TEKS Lesson Plan/Unit Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
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|Teacher: Sarah A. Huett Subject/Course: U.S. History |
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|Grade(s): Grade 11 Time frame: 45 minutes or less |
Re-Teach Lesson Plan Number: 20
Topic/Process: TAKS Review: Constitutional Amendments
Textbook: The Americans: Reconstruction to the Present, McDougall Littell
Throughout Textbook
Texas Essential Knowledge and Skills (TEKS): US4 A, US7 A, US17 B, 8.16 C, 8.17 B
(4) History. The student understands the effects of reform and third party movements on American society. The student is expected to:
(A) evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments;
(7) History. The student understands the impact of the American civil rights movement. The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:
(B) analyze reasons for the adoption of 20th-century constitutional amendments.
(16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
(17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States; and
TAKS: US4 A, US7 A, 8.16 C, 8.17 B
(4) History. The student understands the effects of reform and third party movements on American society. The student is expected to:
(A) evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments;
(7) History. The student understands the impact of the American civil rights movement. The student is expected to:
(A) trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;
(17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:
(B) analyze reasons for the adoption of 20th-century constitutional amendments.
(16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and
(17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States; and
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Rights |Rights often have limits. |
|Constitutionalism |Constitutionalism is open to interpretation. The Supreme Court determines constitutionalism. |
|Government |Government often reflects societies’ beliefs and values. |
Sequence of Activities (Instructional Strategies):
1. Activity: Create a worksheet for students to look up and summarize the following
constitutional amendments: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 18, 19,
and 26. After students have finished, review the meaning of each amendment
and the reasons for its adoption.
Questions to Consider in Lesson:
1) What is the significance of Amendment ___________?
2) What specific rights are granted by Amendment ____________?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Worksheet
Prerequisite Skills:
1. Summarization Skills
Key Vocabulary:
N/A
Materials/Resources Needed:
Textbook, copies of Constitution, copies of worksheet, pens
Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.
Differentiated Instruction: Assign students a specific amendment and have them create a timeline tracing the causes and effects history of their amendment. Students should present their timeline on a poster board.
Teacher Notes:
Sample Test Questions:
1. The Fifteenth Amendment prevented voting discrimination based on-
A. gender
B. race
C. age
D. property ownership
2. The Twenty-sixth Amendment was passed during which of the following events
A. the Vietnam War
B. Reconstruction
C. the civil rights movement
D. World War I
Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.
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