Goals and Objectives
Students will
understand the key principles and concepts of state constitutions between 1777
and 1781. Students will analyze the correlation between the main reasons behind individual state
constitutions and how they influenced American political institutions that later developed from the early ideas of government.
California Content Standards
8.3 Students understand
the foundation of the American political system and the ways in which citizens
participate in it.
8.3.1 Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
8.3.1 Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
Common Core Standards
Reading
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Writing
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Writing
CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.
Driving Historical Question
How did the
state constitutions of 1777-1781 influence American political institutions?
Lesson Introduction
In pairs, students will analyze the political cartoon pictured below.
- Students
will identify these components of the political cartoon: key players, any symbolism and the cartoon's relevancy to the new unit.
- The
purpose of this cartoon is to draw upon the student's prior knowledge of pilgrims breaking away from England
and creating their new colonies.
- Next, students discuss what the next steps were for Americans creating their own society and government. Students discuss what they can recall from the strengths and weaknesses of the Articles of Confederation and why it failed.
Vocabulary
Partnered students will
team up with another pair (so they will work in groups of four) and use their
textbook to define the key vocabulary words of the lesson plan. Students will
compare and contrast the key concepts in their history notebooks. We will
briefly discuss the students’ main ideas and the teacher will elaborate on or
clarify any misconceptions.
The Second Continental Congress
Legislative Branch Articles of Confederation Ratification |
Unanimous Vote
Delegates Loyalists Executive Branch |
Content Delivery (Lecture)
The teacher will conduct a 20 min lecture presentation through Prezi. The presentation requires students to be active participants. The presentation consists of critical thinking questions in which students answer through class discussion. The presentation concludes with a video which summarizes the events of the Articles of Confederation and how it laid the foundation for the U.S. Constitution.
Student Engagement
Students will
complete a guided notes activity independently during lecture. Students will be
given an additional 5 min to complete their worksheets with a partner and prepare for the lesson closure.
Lesson Closure
Students will
individually do a quick write in their history journals. Students will be required
to answer the critical thinking questions in their journals using at least four
of the eight vocabulary words learned during this lesson. Students will show that
they can use the new vocabulary within the context of the learned knowledge
from the lesson.
Assessments
Formative- The teacher will conduct class discussions throughout the
lecture which allows the teacher to see which parts of the lesson the students
understand and which parts of the lesson the teacher may have to be more
thorough.
Summative- The teacher will have the students conduct a quick-write in their history journals. The teacher will read the journals to gage student's understanding and comprehension of the lesson content. The teacher will assess student's entries and either move forward with the unit during next class or start the next class with reviewing the main ideas of the lesson that student's didn't understand.
Summative- The teacher will have the students conduct a quick-write in their history journals. The teacher will read the journals to gage student's understanding and comprehension of the lesson content. The teacher will assess student's entries and either move forward with the unit during next class or start the next class with reviewing the main ideas of the lesson that student's didn't understand.