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LESSON PLAN- DAY ONE GENERAL INFORMATION Name: Melissa Waudby Lesson Title: Defining Democracy Grade level(s)/Course: 11th Grade Advanced Placement United States Government Date taught: N/A INFORMATION ABOUT THE LESSON Content Standards: Understand how the government established by the Constitution embodies the principles of democracy. Understand the basic concepts of a federal system of government. Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.

Enduring Understanding and/or Essential Question: What is the role of a citizen in a democracy? What are the key functions of government? What is the main purpose of government? Participatory citizenship is essential to a healthy democracy.

Instructional Objectives: After a concept formation activity, students will be able to define what a democracy is and identify examples and non-examples of democracy by completing a worksheet with 80% accuracy. After a concept formation activity, students will be able to critically think about democracy in the United States. After viewing an in-class PowerPoint, students will be able to identify challenges to democracy.

Prior Learning/Prior Thinking Students may have encountered this content before in their daily life through witnessing people voting, protesting, or going to visit a state capitol or government building. These experiences relate to democracy in America and how citizen are active within a democracy. Students may have also encountered this content in another classroom when discussing classroom rules and expectations (building a democratic learning environment). Students may know some of the characteristics of democracy based on those discussions, such as input by multiple points of view. A misconception students may have about democracy in American is that American is not a democracy in a true sense. Students may be confused because the United States government is a combination of several different types of

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government. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge This lesson revolves around the term democracy and specifically the characteristics of democracy in America. To activate prior associations I will ask students What are your pervious experience with government? Have you been active in the government? What is your perception of democracy? Is the United States a democracy? I will then tell the students that during this lesson and unit we will be looking at the characteristics of democracy and the foundation of the United States government. The students will also be prompted to write down the essential questions in a note packet. This note packet will be used as a final review guide. Students will also refer back to the note-packet throughout the course to connect the material learned in class to the essential questions.

Focus/Purpose Statement Today we will learn about the term democracy as a form of government. Throughout the period, keep in mind our essential question: What is the role of citizens in a democracy? You will be able to define what the term democracy means and identify examples and nonexamples of democracy.

Procedures Introduce Unit (10 minutes) 1. Start by asking students their previous experiences and encounters with government in the United States. Have you participated governmental activity? Have you experience government in America first hand? 2. Next, introduce the essential questions for the unit. Tell students about the theme for the unit. Have a poster to hang at the front of the classroom that lists the essential questions and enduring understandings. Instruct students to write down essential questions and enduring understandings at the top of the note-taking packet. 3. Explain that the learning objective for today is to define democracy and identify examples and non-examples of democracy. Concept Formation (50 minutes) 1. Handout Concept Formation Map with a copy of sources and a graphic organizer. 2. Instruct students to read the included sources/documents and categorize each document into an example or non-example of democracy based on their individual definition of the term. 3. Give students 10-15 minutes to read through the documents and fill out the corresponding graphic organizer. 4. After 15 minutes, check to see if students need more time, if so give the students 5 more minutes. 5. Bring the class together and see how the students responded to each document. Ask for

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volunteers to explain their rationale for categorizing each document into the chosen category. (What do you think in response to Document 1? Does the document refer to a set of governmental actions? How does language affect the meaning of the document?) Go through each document and see if there are any discrepancies in student responses and what their rationale was. Ask the students to compare all of the documents and note the difference and similarities. (What are some differences between the documents? Are the documents laws, policies, etc.?) (What are some similarities between the documents?) Have students discuss in small groups. Ask the students to note the differences between the documents. Write student responses on the white board at the front of the class. Ask the students to note the similarities between the documents. Write student responses on the white board at the front of the class. Instruct the students to look at the whole list of similarities and difference and summarize a list of characteristics about the term democracy. Have them individually write these characteristics in the corresponding column on the graphic organizer. Ask the students to share their list of characteristics with the class. (What are characteristics of democracy? Is there evidence from the documents to support your argument?) Instruct student to look at the examples/non-examples of democracy and formulate an individual definition of the concept. Ask the students to share their definitions of gender equality and note any differences in the definitions. After all volunteers have shared their opinions, formulate a class definition.

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Lecture (PPT) (30 minutes) 1. Have student take out individual note-packet and instruct them to take notes on themes and key information that relates to the essential questions 2. Introduce students to the key theories of democracy (PowerPoint). While showing students these slides, ask them questions about the nature of democracy, (Is this different from what you have experienced?). 3. Discuss democracy in America and the challenges it faces in during the 21st century. Ask students if they have witnessed a change in the way people participate in politics and the governmental system. Closure (5 minutes) 1. Introduce Formative Assessment-Timeline Blog. Instruct students that throughout the unit they will chose 3-5 terms/events/people that were key in shaping the foundation of the American government system. 2. Handout the directions and rubric of the assessment. 3. Ask students if they have any questions 4. Assign the class the readings for the week. Differentiation During the concept formation portion of the class, students with a low level of ability will be given a concept formation map with some of the parts already filled out. They will be given

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the definition and characteristics of a democracy. From there they will have to read the given information and sort the documents into examples and non-examples. Students who are above the ability of concept formation will be given a different assignment looking at comparing the similarities and differences of different types of democracies. These students will work individually in a separate group. During this activity I would also group students by ability level in small groups, for them to be able to develop the concept at their own rate. For a student who does not speak English very well, I would give the student a modified concept map in which they would have to draw pictures of the characteristics of democracy. I would also give them documents that have been modified for their English level. For the direct instruction portion, I would give students with a lower ability level, a partially filled out note-packet, in which they would have to fill out a blank rather than complete a whole sentence. Closure At the end of the PowerPoint, I will ask the students what their individual understandings of democracy are and how their idea of democracy had changed. Students will be able to have a short discussion about the term democracy and how it relates to government in America. This will be used as a wrap-up for the information presented that day.

Materials and Resources Poster of essential questions and enduring understandings Democracy Concept Map (direction sheet, packet of sources, graphic organizer) Unit note packet White board and white board markers PowerPoint of Theories of Democracy and Challenges to Democracy

Classroom Management/Democratic Practices In this classroom, I plan to follow the policies set down by the school and also the rules and expectations set on the first day of class. Since this is a government classroom, the classroom policies work to create a democratic learning environment based on student input and student-student and student-teacher respect. During the concept formation activity I anticipate some off task behavior such as conversation that is off topic or students completing other work for another class. To prevent this behavior, I will walk around the class to ensure each small group is discussing the given documents. While presenting the PowerPoint I also anticipate some off task behavior and while discussing some blurting out of answers. To prevent this I will have ask students to respect others by raising their hand and to wait to be called on. In addition I will try to be as mobile around the classroom as possible. Not just standing at the front of the classroom. ASSESSMENT

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Before the lesson

Gathering information about student knowledge Before the lesson begins, I plan on asking the students their previous experiences with government, in the United States or in other countries. I will ask them if they are interested in government and would like to go into civil service after high school/college graduation. I will also ask them about their level of academic ability. If this is the first AP class they have taken or if they are in multiple AP classes. I will ask the students to raise their hands to yes or no questions or write down on a piece of paper their previous experience/interest level in government. This pre-assessment/information gathering would be used for the entire unit to inform me of student interest level and ability level.

Pre-assessment that may be used The pre-assessment that will be used will be an informal question and answer portion before beginning the actual instruction of the class. This Q&A will include questions such as What are your previous encounters with governmental ideas/actions? How have you participated in government?

During the lesson While students are discussing in small groups during the concept formation activity, I will walk around the classroom, listening to student responses and understanding or misunderstanding of the information. If a student is struggling with a concept I will talk to the group and ask leading questions to get them on the right track. If a student exhibits misconceptions during group discussion, I will also use the method of asking leading questions to try to make them realize they are misunderstanding the concept.

Informal Formative Assessment See above explanation about structured observation. I would also have students take notes during the presentation of the PowerPoint information and walk around the classroom to see if the students are actually taking notes about key information and themes or if they do not understand the material.

Formal Formative Assessment I will review the Concept Formation graphic organizer to see if the students have the correct definition of the topic and are categorizing the sources correctly into examples and nonexamples.

At the end of the lesson Formative Students will complete the Concept Map graphic organizer as a formative assessment to be

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handed in at the end of the class period. This assessment with provide information on how each student defines the term democracy, whether they have the correct characteristics of democracy and if they can accurately categorize sources into examples and nonexamples. These all align with the learning objectives for this lesson. This assessment is an appropriate tool to check student learning because they will have completed multiple levels of knowing, understanding and applying. If a student accurately defines the topic but cannot apply the definition into the sorting of the sources, then the teacher can know what specific concept the student is struggling with. To differentiate for students who have difficulty showing their understanding I will ask them to stay after class and discuss the concept with me. I will ask them a series of questions that they will have to orally answer, instead of writing. For students that need more challenge, I will ask them to complete a comparison between the different types of democracy around the world. Summative Students will be tested on the concept of democracy and the strength of democracy on the formal, summative unit test. This will be in the form of a short answer in which students will characterize what democracy is and how democracy functions in the United States today. This assessment will show if students understand the concept of democracy and how it relates to the United States or if they do not understand the material. Students who have difficulty expressing their understanding in written communication may be able to take the test orally. Students that have a high level of understanding will be given the same test with a modified question about democracy in the United States and how our democracy is similar or different to other democracies around the world. The test will be a summative way to see if the student accomplished the learning goals established at the beginning of the unit.

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LESSON PLAN- DAY TWO GENERAL INFORMATION Name: Melissa Waudby Lesson Title: Political Culture in America Grade level(s)/Course: 11th Grade Advanced Placement United States Government Date taught: N/A INFORMATION ABOUT THE LESSON Content Standards: Understand how the government established by the Constitution embodies the principles of democracy. Understand the basic concepts of a federal system of government. Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.

Enduring Understanding and/or Essential Question: What is the role of a citizen in a democracy? What is the main purpose of government? What are the key functions of government? Participatory citizenship is essential to a healthy democracy.

Instructional Objectives: After viewing a PowerPoint, students, will be able to identify the characteristics of American political culture. After working in cooperative groups, students will be able to identify ways in which citizens participate in the American democracy.

Prior Learning/Prior Thinking Students may have encountered this content before in their daily life through witnessing people voting, protesting, or going on a field trip or visiting a state capitol or government building. These experiences relate to democracy in America and how citizen are active within a democracy. Stud Students may have also encountered this content in another classroom when discussing classroom rules and expectations (building a democratic learning environment). Students may have also had experience in participating in governmental actions by working on campaigns or interning for a congressperson. A misconception that may occur during this lesson is about the nature of the American political system. Students may believe, based on their background, that the scope of the

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American government is much larger than it actually is. Students may also not know that American political culture today is very different from political culture of the founding fathers. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge To activate students prior associations to citizenship in a democracy and American political culture I will tell students Today we will be studying American political culture and how a citizen is involved in the American democracy. Students will view this short news clip about a protest by families of political prisoners. How does this relate to participation in a democracy? Is this similar to or different from your concept of participatory citizenship?

Focus/Purpose Statement Today we will learn about participatory citizenship in a democracy and the American political culture. As we learn today, keep in mind our essential question: What is the role of a citizen in a democracy? You will be able to identify the ways in which people participate in a democracy and the different characteristics of American political culture.

Procedures Introduce Performance Assessment- Be Your Own Delegate (10 minutes) 1. Instruct students that they will have a performance assessment at the end of the unit to assess their understanding of the basic concepts and ideas that shaped the formation of the United States government. 2. Tell students that they will be given a name of a person present at the Constitutional Convention. Students will have to take on the persona of the given identity and participate in a mock-Convention. Students will argue in favor or against the same issues/ideas their actual delegate would have done. 3. Handout a rubric making sure to tell students that this will be used in the grading of their performance during the mock-Convention. Also inform the students that they will be required to write multiple journals that correspond to the journey to the Convention and the actual proceeding of the days. They will also write a concluding journal about their personal opinions of the government that was established during this Convention. 4. Ask students if they have any questions. (Does anyone have any questions about the assignment or the rubric) Direct Instruction (40 minutes) 1. Have student take out individual note-packet and instruct them to take notes on themes and key information that relates to the essential questions. 2. Introduce students to the current issues and feelings dealing with the political culture in America. Ask students what their ideas are about political culture in America and how

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have they experienced politics. (What do you think defines American political culture? How have you experienced politics in the United States? Do you think that American political culture is different from other democracies? What do you think helped shape American political culture?) 3. Discuss American political culture. Talk about the ideas of liberty, egalitarianism, individualism, laissez-faire and populism. Indicate how these ideas were founded and how they have managed to sustain from the time of the countrys founding until today. (How have these ideas been perpetuated throughout history, both formally and informally? What institutions of government protect these ideas?) 4. Tell students about the scope of the government today. Some students may not know how far reaching the government is. Ask students if they know of any ways in which the government extents to their local community (Hint at schools, post offices, etc.) Cooperative Groups (35 minutes) 1. Instruct the students to put away their individual note packets and form groups of 2 or 3. Each group of students will receive one laptop or computer. 2. Handout a worksheet to each student with corresponding directions, website addresses and questions and space for answers. Although students will be working in groups, each student will turn in an individual worksheet to make sure students are on-task. 3. Tell students that they will have the rest of the class period to investigate the ways in which citizens participate in American democracy and how those ways reflect the political culture of the country. 4. Instruct the students that after creating a list of examples of participate; they will investigate two websites (one liberal and one conservative) to find articles of political participation in the news. They will then comment on the article and the relation to American political culture. 5. Have each group of students grab a computer from the portable lab or have the student walk down to the computer lab. 6. While the students are working, walk around the classroom to monitor the progress of each student. If you see any off-task behavior, stand behind the group and watch until they return to on-task behavior. 7. With 5 minutes left in the class period instruct the students to put away the computers/walk back to the classroom. Tell them if they have not completed the assignment during class time, they will have to finish the assignment for homework and bring it back the next day to turn in. Assign Governments Around the World Assessment (3-5 minutes) 1. Instruct students that they will have homework for the next day. This assignment will involve students individually researching 3 different types of government around the world and give 5 characteristics for each type of government. 2. Handout the directions for the assignment. 3. Ask the students if they have any questions about the assessment. Differentiation

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For students that are at a lower ability level, during the PowerPoint portion I would have the packet pre-filled so the student would look for one or two words or phrases to write down instead of having to paraphrase the whole slide. For the cooperative group portion, I would have a list of examples already started for the students with space for them to find one or two more examples (students at an average or above average ability level would be expected to complete 5 or more examples). Students who do not know English very well would be given an individual note packet that would also be pre-filled but may also include graphic representations of the information given. For the cooperative groups portion of the class, these students will receive a small list of already thought of examples, in both writing and graphic representations. Students will be required to either write examples or draw a representation of the example. Student who are at a lower level of ability or students who do not know English very well may also be able to have more time to complete the assignment.

Closure At the end of the lesson students should be reflecting about the activity just completed in class. Students will be given a time during class to answer a short reflection question at the end of their worksheet. This question will be related to the PowerPoint content and help them understand the connection between American political culture and participatory citizenship.

Materials and Resources Rubric and Directions for the Be Your Own Delegate Performance Assessment Citizenship in America Worksheet (directions and workspace) Unit note packet PowerPoint about the political culture of America and the Scope of the American government. Mobile computer lab or regular computer lab (one computer for each group of students) White board and white board markers Governments Around the World Worksheet (directions and workspace)

Classroom Management/Democratic Practices In this classroom, I plan to follow the policies set down by the school and also the rules and expectations set on the first day of class. Since this is a government classroom, the classroom policies work to create a democratic learning environment based on student input and student-student and student-teacher respect. While presenting the PowerPoint I anticipate some off task behavior and some blurting out of answers. To prevent off-task behavior, I will try to be as mobile around the classroom as possible. Not just standing at the front of the classroom. I will also tell students that to promote a democratic learning environment, we need to respect each others ideas and time to talk, therefore one needs to wait before being called on. During the cooperative groups activity, I also anticipate some off task behavior such as conversation that is off topic or students completing other work for another class. To

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prevent this behavior, I will walk around the class to ensure each small group is discussing the examples and the articles from the appropriate websites. ASSESSMENT Before the lesson Gathering information about student knowledge At the beginning of the unit (day one) I plan on asking the students their previous experiences with government, in the United States or in other countries. I will ask them if they are interested in government and would like to go into civil service after high school/college graduation. I will also ask them about their level of academic ability. If this is the first AP class they have taken or if they are in multiple AP classes. I will ask the students to raise their hands to yes or no questions or write down on a piece of paper their previous experience/interest level in government.

Pre-assessment that may be used The pre-assessment that may be used for this lesson would be an informal question portion of the class. Students would discuss their ideas of political culture and what they believe the current American political culture is. They would also be asked if they have had any experience in the governmental system, whether through first-hand experience (volunteering or working) or second-hand experience.

During the lesson Informal Formative Assessment During the portion of the class for question and answers while conducting the PowerPoint, I will observe and note any student responses that may seem off in regards to the content. I will then ask the student that is having difficulty grasping the concept leading questions to make them realize their idea or opinion may be wrong or they are using the incorrect framework to look at the issue. I will also be walking around the classroom during the cooperative group learning and will be looking for students to be coming up with appropriate examples of citizen participation and relation to the concept of political culture.

Formal Formative Assessment I will use the worksheet for the in-class activity as the formal formative assessment during the class period. I will observe student answers throughout the activity and assist students that are struggling with guided questions. I will be looking for students to be thoroughly completing the worksheet with references to the PowerPoint concepts that were presented earlier in class. Students need to also be using the articles to reference examples of participatory citizenship.

At the end of the lesson

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Formative The formative assessment that will be used at the end of this lesson is the Government Around the World homework assessment. Students will use this assessment to show understanding of American democracy and political culture and be able to compare and contrast the characteristics of American political culture to the political cultures of three different governments from around the world. Students who complete this assignment will show their knowledge of American political culture and also the ability to compare and contrast based on certain theories and ideas. For students that are having difficulty grasping this concept, I would modify the assignment to have the student investigate further the concept of political culture in America. I would give them another reading and have them complete a worksheet with guided reading questions. This assessment is centered on the concept of participatory citizenship in a democracy and the students ability to critically think about American government.

Summative Students will be tested on the concept of political culture and the characteristics of American political culture on a formal summative unit test. This will be in the form of a short answer or selected response question in which students will characterize what political culture is and how political culture is represented in the United States. This assessment will show if students understand the concept of political culture and how it relates to the formation of United States government. Students who have difficulty expressing their understanding in written communication may be able to take the test orally. Students that have a high level of understanding will be given the same test with a modified question about political culture in comparisons to another country and how those differences reflect differences in the function and purpose of their respective governments. The test will be a summative way to see if the student accomplished the learning goals established at the beginning of the unit.

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LESSON PLAN- DAY THREE GENERAL INFORMATION Name: Melissa Waudby Lesson Title: The Road to the Constitution Grade level(s)/Course: 11th Grade Advanced Placement United States Government Date taught: N/A INFORMATION ABOUT THE LESSON Content Standards: Understand how the government established by the Constitution embodies the principles of democracy. Understand the basic concepts of a federal system of government. Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.

Enduring Understanding and/or Essential Question: What are the key functions of government? What is the main purpose of government? What key principles and theories are outlined in the documents that formed the American government? The function of government is determined by ideological beliefs about human behavior. The formation of the United States government was based on ideas from the Enlightenment period.

Instructional Objectives: After a quick write activity, students will be able to identify the Preamble of the Declaration of Independence. After viewing an in-class PowerPoint, students will be able to identify the cause and effect of revolution by the colonies. After a student directed investigation, students will be able to evaluate the theories and ideas that influenced the founders of the American nation.

Prior Learning/Prior Thinking Students may have encountered this content before in their daily life through witnessing people voting, protesting, or going to visit a state capitol or government building. These experiences relate to government in America and how government functions. Students may have also been exposed to these ideas in an earlier history or government class. The unit involves a majority of historical documents and events, so many of the students may have already had experience with the events that conspired to create the environment for the formation of a new government in a history class.

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LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge This lesson revolves around the historical circumstances that led to the foundation of the American nation and specifically the ideologies that influenced the founders. To activate prior associations I will ask students What are your pervious experience with government? Have you read the Declaration of Independence? Do you know what the Enlightenment Era is? I will then tell the students that during this lesson and we will be looking at the causes of revolution and The students will also be prompted to write about the Preamble to the Declaration of Independence and how the wording of the document relates to the theories already studied in class. The prompt will be Read the Preamble to the Declaration of Independence. How do you think this statement relates to theories of democracy and principles of Enlightenment?

Focus/Purpose Statement Today we will learn about the causes of revolution in regards to the formation of the American Nation. Throughout the period, keep in mind our essential question: What key principles and theories are outlined in the documents that formed the American government? and What are the key functions of government? You will be able to identify and evaluate the theories and principles that influenced the founders.

Procedures Introduce Unit (10 minutes) 1. Start by asking students their previous experiences and encounters with government in the United States. Have you participated governmental activity? Have you experience government in America first hand? 2. Next, have the students view the opening exercise writing prompt. Direct the students to take 5-7 minutes to write a paragraph or two about the connection between the Preamble to the Declaration of Independence and the theories of democracy already studied in class. Also ask the students to comment on the theories of the Enlightenment present in the document, if possible. 3. Ask for a couple of volunteers to share what they wrote about. This is for the class to start on the right mindset of thinking about the foundation of the American nation and what principles it was based on. 4. Explain that the learning objective for today is to identify and evaluate the theories and principles that influenced the founders. Lecture (PPT) (40 minutes) 1. Have student take out individual note-packet and instruct them to take notes on themes and key information that relates to the essential questions for the day and also for the unit as a whole. 2. Introduce students to the key the events leading up to the revolution in the British colonies

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(PowerPoint). While showing students these slides, ask them questions about the nature of the revolution and the ideas that the founders were fighting for (What principles did the founders base their arguments for revolution on? What were the causes of revolution in the American colonies?) 3. Discuss the Declaration of Independence and the ideas present in the creation of the document. Ask the students about the importance of the document and the consequences for drafting such a document in that environment. (How did the Declaration of Independence change the nature of government? What did the Declaration of Independence say about the main purpose of government?) 4. Next, introduce the students to type of government formed immediately after the revolution. Talk to the students about the Articles of Confederation and discuss the advantages and disadvantages of the document. (What powers were granted to the federal government under the Articles of Confederation? What powers were granted to the states under the Articles of Confederation?) Student Directed Investigation (40 minutes) 1. Instruct the students to put away their individual note packets. Each student will receive one laptop or be assigned to one computer in the computer lab. 2. Handout the Ideas from the Enlightenment directions and worksheet to each student. 3. Tell students that they will have the rest of the class period to investigate the influence of Enlightenment thinkers on the founding documents. 4. Instruct students that they will be investigating one thinker from the Enlightenment and analyze their effect, if any, on the Declaration of Independence and the Articles of Confederation. Students will have to find 2 pieces of primary source evidence to support their arguments. 5. Tell students that after they have found their evidence, they will analyze the effect of the Enlightenment principles as a whole on the formation of the American nation. 6. Have each student grab a computer from the portable lab or have the students walk down to the computer lab. 7. While the students are working, walk around the classroom to monitor the progress of each student. If you see any off-task behavior, stand behind the group and watch until they return to on-task behavior. 8. With 5 minutes left in the class period instruct the students to put away the computers/walk back to the classroom. Tell them if they have not completed the assignment during class time, they will have to finish the assignment for homework and bring it back the next day to turn in. Differentiation During the PowerPoint portion of the class, students with a low level of ability will be given a partially filled out note-packet, in which they would have to fill in a blank rather than complete a whole sentence. I would also give this type of packet to a student who is learning English as another language. However, their packet may also include graphic representations of the same concept and space for the student to draw a graphic representation themselves. For the portion of the class of student-directed investigation, I would give the students with a low ability level printed out primary evidence that is already

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summarized to a lower reading level (not 18th century old English). I would also modify the assignment and ask those students to rephrase what the person was trying to say in their own words and find one way in which it relates to the foundation of the country. I would also give this lower reading level summary to students who English language learners. I would also allow these students more time on the assignment (two days, instead of one). For students whom have a high level of ability, I would ask them to complete the assignment focusing on two Enlightenment thinkers, comparing and contrasting their ideas and then commenting on their influence on the founding documents. Closure At the end of the PowerPoint, I will ask the students to review what they had written in their journal at the beginning of class. I will ask the students to review the Preamble again and think about what they wrote in the context of This will be used as a wrap-up for the information presented that day.

Materials and Resources Ideas from the Enlightenment (direction sheet, worksheet) Unit note packet White board and white board markers PowerPoint of Theories of Causes of the Revolution and Articles of Confederation Computer lab/Mobile computer lab Opening exercise Writing prompt

Classroom Management/Democratic Practices In this classroom, I plan to follow the policies set down by the school and also the rules and expectations set on the first day of class. Since this is a government classroom, the classroom policies work to create a democratic learning environment based on student input and student-student and student-teacher respect. While presenting the PowerPoint I also anticipate some off task behavior and while discussing some blurting out of answers. To prevent this I will have ask students to respect others by raising their hand and to wait to be called on. In addition I will try to be as mobile around the classroom as possible. Not just standing at the front of the classroom. During the student-directed investigation I anticipate some off task behavior while the students are working individually. Behavior such as talking to other students and working on homework for other classes is expected during this type of activity. To prevent this behavior, I will walk around the classroom to observe student activity while in the computer lab.

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ASSESSMENT Before the lesson Gathering information about student knowledge Before the lesson begins, I plan on asking the students their previous experiences with government, in the United States or in other countries. I will ask them if they are interested in government and would like to go into civil service after high school/college graduation. I will also ask them about their level of academic ability. If this is the first AP class they have taken or if they are in multiple AP classes. I will ask the students to raise their hands to yes or no questions or write down on a piece of paper their previous experience/interest level in government. This pre-assessment/information gathering would be used for the entire unit to inform me of student interest level and ability level.

Pre-assessment that may be used The pre-assessment that will be used will be an informal quick write activity, asking students to read the Preamble to the Declaration of Independence and connect it to previously learnt topics in class. Students will have a discussion about the prompt and what they wrote. This will be used as an informal pre-assessment to see what the students think about the principles that founded the nation.

During the lesson While students are discussing during the PowerPoint presentation and quick write, I will walk around the classroom and listen to student responses and understanding or misunderstanding of the information. If a student is struggling with a concept I will talk to the group and ask leading questions to get them on the right track. If a student exhibits misconceptions during group discussion, I will also use the method of asking leading questions to try to make them realize they are misunderstanding the concept.

Informal Formative Assessment See above explanation about structured observation. I would also have students take notes during the presentation of the PowerPoint information and walk around the classroom to see if the students are actually taking notes about key information and themes or if they do not understand the material.

Formal Formative Assessment I will use the worksheet for the in-class activity as the formal formative assessment during the class period. I will observe student answers throughout the activity and assist students that are struggling with guided questions. I will be looking for students to be thoroughly completing the worksheet with references to the concepts that were presented earlier in class.

DRAKE UNIVERSITY LESSON PLANNING TEMPLATE

At the end of the lesson Formative Students will complete the Ideas from the Enlightenment worksheet as a formative to be handed in at the end of the class period or the next day. This assessment will provide information on how each student thinks about primary documents and relates it to learned material. Students will be able to show if they understand the principles that developed during the Enlightenment and the connection of those principles to the documents that the founding fathers created. This assessment is an appropriate tool to check student learning because they will have completed multiple levels of knowing, understanding and applying. If a student accurately identifies Enlightenment principles but can not connect those principles to the founding documents, then the teacher can know what specific concept the student is struggling with. To differentiate for students who have difficult showing their understanding I will ask them to stay after class and discuss the concept with me. I will ask them a series of questions that they will have to respond orally to, instead of writing.

Summative Students will be tested on the key principles and ideas that were developed during the Enlightenment and their influence on the founding fathers on the formal, summative unit test. This will be in the form of a short answer question in which students will be given an excerpt from a founding document and highlight the areas of the document in which Enlightenment ideas are present. The students will also comment on the effect of these principles on the type of government the United States has now. This assessment will show if students understand and can apply the concepts of the Enlightenment and how it relates to the current formation of the US government or if they do not understand the material. Students who have difficulty expressing their understanding in written communication may be able to take the test orally. Students that have a high level of understanding will be given the same test with a modified question about the Enlightenment and how those concepts are seen throughout the world. The test will be a summative way to see if the student accomplished the learning goals established at the beginning of the unit.