Social Studies Lesson Plan Template



Social Studies Lesson Plan

1. Title: George Mason , Founding Father (U.S. History/8th grade)

2. Overview - Big Ideas

a. Enduring Understandings: It is important for students to understand the important contributions made by George Mason and why he is considered one of the founding fathers of the United States of America.

b. Essential Questions:

• Who was George Mason?

• What documents did he frame and what are their importances?

3. Lesson Objectives: Standards :

a. SS.8.A.3.3 Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.      

b. SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era.  

c.  SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence.    

d. 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.

e. SS.8.A.1.1. Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments

f. SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.

                                                                  

4. Key Vocabulary: endowed, unalienable rights , framer, founder, patriot, foundation, government, warrant, primary source, secondary source

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

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

• Analyze primary and secondary sources

• Identify primary and secondary sources

• Identify strong vs. weak arguments

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

Formative assessments:

• Answer oral questions posed by teacher

• Create charts, slogans, illustrations

Summative assessments:

• Write a persuasive essay

• Unit Exam – Creating a Nation

Text: The American Journey, (New York: Glencoe, 2005)

6. Materials Needed:

a. The Virginia Declaration of Rights (May 1776)

[pic]



b. The Virginia Constitution (June 1776)



c. The Original Ten Amendments to the Constitution (1789)



d. Worksheet for analyzing documents



e. Matt Damon reads the Declaration of Independence



f. Smart board or LCD projector to view video

7. Steps to Deliver the Lesson: (2 class periods)

a. Show video “Matt Damon Reads the Declaration of Independence” (See link above for a 2 minute video.)

b. After video teacher will follow with questioning strategy :

• What were some of the principles mention in the video?

• Who wrote the Declaration of Independence?

• What was its purpose?

• Where did some of these principles and ideas come from?

c. Teacher will give short lecture on the Biography of George Mason as Framer of the Constitution and Founding Father of the United State of America.



d. Teacher will give a formative assessment with oral questions to determine understanding of short lecture.

e. Teacher will introduce three primary documents : The Virginia Constitution of 1776, the Declaration of Rights of 1776, and The Bill of Rights of 1789

f. Students will be divided into predetermined collaborative groups to independently analyze a specific document using the Written Document Analysis Worksheet (link provided above).

g. Groups will present their findings to the class following the worksheet format.

h. Volunteer students will “Share the Pen”: individual students may come to the front and write one similarity or one difference, thus creating a similarities and differences chart on the smart board/board (Ex. Virginia Declaration of Rights v. The Bill of Rights).

i. Every student in the group may participate by choosing to draw a picture to illustrate a right, write a catchy phrase for a particular right or document, create a positive slogan for Mason or help create the chart on the board.

j. Closure: Teacher will review chart in a whole class discussion as well as allow students to present their work.

k. Culminating enrichment assignment: Students will write a persuasive essay on the significance of George Mason as Framer of the Constitution and Founding Father of the United State of America using the primary sources to support their argument. (Rubric provided)

8. Specific Activities: (From Guided to Independent)

a. Students will watch video narrated by Matt Damon.

b. Student will participate in a, teacher led, whole group discussion following questioning strategy.

c. Student will take notes on short lecture on George Mason.

d. Students will read and analyze documents in collaborative groups.

e. Students will be instructed to independently express their understanding of documents through charts, drawings, slogans etc.

9. Differentiated Instruction Strategies:

• Visual: video, charts, illustrations

• Oral presentations

• Cooperative Groups: created by mixing students of various reading levels and abilities

• Written assignment as an enrichment activity for higher level students.

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10. Technology Integration:

a. Use of smart board or LCD projector to view video from History Channel website.

b. Worksheet from the National Archives and Records Administration website.

c. Primary Documents from Gunston Hall website with video and/or pictures of the mansion, the grounds and George Mason.

11. Lesson Closure:

a. Closure: Teacher will review chart in a whole class discussion as well as allow students to present their individual work.

b. Culminating enrichment assignment: Students will write a persuasive essay on the significance of George Mason as Framer of the Constitution and Founding Father of the United State of America using the primary sources to support their argument. (Rubric provided)

Essay Rubric: Using Primary Sources

I. Focus on topic - On topic throughout essay and knowledge of subject

__5__HIGH __4__MED __3__LOW

II. Organization – Complete essay with an introduction, body and conclusion

__5__HIGH __4__MED __3__LOW

III. Support – Expanded main ideas with relevant and accurate details

__5__HIGH __4__MED __3__LOW

IV. Use of Primary Sources (well documented, mentioned, not used)

__5__HIGH __4__MED __3__LOW

Total points multiplied by 5 results in percentage Ex. (20 x 5 =100%)

Scale:

90 – 100% = A

80 – 89 = B

70 – 79 = C

60 – 69 = D

59 - = F Score:________

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