5E Lesson Plan Ideas
Subject area/course/grade level:Social Studies/Government/12
Standards (State and ISTE Standards for Students):
2.) Summarize the significance of the First and Second Continental Congresses, the Declaration of Independence, Shays' Rebellion, and the Articles of Confederation of 1781 on the writing and ratification of the Constitution of the United States of 1787 and the Bill of Rights of 1791.
Objective:
Students will study changes made to the Decleration of Independence and examine their signinficance.
Differentiation Strategies:
This lesson will contain visual, verbal, social, and logical learning styles.
ENGAGEMENT:
Day 1:
Bellringer- Students will be displayed the picture “Drafting the Decleration of Independence” by Newell Convers Wyeth (https://www.paintingstar.com/static/gallery/2012/01/07/52a60533379b0.jpg?Drafting+The+Declaration+Of+Independence+-+1776+Artwork+by+Newell+Convers+%2528N.C.%2529+Wyeth) and will be asked to describe what they believe the men in the painting are doing. Students will be shown which man is Thomas Jefferson and told that he was the main author of the Decleration of Independence. A short video will be played
Youtube video - https://www.youtube.com/watch?v=IPeffaxcT4k, briefly describing Thomas Jefferson’s accomplishments.
Day 2:
Bellringer- As students watch this video https://www.youtube.com/watch?v=LKJMWHCUoiw students will be asked the question, what major issue was taken out of the final draft of the Decleration?
EXPLORATION:
Day 1:
For the main activity, students will in pairs, examine two different versions of the Decleration of Independence https://www.loc.gov/teachers/classroommaterials/lessons/declaration/pdf/final.pdf,
Thomas Jefferson’s original draft https://www.loc.gov/teachers/classroommaterials/lessons/declaration/pdf/draft.pdf
and the first printed version of the DOI. With their partner students will create a list of differences between the two documents and an explanation for why they believe each change was made.
As a class we will discuss their findings.
Day 2:
Students will make a short video clip no longer than ten minutes about the Decleration of Independence. Students will have the choice to work along or work in groups of no more than four students. Students will have the choice to either highlight important aspects of the DOI or to create their own DOI in which the video will highlight the changes they have made. https://www.youtube.com/watch?v=cm08XqFrPlk is an example of a group of students who are highlighting key components of the current DOI.
EXPLANATION:
Day 1:
The handout https://www.loc.gov/teachers/classroommaterials/lessons/declaration/pdf/comparisons.pdf will be distributed. Students will then get back with their partner and compare the differences.
I will then lead a classroom discussion on the significance and reasons why these changes were made to the DOI.
Day 2:
A lecture will be done explaining the issues that the founding fathers faced and compare them to issues that they would face today similar to nuclear weapons. I will lead a group discussion comparing and contrasting issues that the founding fathers faced during the time the Decleration was written with the world that we live in. Students will be told that the Decleration was made vague so that as time evolves the Decleration can evolve as well. The link provided is a presentation I created for this discussion http://prezi.com/qyjtjh4ncx1p/?utm_campaign=share&utm_medium=copy
ELABORATION:
Day 1:
Students will compose two Tweets from Thomas Jefferson making a case for the most signicant changes that were made in the DOI. Students will also find another student in their class who has the same or similar beliefs of which change is the most significant and reply to their tweet as to why they agree with them. Below is an example.
Day 2:
Students will be divided into groups. Each group will create a quiz using Kahoot. Once they have created a quiz I will review it and if it is substantial their groups quiz will be taken by another group and so on and so forth. Here is an example of a Decleration of Independence quiz created on Kahoot: https://play.kahoot.it/#/k/fe02bf6a-e15d-43c8-b186-033f8cc90586
EVALUATION:
Day 1:
CATEGORY / √+ / √ / √-
Quality of participation / -contributed to group's progress and understanding -listened to others well -stayed on task -asked group questions before coming to teacher / -contributed occasionally to group's progress -sometimes listened to others, may have interrupted -stayed on task most of the time / -did not participate actively, did not contribute points to discussion -did not show that had been listening to peers -came to teacher before asking group-mates
I will also create DOI quiz using Kahoot. Students will login in via their wireless device, make a nickname, and complete the quiz.
Day 2:
Students will be graded on their version of the Decleration as well as their presentation to the class. The rubric for this is located below.
CATEGORY / 4 / 3 / 2 / 1
Speaks Clearly / Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. / Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. / Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. / Often mumbles or can not be understood OR mispronounces more than one word.
Clearly states changes made / All changes made were identified and an explanation of why the changes were made is clear and concise. / Most of the changes made were identified and most of the changes made had explanations. / Some of the changes made were identified and some of the changes made had explanations. / Student failed to identify changes made and failed to explain why the changes were made.
Changes made are clear and clear and concise / The students changes to the Decleration are clearly stated and are created for the well being of the majority. / Most of the students changes to the Decleration are stated and are created for the majority. / Some of the students changes to the Decleration are stated and are created for the majority. / Student failed to clearly state changes to the Decleration and the changes were not made for the majority.
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.
Approved January, 2013