Teacher: Wymore/ Martinez/ Chacon

Date: March ,
School: Blevins
Content Area: Social Studies
Title: Review/Assessment
Lesson #:11 of 11

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Grade Level: 8

Content Standard(s) addressed by this lesson:

C 4.1 Analyze elements of continuity and change in the United States government and the role
of citizens over time.
Describe instances in which major political, social, economic or cultural changes occurred and
the reasons for the changes.
Analyze the changing definition of citizenship and give examples of the expansion of rights
Describe examples of citizens and groups who have influenced change in United States
government and politics.
Evaluate the result of various strategies for political change over time.
Analyze primary sources supporting democratic freedoms and the founding of our government.
Documents to include but not limited to: Declaration of Independence, Constitution, Bill of Rights
and explain how they provide for both continuity and change.
Examine ways citizens may effectively voice opinions, monitor government and bring about
change nationally.
C 4.2 The place of law in a constitutional system.
Discern various types of law.
Evaluate strengths and weaknesses of rule of law.
Describe and engage in various means of conflict management.
Explain the role and importance of the Constitution.
Discuss the tensions between individual rights, state law and national law.
Explain how state and federal court power of judicial review is reflected in the United States for
form constitutional government.
Use a variety of resources to identify and evaluate issues that involve civic responsibility,
individual rights and the common good.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
Why do people create governments and laws?
What functions of the government are ran by the federal government/state governments?
Does Federalism make American democracy distinct?
Concepts and skills students master:
Synthesize understanding of the Constitution unit
Written communication skills via essay question

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
I understand the concept of Federalism and can give an example of state and federal powers as
well as shared powers.
I can review to perform proficiently on the U.S. Constitution summative assessment.

Assessment of Evidence Outcomes:

Federalism Venn Diagram (State vs. Federal powers)
Constitution Unit study guide
Constitution Socrative
Constitution assessment

Planned Lesson Activities

Activity Name

Constitution Review/ assessment

Approx. Time

2 hours 30 minutes

Anticipatory Set

LTs
RAP 1: Federalism venn diagram, last concept before unit
assessment.
RAP 2: Revisiting the Constitution Anticipation Guide. Evaluate
the accuracy of our unit predictions with supporting evidence from
knowledge gained through the unit.
Constitution assessment

Teaching/
Presentation:

Includes: Input, Modeling and Checking for Understanding

1.
Input: Review/Assessment directions
2.
Modeling: Modeled directions for navigating the socrative
review and explanation for assessment format/EQ essay format.
Anticipation Guide activity before the assessment.
3.
Checking for Understanding: Check for understanding is
the study guide as well as the assessment itself and will occur
upon completion of the exam.
4.
Questioning Strategies: Sample of assessment questions.

(Select the most

appropriate
teaching model.)
-direct instruction
-presentation
model

-concept teaching
-cooperative
learning
-inquiry

Remembering: How many amendments are in the Bill of Rights?

Understanding: A Primary election is? Applying: Based on the
information in the flowchart *System of checks and balances*
what power does the Executive Branch have in legislation?
Analyzing: Study the chart *Federal System venn diagram* Tax
collection is the responsibility of which level of government?
Evaluating/Creating: *Essential Question essay* Write a
paragraph/essay response to the unit essential question Why do
people create government and laws?

Teaching Strategy:
Guided Practice
&
Differentiation

Assessment: Teachers role is to clarify points of confusion

throughout the students independent assessment time.
Study guide: Go through the first question of the socrative review
as a class. Independent work time with the option of participating
in a small group, teacher-led study guide session.

Teaching Strategy:
(Independent
Practice)

Constitution assessment study guides will be assigned during the

first half of this lesson and are due before the assessment begins
during the second half of this lesson. The study guide provides
adequate preparation for the assessment and will demonstrate
the students level of preparation for the assessment.

Closure

The anticipation guide, which we began the unit with, will ask
students to reflect on their predictions by using evidence from
material learned. Upon completing the assessment, students will
reflect on their LT 35 thus completing their learning
targets/reflections for this unit.

Materials

LT ppt
RAP ppt
Socrative Review
Study guides
Anticipation guides on Google Classroom
Assessments
Modified assessments
Essay format ELAchieve handouts

Accommodations
&
Modifications

To modify study guide:Small groups of students were taken into

the hall to work together with a teacher in filling out the study
guide
To modify assessment: modified assessment with reduced
amount of questions strategically chosen for lower levels of
understanding. Essay format provided to differentiate for
language/ literacy deficits.
To extend: Assessment- Open-ended essential question essay
Why do people create governments and laws?
Study Guide material covered will need to be reduced for mod cog
students~ 3S~Sarah

Assessment

Completion of the Socrative Review and study guide will assess

students level of preparation for the Constitution assessment. The
assessment itself will determine the level of success in the review
lesson.
Completion of the unit assessment will assess the students
mastery of Constitution content.. The essay portion will also
assess students literacy level. The document based questions in
the assessment will assess historical thinking skills.

Co-Teaching
Strategies
Purpose of lesson/State Standard Addressed: C 4.1 Analyze
elements of continuity and change in the United States
government and the role of citizens over time.
g. Describe instances in which major political, social, economic or
cultural changes occurred and the reasons for the changes.
h. Analyze the changing definition of citizenship and give examples
of the expansion of rights
Describe examples of citizens and groups who have influenced
change in United States government and politics.
Evaluate the result of various strategies for political change over
time.
k. Analyze primary sources supporting democratic freedoms and the
founding of our government. Documents to include but not limited
to: Declaration of Independence, Constitution, Bill of Rights and
explain how they provide for both continuity and change.
Examine ways citizens may effectively voice opinions, monitor

government and bring about change nationally.

C 4.2 The place of law in a constitutional system.
h. Discern various types of law.
Evaluate strengths and weaknesses of rule of law.
Describe and engage in various means of conflict management.
k. Explain the role and importance of the Constitution.
Discuss the tensions between individual rights, state law and
national law.
m. Explain how state and federal court power of judicial review is
reflected in the United States for form constitutional government.
Use a variety of resources to identify and evaluate issues that
involve civic responsibility, individual rights and the common good.
Co-Teaching strategy and Rationale: Differentiated/ one teach,
one assist. A lead teacher ran the RAP (Federalism Venn
Diagram) while the other teacher assisted behavior and computer
issues. When independent study guide work time began one
teacher continued monitoring the class while another teacher took
a small group of students in the hall to work through the study
guide together.
Were there other co-teaching strategies used when implementing
the lesson? If so, why?
No other co-teaching strategies were used during this lesson
Would you use this co-teaching strategy for this lesson again?
Yes, because working in small groups for an assessment review
allows for more attention for students who are struggling with the
material.

Post Lesson Reflection

1. To what extent were lesson objectives achieved?
The objective of this lesson was to prepare students for the summative assessment and to close
the unit by giving the summative assessment. The data shows that students successfully
gained an understanding of cultural facts required of new citizens to know. The multiple choice
portion which covered: elections, checks and balances and Constitutional history was widely
scored very high. The three branch chart showed low gains which shows that there is too much
unnecessary information for students to retain, even with a word bank. The essential question

response showed that students had a decent understanding of why our government is broken
up into braches and how the division of power facilitates a more fair government.

2. What changes, omissions, or additions to the lesson would you make if you
were to teach again?
If I were to assign an assessment again I would limit the information required in regards
to the detailing of each branch of government and I would use higher-level document
based questions. The students performed higher on this unit exam than previous
exams which shows that the lesson taught were effective lessons on a macro scale.
3. What do you envision for the next lesson?
Our next Unit covers the first sixteen presidents leading up to the Civil War. Historic
events and ideas will be addressed by presidential term. We will continue to address
how our government facilitates the course of historical events.