Introduction to the 1st Amendment
1 Hook/Attention Getter
The teacher will instruct students to get on their Schoology accounts and go to their social studies course. The teacher will ask students to reply to the discussion question posted and then reply to two other students.
After all the students have posted, the teacher and students will have a classroom discussion. The teacher will reflect the students' posts on the board.
Students will get on their Schoology account and go to their social studies course. They will reply to the scenario posed: "Imagine that you were to come to school one day and half of your favorite library books had been burned by the principal. Imagine all Harry Potter, The Hunger Games, The Maze Runner, and many of your favorite books were gone forever. How would you feel? How would you react?"
After they respond to the the scenario, they are to respond to two other students' posts.
2 Direct Instruction and Guided Practice
The teacher will show an introductory teacher-made Animoto video on the five freedoms of the First Amendment: https://animoto.com/play/GL2q1RnJ6rLSpQg5Q7tG0w
Then, the teacher will have the students login to Nearpod and follow along and interact with the presentation. The Nearpod presentation with explain all five of the freedoms granted in the First Amendment. Throughout the presentation, there will be "checkpoints" in which students are required to respond.
Students will watch the short video.
During the Nearpod presentation, students are required to engage in some of the checkpoints. For example, some checkpoints include:
- Poll: Do you think it is good to have a separation of church and state?
- Draw: What do you think freedom of petition means? (Give an example).
- Write: How would your life be different if you did not have the freedom to assemble?
The teacher will have the students get out a scrap piece of paper and the students are to write down three things they learned from that day.
The students will get out a scrap piece of paper and write down three things they learned from that day. They will then crumple up their paper and throw it across the room. Students then find a "snowball" and read it. The teacher calls on random students to read their "snowball" to the class.
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Key Ideas and Details|
|RH.6-8.1||Cite specific textual evidence to support analysis of primary and secondary sources.|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
|RH.6-8.3||Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).|
|Craft and Structure|
|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.|
|RH.6-8.5||Describe how a text presents information (e.g., sequentially, comparatively, causally).|
|RH.6-8.6||Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).|
|Integration of Knowledge and Ideas|
|RH.6-8.7||Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|RH.6-8.8||Distinguish among fact, opinion, and reasoned judgment in a text.|
|RH.6-8.9||Analyze the relationship between a primary and secondary source on the same topic.|
|Range of Reading and Level of Text Complexity|
|RH.6-8.10||By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.|
Speaking & Listening
|SL.6: Comprehension and Collaboration|
|SL.6.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.|
|SL.6.1a||Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.|
|SL.6.1b||Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.|
|SL.6.1c||Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.|
|SL.6.1d||Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.|
|SL.6.2||Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.|
|SL.6.3||Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.|
|Presentation of Knowledge and Ideas|
|SL.6.4||Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.|
|SL.6.5||Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.|
|SL.6.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|