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1. NAME: Brynn Welch2. DATE: November 4th 20163. TITLE of lesson: The Constitution and its Amendments4. VSOL Standards AddressedCE.2 The student will demonstrate knowledge of the foundations of American constitutionalgovernment byb) explaining the significance of the charters of the Virginia Company of London, the VirginiaDeclaration of Rights, the Declaration of Independence, the Articles of Confederation, theVirginia Statute for Religious Freedom, and the Constitution of the United States, includingthe Bill of Rights;c) identifying the purposes for the Constitution of the United States as stated in its Preamble;5. CONTENT SUMMARY/RELEVANCE About six years after the Articles of Confederation were enacted, our founding fathers gathered at the Constitutional Convention to radically change the structure of our national government. After a long summer full of debates, they came up with the Constitution. It contained a Preamble, which describes the purposes of the document, and a series of Articles, which describe the structure and the powers of the new government of the United States. Later, the Bill of Rights was added to quell fears that the new Constitution gave the federal government more powers without guaranteeing the people’s rights. The Bill of Rights consists of 10 amendments to the Constitution, which citizens of the United States various rights, and limit the federal government by giving any powers not explicitly set aside for the federal level to the state governments. Since the Bill of Rights was ratified in 1791, the constitution has been amended 17 more times. We have lived under the system of government set up by the Constitution since it was ratified in 1788. Our ability to modify the document has allowed it to stay relevant and modern more than two centuries later. In the previous lesson, students learned about the Preamble. By now, they should be able to name and describe the goals listed therein. Today, we will extend this learning by discussing the document that meets the goals they learned about last class. They will also review 17 of the amendments. They have already learned these amendments during our last unit, but we are including them in this unit as well since they can be difficult to remember. This lesson will be delivered on the Friday before election day. This is a fabulous time for our students to look at the document that makes most of the news stories they have been watching possible! Plus, this election season has been rather chaotic, so it’s especially helpful for the students to see what our founding fathers intended when they set up this system. 6. ESSENTIAL QUESTIONS How does the Constitution both reflect ideas that are centuries old, and incorporate ideas that are newer? 7. OBJECTIVES (KUDs) ?Students will know: The structure of our government, according to the Constitution How the articles of the Constitution reflect the goals set forth in the preambleWhat Amendments 1-10, 13-15, 19, 23, 24, and 26 did. Students will understand:Our government’s structure was set up a long time ago, and has largely enduredThe Constitution allows our government to adapt as time passes because it can be amended.Students will be able to do:Describe the structure of the American governmentEvaluate and interpret primary sources8. ASSESSMENT Diagnostic: During the slide show, I will ask “do you guys remember this from 6th grade?” a few times. The amount of time I spend explaining each slide will largely depend on how much background knowledge the class comes in with. If they claim to remember any specific concept, I will also ask them to explain it in their own words so that I can make sure that they actually remember the material.Formative: Informal: I will check for understanding during the slideshow using “thumbs up/ thumbs down.” I will also circulate during the bracket challenge and check their progress. Formal: I have a formal check for understanding on Google Docs after the slideshow. Summative: Students are free to take their quiz on the amendments during STING (homeroom) any time between now and our unit exam. Their knowledge of the Articles of the Constitution will be assessed during the unit exam on November 16th. 9. MATERIALS AND RESOURCES/HANDOUTS ?Teacher Materials:For me: Computer, Projector, Google Slides show, BracketFor them: Note sheets (150), Brackets (45), Check for understanding doc, Quizlet setStudent Materials: Pencil, Computer, Power Words sheets10. PROCEDURES ?Agenda:Do Now (5 minutes)Debrief Preamble warm-up and introduce material for the day (5 minutes)Slides with fill-in notes on the Constitution Articles (20 minutes)Check for Understanding (5 min)Amendments Bracket Challenge (20 minutes)Bracket Debrief (10 minutes)Quizlet Live Amendment game (15 minutes)Script: Do Now: As students come into the classroom, they will turn on their computers and complete an activity that will remind them about what they learned during our last class.Introduction: I will debrief the students on their Do Now activity, then I will introduce today’s material. I will also direct their attention to the power words that pertain to today’s lesson, and call on random students to read definitions. I will also ask for a volunteer who will pass out note pages while I set up the Google Slides show.Slides and Notes: I will display a Google Slides show about the Articles of the Constitution, and students will fill in a note sheet as we go. The slide show will focus on the Articles that describe the structure of the federal government. I will pause periodically to check for understanding in a “thumbs up/thumbs down” manner.Check for Understanding: After the slideshow, students will return to Blackboard on their computers and complete a brief check for understanding. I will use their responses to decide how much time to devote to this material on review day. Based on in-class discussions so far this unit, they seem to have some background knowledge on this, so I may not need to devote much time to it at all.Amendments Bracket Challenge: I will break students into pre-determined, mixed ability groups. Then, I will present each group with the Sweet 16 bracket document. I will explain that they are going to use the constitution in their textbooks and their previous knowledge to fill out the bracket. For each “round”, they are to select the amendment that they believe to be most important. They are to discuss this with their groups, and attempt to convince other group members when they have differing opinions. I will circulate, answer questions, and act as a referee if needed. Bracket Challenge Debrief: Once all of the groups have their brackets filled out, we will create a bracket as a class. This time, students will need to convince me that their “picks” are correct. The activity will wrap up when our class bracket is filled.Quizlet Live: Students will go to Blackboard and follow a link to Quizlet Live. In this game, students will be randomly assigned to groups of three or four by a computer, and they must work together to identify the correct amendments. The description of each amendment will show up on all of the screens within one team, but only one of the students has the correct answer. If the students fly through the Amendments Quizlet set, we will move on to the Power Words set instead. 11 ACCOMMODATIONS FOR INDIVIDUAL DIFFERENCES: Process: The bracket challenge occurs in mixed-ability groups. Students who know the material well will have to process it in a different way as they explain it to students who do not know it as well. Those lower-ability students will have an opportunity to learn from their peers too! Something similar may happen during Quizlet Live, though those groups are made randomly by the computer, so it will not be as deliberate. Product: Students are allowed to pick their own quiz date for the amendment quiz. This way, students who feel confident can get it out of the way so they can concentrate on other civics material. Students who need more time with this material, however, can take it once they feel ready.Materials:Do Now: The students played this game during their last civics class. This should remind them about the goals set forth in the Preamble. Google Slides: Check for Understanding: Other Documents: Bracket Challenge and Google Slides NotesUS Constitution: The ArticlesArticle 1: The ___________________ BranchIn charge of ________________________Created a _____________ made of the _____________ and the _________________________Changes from the Articles of Confederation:Congress may _____________________________ (no more begging states for troops!)Congress may _____________________________________ (no more begging states for $$$)States cannot ______________________________ anymoreStates cannot _____________________________________.Article 2: The ____________________ BranchIn charge of __________________________________Headed by a _______________, chosen by the Electoral College.Also includes “_____________________________”, which became the Cabinet.Article 3: The ____________________ BranchIn charge of __________________________________Creates a _____________________ and allows Congress to establish more ________________________________.Federal courts may ___________________________________.30314664917060How does this relate to the Preamble?12939633015200Preamble Section Example“Form a more perfect union”“Establish justice”“Insure domestic tranquility”“Provide for the common defense”“Promote the general welfare”“Secure the blessings of liberty” ................
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