maybe not everyone will be heard
Group creation of governing rules
20 minutes / Teacher asks students to elect a scribe, timekeeper, peacekeeper, and task master for each group and circulates to help students as needed and aid in resolution of issues / Students work cooperatively to create governing rules and scribe writes final ideas on chart paper
Groups share ideas with class and come to consensus
10 minutes / Teacher asks students to hang their charts with class governing rules around the room. / Students hang charts and each group takes places stickers (each student receives 5 stickers at each station) by the rule or rules they think are most important
Closure
2 minutes / Exit slip question: as you looked at each group’s governing ideas, did you notice any similarities to your group’s ideas? Explain. Which ideas in our U. S. Constitution can you find in our class constitution? / Students complete exit ticket and give to the teacher on the way out.

Materials Needed for the Lesson: lesson plan; SmartBoard; computer; document name headbands; copies of convention questions; folders for group activity; chart paper for activities and exit slip; markers; stickers

Bibliography/Resources Used:

Davis, J, Fernlund, P, & Woll, P. (2011). Civics and economics. U. S. A.: Pearson Education, Inc.

Adaption/Differentiation:

ELL/struggling readers / Questions are read aloud to help these students follow along and feel comfortable with the material
one-on-one assistance by teacher if needed (asked for or noticed need by teacher)
Graphic elements of the lesson help ensure understanding (stickers and consensus building)
Group dynamics are considered in assuring students work well together
ADHD / Transition times are kept short and focused to allow for minimal distraction of these students
Movement in the lesson allows for students to expend energy during transitions and group work
A variety of learning styles addressed to keep lesson focus
Length of activities keeps the focus of the lesson changing
Gifted / Group time allows students to justify and defend a position
There are opportunities for these students to take a leadership role within the group structure if they wish
There are opportunities for these students to aid other students

Explanation of Instructional Strategies Used:

Pre-assessment and hook are used to engage students in looking at artwork.

Introduction is used to engage in a dramatic activity as opposed to just reading aloud. This will help their understanding of the connection of past documents on the Constitution and its relevance to the student.

Group work strategies are used to engage students in authentic dialogue and enhance understanding. Students also get the opportunity to process information before they are asked to share. This fosters a positive climate in which students can feel free to take risks.

Creation of a class constitution is to help solidify the concept of the influence of the documents on the U.S. Constitution and today. Students are creating a better personal understanding of the material and not a regurgitation of facts.

Closure activity is used to stimulate the metacognitive process.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Stern 8/10