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I. Objectives
How does this lesson connect to the unit plan?
This lesson will expand on the issues debated during the Constitutional Convention and tie into Shays Rebellion as well.
- U3.3.2 Identify economic and political questions facing the nation during the period of the Articles of Confederation
and the opening of the Constitutional Convention.
- C2 Explain Federalist v. anti-Federalists, loose union, limited federal powers as related to the development of American
democracy.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Ask the students to explain the importance of the Constitutional Convention and why they needed it in
the first place? Then proceed to discuss it.
Outline assessment
activities Formative (as learning):
(applicable to this lesson)
Ask the students how they would feel if they were told they were worth 3/5’s of a person. Discuss
how the 3/5’s Compromise was a very low point in America’s history and It was a horrible racist act
against African Americans, by basically calling them less than a person.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
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Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
Students will apply their
Students will be responsible for Short-term: Students should
previous knowledge of the
taking their own notes or listening connect the Constitutional
intently. Students will also be able
Constitutional convention to the Convention simulation to the topics
to discuss and ask questions. concluding discussion. in the lecture.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
How will your classroom 3 columns of desks facing the front containing 5 rows with 2 desks per row
be set up for this lesson?
Development
(the largest
component or Go through the PowerPoint while having the
students take notes on the slides. Explain to the
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students that the powerpoint will be on moodle so Students might need some paper to write on. Pass
25 m if they don’t get all the information on paper they out paper if needed.
don’t need to worry about it.
Closure
(conclusion, Ask the students, “Looking back on what we’ve Students should have a variety of answers and see
culmination, done with the Articles of Confederation, Shays how major historical events still effect us in
5m Rebellion, and The Constitutional Convention how everyday life. (Ex. America’s government is still
wrap-up)
has that affected us in today’s world? based off of the Constitution created at the
convention despite some changes.)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I taught this lesson and the first thing I would change would be the time constraint on the information. Discussing the 3/5 th’s
Compromise went longer than 5 minutes, however, the students were engaged and really reflected on the topic. This lesson
should be taught in a 50 minute timeframe. I didn’t want to resort to a lecture-based lesson, but it was needed as students
had to visually see the main points of the topics. If I had more time I would have expanded on the topics in more detail.
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