Lesson Plan

CIVICS: Getting Cocky with the Contitution

Get into really understanding what the constituion is and why this document is so important still today.
Michelle B.
Classroom teacher
Cabell County Career Technology Center
Huntington, WV
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My Grades 7, 8, 9, 10, 11, 12
My Subjects English Language Arts, Science, Social Studies
Objectives

Students will be able to: SS.12.C.7 Evaluate the processes within the United States Constitution that make it a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.8 Investigate the system of government created by the Preamble, Seven Articles, and the Bill of Rights and other Amendments of the United States Constitution to evaluate how the framework for American society is provided. SS.11-12.L.11 write arguments focused on discipline-specific content. •introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. •develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. •use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. •establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. •provide a concluding statement or section that follows from or supports the argument presented. SS.11-12.L.12 write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. •introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when useful to aiding comprehension. •develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. •use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. •use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. •provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Subjects
Social Studies
Grades 12
All Notes
Teacher Notes
Student Notes

1 HOOK: Rockin' with the Preamble: Learn why the Constitution was established and events leading up this creation.

Duration: This lesson plan will take at least one to two weeks to complete, possibly longer if you want to spend more time with the games and/or have classroom discussions.

Student Instructions

Watch the two videos on Youtube and answer the following questions in complete sentence form: 1. Why did the pilgrims come to the new land from England? 2. Why did the new settlement pull away from England? 3. What was the Boston Tea Party? 4. What year was the Constitution written? 5. What did the people want? *Copy the Preamble on your own paper. You will be required to memorize this. The School House Rock video will help you memorize it more easily.

2 Basics of Government: Supreme Decision; Do I have a Right? Bill of Rights and Branches of Power

DIRECT INSTRUCTION: 

DAY 1 and 2. In the iCivics app, Click on Games; https://www.icivics.org/products/games Click on THE CONSTITUTION. Have students to play Do I Have a Right: Bill of Rights Edition: Have them take notes on the decision process and what transpired. Print completion results and turn in. Have class discussion on results. 

DAY 3 and 4 Identify rights guaranteed by the Bill of Rights and the 13th, 14th, 15th, 19th, and 26th Amendments: In iCivics, click on games and go to Do I Have A Right? 

TEACHER: Print the iCivics lesson plan in pdf form for students. This provides step by step instructions with information on the amendments. https://www.icivics.org/node/42/resource 1. Read all instruction thoroughly. 2. Play Game 3. Take notes on decisions that were made. Hand in paper. Paper will include the incident, the decision, and which amendment applies. 

DAY 5 and 6 TEACHER: Print Branches of Power Game Instructions: Have students go to iCivics website. First, click on teach, then games, and then BRANCHES OF POWER. Game will take 30-40 minutes to play and students print out the score report at the end. If extra time left in class, students can opt to continue playing game with no scoring or repeat for a better score. Worksheet on last page of Game instructions. 

Day 7 and 8 Go to iCivics and click on TEACH tab. Go to games and then down to persuasive writing and click on Supreme Decision. Teacher: Print student worksheet and SUPREME DECISION GAME GUIDE. Give to students. Students will play the game and print majority opinions for grade. Students will also complete worksheet and turn in. 

DIRECTION INSTRUCTION 

DAY 1 AND 2 

In iCivics, click on games and go to Do I Have A Right? Bill of Rights Edition https://www.icivics.org/node/42/resource 1. Read all instruction thoroughly. 2. Play Game 3. Take notes on decisions that were made. Hand in paper. Paper will include the incident, the decision, and which amendment applies. 

DAY 3 and 4 Go to iCivics. Click on TEACH tab Click on Games Choose Branches of Power Print score sheet when you are finished. If you have extra time, continue playing game for better score or choose no scoring but use class time wisely. Complete worksheet in your packet and turn in. 

DAY 5 and 6 Go to iCivics and click on TEACH tab. Go to games and then down to persuasive writing and click on Supreme Decision. Students will play the game and print majority opinions for grade. Students will also

Student Instructions

DAY 1 and 2

In iCivics, click on games and go to Do I Have A Right? Bill of Rights Edition https://www.icivics.org/node/42/resource 1. Read all instruction thoroughly. 2. Play Game 3. Take notes on decisions that were made. Hand in paper. Paper will include the incident, the decision, and which amendment applies.

DAY 3 and 4 Go to iCivics. Click on TEACH tab Click on Games Choose Branches of Power Print score sheet when you are finished. If you have extra time, continue playing game for better score or choose no scoring but use class time wisely. Complete worksheet in your packet and turn in. DAY 5 and 6 Go to iCivics and click on TEACH tab. Go to games and then down to pursuasive writing and click on Supreme Decision. Students will play the game and print majority opinions for grade. Students will also complete worksheet and turn in.