40-50 minutes Constitution, Bill of Rights, Freedoms Amendment, Matching Skills, Team/Group work, Drawing Skills, Computer Skills 1.1 Integration of Learning Outcomes/Objectives Students will be able to match the amendment number with the correct explanation of it. Students will be able to represent each amendment by drawing it. 1.2 Standards
NCSS.1.6.a ...enable learners to examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation;
NCSS.1.6.c ...provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare;
NCSS.1.6.g ...challenge learners to apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems;
8.2.4.B: Locate historical documents, artifacts, and places critical to Pennsylvania history.
5.1.4.D: Identify key ideas about government found in significant documents: Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution
1.3 Anticipatory Set: 1. Students will sit on the rug in front of the teacher. 2. The teacher will discuss what the students previously learned; the geography of the mid-atlantic states. 3. Teacher will ask the students how they think the states all work together to stay unified as a country? 4. The teacher will explain that Philadelphia played a big role in this because it is where the constitution was signed. 5. The teacher will load the US Constitution from http://constitutioncenter.org/media/files/constitution-full-text.pdf and explain to the students that the constitution was created to unify the country as they were breaking away from Britain. 6. The teacher will show the students the Bill of Rights and explain that these were created to give the people rights. 7. The teacher will introduce and then read the book The Bill of Rights: Protecting our Freedoms Then and Now by Syl Sobel. 8. Once the book is read the teacher will go over each amendment with the students by going back to that page in the book and discussing each amendment by asking students if they can explain that amendment in their own words. 9. Then the teacher will ask the students if they can think of how their lives would be different if we did not have these amendments. 10. The teacher will take three answers and then send the students back to their seats.
1.4 Procedures: 1. The teacher will then handout Decoding the Bill of Rights to each group. 2. The teacher will split the students up into groups of 4-6 students. 3. The teacher will go around the room and explain each station. 4. The first station will be the Amendment Cootie Catchers. 5. At this station the students will quiz their partner one each amendment by playing this game that will be set up. (Students will be able to match the amendment number with the correct explanation of it.) 6. At the second station the students will pick a piece of paper out of a box, on that piece of paper there will be an amendment with its explanation on it. 7. The student will then use a piece of paper and a pencil or crayons provided to draw this amendment and have their partner guess which amendment it is. (Students will be able to represent each amendment by drawing it.) 8. The third station will be at the computers where students will play an amendment game called Find the missing amendment in Freeville http://www.pdesas.org/module/content/resources/20091/view.ashx 9. At the fourth station the students will play amendment bingo. 10. There will be one student that reads the scenarios and the other students will match the scenario with onto the bingo sheet, which will have amendments 1-10 in the squares. (Students will be able to match the amendment number with the correct explanation of it.) 11. The final station will be to play an amendment matching game with a partner. (Students will be able to match the amendment number with the correct explanation of it.) 12. Each group will spend five minutes at a station. 13. The teacher will send each group to a different station and they will rotate every five minutes. 14. The teacher will walk around and observe and offer help if the students are stuck.
1.5 Differentiation: 1. For an ELL student the teacher could place them in a group that would be rich with students who would really get into the activities. This would benefit the ELL student because the activities use visuals and kinesthetic activities, so as long as their peers are really bringing to life the concept then I think that the ELL student would understand the concept easily. 2. For a student that is gifted the teacher can challenge them to research other ways that the amendments are used every day and they can create a poster and present the information that they found to the class.
1.6 Closure 1. Students will be brought back to their seats. 2. Students will be asked which station they enjoyed the most and why. 3. The teacher will then hand out a piece of paper and ask students to write which amendment they think is most important to them and why. 4. The teacher will also ask students to pick a different amendment and state a consequence if this amendment was not in place. 5. After the papers are collected the teacher will explain to the class that tomorrow they will be learning about how Delaware has contributed to our society.
1.7 Formative/Summative Assessment of Students Formative assessments will be continuously conducted throughout the lesson as the teacher will walk around and observe the students when they are putting together their scenarios to act out and also when the students are working at the stations A summative assessment will be used when the students draw an amendment for their partner to guess because the teacher will see these drawings and be able to see if the student grasped that amendment. (Students will be able to represent each amendment by drawing it.) A summative assessment will also be used during the conclusion when the teacher collects the slips of paper to see if the students could correctly explain the pros/cons of an amendment (Students will be able to match the amendment number with the correct explanation of it.)
1.8 Materials A. Student Materials 1. Book- The Bill of Rights: Protecting our Freedoms Then and Now by Syl Sobel 2. US Constitution and Bill of Rights pdf found at http://constitutioncenter.org/media/files/constitution-full-text.pdf 3. Decoding the Bill of Rights worksheet 4. Amendment Cootie Catchers activity http://www.pdesas.org/module/content/resources/20091/view.ashx 5. Paper, pencil, crayons 6. Amendments listed on pieces of paper in a box 7. Computers http://www.pdesas.org/module/content/resources/20091/view.ashx 8. Amendment bingo worksheets http://www.pdesas.org/module/content/resources/20091/view.ashx 9. Bingo place holders 10. Amendment memory game http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=19 78658104&AP_activityType=1&AP_urlId=142682&gameType=list
Source MI or SI Why Credible? Teacher Access Student Access http://www.archi ves.gov/exhibits/c harters/bill_of_rig hts.html MI Very easy May be difficult for students to understand. http://www.histor y.com/this-day-in- history/us- constitution- signed MI Very easy Very easy http://www.consti tutioncenter.org SI Website for the constitution center in Philadelphia. Has a lot of information and resources to better explain the constitution. Very easy Would be too much for students to navigate through. http://www.pdesa s.org SI Pennsylvania state education website. Has a lot of resources for teachers. Very easy Would be too much for students to navigate through. http://www.quia.c om/servlets/quia. activities.common. ActivityPlayer?AP_ rand=1978658104 &AP_activityType= 1&AP_urlId=1426 82&gameType=list MI Easy, except must have JAVA player Would be too much for students to navigate through.
1.9 Technology Technology was used multiple times in this lesson to enhance the material that was being taught. Technology was used to show students the constitution and the bill of rights online. This was a good resource because it showed students the actual item that they would be learning about. Technology was also used when students were at a station where they were online playing a game. This game asked students to match the activities going on around the virtual town to an amendment. This was a good visual representation and showed students virtually how amendments are used in our everyday lives.
2.1 Reflection I think that my planning of this lesson went better than I thought it would. I found a lot of ideas that I wanted to use in this lesson, most of my time was spent going through these and sorting out ideas that I didnt think would be most useful and then making these ideas my own. I also spent a lot of time figuring out the best order for my lesson so that what was previously learned would build off of what was being taught next. I think that this lesson would be successful because the students are constantly active and are essentially teaching themselves and their classmates through the use of visuals and kinesthetic activities. I think that this could have been a boring topic, but this lesson makes it fun and interactive and I believe that after this the students would have full understanding of the ten amendments and their impact on our society. My concern for the lesson implementation is time management because I think that the first two activities could vary in how much time they would take up depending on the students in the classroom.