Citizenship Class Lesson Plan Format

James Madison University & Skyline Literacy

Names: Laura Bionde, Marta Cayere Date: 9/29/15
Subject/Class: Citizenship Class through Skyline Literacy

Grade Level: Adult

Topic: The New United States Chapter in text: _4_Day/Date to be taught: October 21, 2015
Essential Questions:

Overarching: What role does the desire for independence play in becoming an American citizen and
why? Intriguing.
Lesson Focused:
o Why and how did the United States gain their itsindependence?
o Why is the Constitution considered to be a living document?
o How did individuals shape early American History?

SOLswrite the number of US I or II or Civics which relate:

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution
by:
a) Identifying the issues of dissatisfaction that led to the American Revolution;
b) Identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of
Independence;
c) Describing key events and the roles of key individuals in the American Revolution, with emphasis on George
Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;
USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by:
b) Describing the historical development of the Constitution of the United States;
Your own written objectives (U/K, D, Values)
Your assessment: formative and
summative
U: Students will understand why the colonists chose to
Formative: Evaluating their answers on
fight British rule.
why the colonies chose to revolt and
observing their discussions (worksheet).
Summative: Reenactment of the
Revolution
U: Students will understand why it was important for
Formative: Video guide worksheet along
America to have a written form of government once
with discussion questions and class
independent from Britain.
discussion after.
Summative: Reenactment of Revolution

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14

Skills: Students will be able to express in English clearly

their understanding of civics/the beginning of American
History.
Values: Students appreciate the story of heritage in
American history.

Formative: Teachers will be constantly

observing groups/answering
questions/facilitating discussion and
checking for correct usage.
Summative: Reenactment of Revolution
Formative: By asking students to connect
the content with their own lives, they will
(hopefully) recognize the connections
between these ideas.

Content Outline (1 pg.) (with embedded questions):

Chapter 4
British Rule
1770s: The Colonists wanted more freedoms and greater independence from British rule.
Taxation without representation: Colonists were unhappy with how the British were treating them.
o Taxation-Stamp Act: tax on paper goods; Townshend Act: taxes on glass, tea, paint and paper.
o Representation- colonists did not have representation in Parliament and therefore had no say in
what laws were passed.
The tensions between the colonists and the British heightened use a word like grew as it will be
easier to understand and follow your lessonand British Parliament sent soldiers over to the colonies.
Eventually these disagreements and tensions led to the Revolutionary War in April of 1775.
Why did the colonists want to gain their independence from Britain?
What were some of the reasons behind your decision to leave your home country?
Revolutionary War
First Continental Congress (explain) or just say colonists met September 5th 1774 to organize their
resistance to the Coercive Acts taxes and restrictions/rules set by the British.
o The colonists also wrote a letter to King George reminding him of the rights they held as
colonists.
The Revolutionary War began in April of 1775
How does war affect the citizens of all the countries involved?great question!!
If you think they are able, or maybe some of them are able, you might ask them if this might be
considered a civil war
The Declaration of Independence
During the war, the 2nd Continental Congress met and began writingdrafting the Declaration of
Independence.
The drafted all the basic freedoms rights they felt that all people deserved.
o Life, liberty, and the pursuit of happiness; all people are created equal, the government should be
ruled by the people
The main purpose of the Declaration of Independence was to announce independence from Great Britain
The main writer of the Declaration of Independence was Thomas Jefferson
It was adopted July 4th, 1776. Connect this with celebrating July 4thask them about it.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/14

Why was it important for the colonists to have their freedoms/rights written out?
Why were these freedoms so important to the colonists? What had Britain done in the past to make the
colonists desire such independence?
The 13 Original Colonies
Once the Americans won the war, the 13 original colonies became the first 13 original states
o New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey,
Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina and Georgia.
Delaware was the first colony to become a U.S. state.
What was the significance of these colonies becoming states?
The United States Constitution and Federalist Papers
America won the Revolutionary war in 1783, meaning they were free from British rule= independent .
America did not have a strong national government, so representatives from each state met in
Philadelphia in 1787 in the Constitutional Convention.
At the Constitutional Convention, representatives/Founding Fathers set up the Constitution of the United
States of America.
o The Constitution set up the government, established three branches of government (legislative,
executive and judicial), defined the powers of the national and state governments and protected
the rights of Americans.
o It is the supreme law of the land.
Alexander Hamilton, James Madison and John Jay wrote the Federalist Papers under the name of
Publius.
o The purpose of the papers was to convince voters to vote in favor of the new Constitution.
Why is the Constitution considered to be a living document?
How can this document be applied to your future life here in America?
Founding Fathers
The Founding Fathers contributed to the development might need to rephrase also/use a synonym of
the free nation of America.
o They were: Thomas Jefferson, Alexander Hamilton, John Adams, Benjamin Franklin and George
Washington
Thomas Jefferson: wrote the declaration of independence
Alexander Hamilton: wrote the Federalist Papers (add simple explanation)
John Adams: was the second President of the United States
Benjamin Franklin: started the first free libraries, was U.S. Diplomat, oldest member of the
Constitutional Convention, first Postmaster General and writer of Poor Richards Almanac.
George Washington: known as the Father of our Country, was the first President of the United States
Why are these men considered to be the Founding Fathers of the United States? Did we have founding
mothers??

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14

Instructional Plan: (suggested to write in bullet form in order to glance at it while teaching) 6 8 pm
Type of activity;
timing
Homework/textbook
Review- 5 min.
Welcome &
Hook/overview 5- 7
min.

Concept Map
(1-2 minutes)

Reading about
taxation on colonists
and questions
(10 minutes)

What the Teacher Will Do

What the students will be doing

Teachers will ask about specific questions

regarding the homework, if not teachers will
select random questions to go over with the
class.
Yes, great, but you need to introduce
yourselves your lesson, etc. first. Try to think
of a real hook. Can you show a 30 sec. clip of a
teenager rebelling??
Teachers will ask the class how many students
have teenagers at home, or know someone who
does. Explain how teenagers often want to be
independent from their parents and want more
freedoms than what they are given. Connect this
situation to why the colonists in America wanted
independence from British rule. In both
situations those who desire independence act out
against authority in order to try and obtain more
freedoms.
Teachers will hand out a concept map showing
the sequence of events leading up to American
independence. There will be blanks in the map
where students will be asked to fill in
information taught throughout the lesson.

Students will ask a specific question

they have, if no questions arise then
they will answer the questions asked
by the teachers.

Teachers will hand out a short reading called

Colonists Speak Out. The reading focuses on the
taxes placed on goods in the colonies that the
colonists did not agree with.
Once students have completed the questions,
teachers will ask them to discuss with the class
their answers as to why they believed these
issues caused the Revolutionary war.
**Reasons why colonists were unhappy with
King George and Britain and why they decided
to go to war with them.

In small groups, the students will

read through the two pages and
answer questions pertaining to why
the colonists felt the taxes were unfair
and why this led to tensions between
Britain and the colonies.
**Continue to fill out concept map
guide

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14

Students will be engaged in

discussion by finding connections
between teenagers wanting more
freedom and colonists in America
desiring independence. They will be
able to connect what led up to
American independence with their
own lives in todays world.
.

Students will fill in the blanks of the

concept map as the teacher goes
through each section.

Video guide
worksheet and group
discussion
Think-Pair-Share
(10 min)

Teachers will hand out a video guide worksheet

and show short video about the Declaration of
Independence. Teachers will explain that the
questions will all be covered in the video but
they will get into groups after to go over a
specific question, which they will share with the
class.
Groups:
1. What the declaration did
2. Rights given
3. When it was adopted and who wrote it
**Who wrote the declaration, when it was
written and why it was written.

Map activity on 13
colonies
(8 min)

Reading on
Constitution/
Federalist papers
with questions
(15 min)

Teachers will give the students a blank map of

the 13 original colonies and go through each one
as the students fill out their names. After,
teachers will explain that after America won the
war, these colonies became the 13 original
states. Have them cross out colonies or draw an
arrow to states. Ask them about differences they
notice
**Delaware was first. Americans won the war
and gained independence. The 13 original
colonies became the 13 original states.
How could you change this part to be different
than small group reading? Choral reading?
Teachers will hand out copies of two readings
and two sets of reading guide questions. They
will walk around the room and help with any
confusion students may have about the readings.
Once the students have talked through the
answers through their interviews with their
neighbors, the teachers will go over the correct
answers. Use the tutors to be sure they have the
right answers before they practice them with
interviews.
**Constitution is the supreme law of the land,
Constitution was written by the founding fathers
at the constitutional convention, Constitution

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14

Students will fill out the video guide

as they watch it usually takes all of
their energy to watch and translate
the video (difference from MS).
After, they will divide into pairs. The
pairs will be asked to review the
answers they wrote down and come
up with the best possible answer as
well as an explanation. Each group
will then be asked to flip their page
over and answer discussion
questions. Once they have done this
individually, they will share with
their partner followed by a class
discussion.
**Continue to fill out concept map
guide
Students will take notes on the short
presentation and then fill out the map
as the teacher goes over the names of
the newly founded states and the
dates they were adopted.

Students will read independently and

answer both sets of questions. Once
completed, they will work with their
neighbor to go over the questions.
For the first set one person will be the
interviewer and the other will be the
interviewee, they will rephrase the
blanks as questions as the interviewer
and the interviewee must answer the
questions in full sentences like
theyre being interviewed about the
constitution/fed papers. For the
second set of questions their roles
will switch (so the previous
interviewee becomes the

was written in 1787, James Madison, Alexander

Hamilton, and John Jay wrote Fed papers under
the name Publius
Founding Fathers:
each one teach one
(15 min)

Teachers will provide a handout with pictures of

the 5 important figures they need to know. They
will break the students up into 5 groups, each
assigned a specific figure (Jefferson, Hamilton,
Adams, Franklin and Washington)
As the students present the information they
have found on their person, teachers will record
these facts as bullet points on the board to make
sure each student has the information written
down on their worksheet.

interviewer).

Each group will have a reading on

their particular historical figure and
will fill out the worksheet with the
important information. Once they
have completed this, each group will
have the chance to present what they
found about their person to the class.
As each group presents, the rest of
the class will be recording facts on
their worksheet.

**Jefferson: Wrote the declaration of

independence; Hamilton: wrote federalist
papers; Adams: second US president; Franklin:
they only need to know one of these for
Franklin, so either you choose or let them
choose. I would narrow it down, then they can
choose out of your two or three.started free
libraries, was a U.S. diplomat, was the oldest
member of the Constitutional Convention,
was the first Postmaster General of the
United States and was the writer of Poor
Richards Almanac.; Washington: Father of
our Country and first president.

Teachers will ask the students to get out

Each student will receive a
of their seats and come to the front of the
role necessary to the lesson.
Review Reenactment
class where they will hand out different
Some students will be asked
roles to the students. The teacher will
to act out important historical
explain the class will be acting out
figures while others will be
important events that led to the shaping
asked to portray more general
of the America we know today. Teachers
concepts or figures
will have a written script in order to
This will be great!! I can help
narrate the skit and guide students in
with some props. Be sure to
their specific roles. Beginning with a
have signs for them to wear.
review on the colonies from the previous
class and ending with the founding
fathers and their importance to the
shaping of America.
**Represents information we will go over at the end of the activity, which students should fill, into their
concept map for the correct section.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/14

Materials Needed for the Lesson:

Name tags for characters and roles in reenactment
Copies of reading and reading guide questions
Downloaded video on Declaration of Independence
Printed blank map of 13 original states as well as a master copy
Cut outs of 5 founding fathers with worksheet to fill out information about them
Copies of concept map pre drawn with blank spaces for notes discussed throughout the lesson
Bibliography/Resources Used: (in APA format)
Bliss, B. (2010). Voices of freedom: English and civics for U.S. citizenship (4th ed., p. 126,127,130, 131).
White Plains, NY: Pearson Education.
Colonists Speak Out. (n.d.). In The Struggle for Independence (p. 4,5). Orlando, Florida: Harcourt School.
Leavitt, A. (2009). The Declaration of Independence in translation: What it really means. Mankato, Minnesota:
Capstone Press.
Adaption/Differentiation:
Limited English

Advanced English

After each reading or lesson, we give the students enough time to discuss
with a partner or group their answers. We do this to allow those students
who missed a specific aspect or question to review with someone without
any pressure. By allowing time to discuss, those who are struggling with
picking up every detail will have the chance to take their time and hear
what their classmates have to say.
Discussion time gives these advanced students time to practice their
English even further by helping to explain the content to other students
who may be struggling. The video has high English content so they will be
challenged to listen and record their answers throughout the video but also
to explain to others what they might have missed on the video guide.

REFLECTION:
1. Brief explanation of how this lesson supports larger goals of citizenship:
This lesson supports the concepts and importance of freedom and independence. Students will be
able to describe why these things are important to American history. Students will be able to see how the
Declaration of Independence as well as the Constitution continue to play a large role in American society today.
2. How/where does this lesson connect to their lives/authentic learning?
The topic of this lesson is based on the idea that a group of people decided they wanted better
lives and new opportunities. The students in this class are striving for similar ideals as they began their journey
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/14

to becoming citizens of the United States. The lesson shows the beginning of this country and the people who
made independence possible for people like these students today.

Laura and Marta,

I am so impressed by your work here. This is really good and unusual for it to be so
well done in first draft. You both did a really great job. Feel proud. I cant wait for
you to be able to try it out on the students!

Points
/5 ea.
4.5

Rubric for Lesson Plans See full rubric for detailed description of expectations. See Dr. Cude for
further explanation.

Goals & alignment: EQ which is essential; objectives well written and significant; assessment
aligned with objectives--formative & summative; lesson logically flows; scaffolded appropriately

Structure: HOOK, closure, timing, detailed/accurate content, diverse strategies, differentiation,

includes ancillary materials [such as PPT, notesheet], on time, use of primary sources & visuals

4.25

Quality: [PASS criteria] uses higher-order thinking, links to students lives, includes
ethics/democratic values, employs historical/critical thinking & rigor, includes significant portion of
active/student-directed learning, and makes meaningful connections.

Your questions in the content outline are great.

13.5 15 = exemplary (A)
TOTA
12- 13.25 = meets target (B)
L
10.25 11.75 = meets target (C)
12.75
10 and below = needs improvement/redo & resubmit
Laura
Marta

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/14