Académique Documents
Professionnel Documents
Culture Documents
Teacher
Nick DeVries
Date
Grade __8th______________
I. Objectives
How does this lesson connect to the unit plan?
This lesson concludes the unit about the Articles of Confederation and the U.S. Constitution. It has students evaluating how they feel the U.S Constitution, and for that
matter the U.S. government, compares to the government of other countries.
cognitiveR U Ap An E C*
Write a compare and contrast paper comparing the United States Constitution to another countries constitution. This
will be accomplished by the paper, or slideshow the students will make.
Look up information online about another countries government and assess how they feel successful it is.
Analyze primary documents such as countries Constitution. The paper the students will have to write will do this.
physical
development
socioemotional
An,, E
U, An, E
U, An, Ev
*
*
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RH.6-8.1,CCSS.ELA-LITERACY.RH.6-8.2,CCSS.ELA-LITERACY.RH.6-8.9
(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
Students have had experience writing longer, and described information using primary sources in a
previous assessment. Students also have had plenty of information about the structure of the United
States government outlined by the Constitution.
Pre-assessment (for learning): Begin class by review last lesson. Having students recap what their checks and
balance scenarios were.
Formative (for learning): Ask students if they have any questions over how checks and balances work.
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): Students will learn more about another countries structure of government based of said
countries constitution. Students will have to evaluate the structure and compare and contrast, and either they
believe is better or worse than the United States government.
Summative (of learning): Students compare and contrast paper will be graded based off a rubric for the
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
10
mins
Motivation
(opening/
introduction/
engagement)
48
mins
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Development
(the largest
component or
main body of
the lesson)
2
mins
Closure
(conclusion,
culmination,
wrap-up)
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.)
This lesson was my one big assessment that I gave my students. I wanted them to take what they learned in class and use that
information and apply it to the outside world. The students didnt seem to thrilled about writing a longer paper or project
but I think they started to get more excited about it once they started researching. It was really cool to have students come up
to me and sharing new information they had been learning. The one problem I think I had with this lesson was clarity. My
example I created wasnt quite as effective as I wanted it to be. I had to explain the lesson a few times to the class and even
more to a handful of students. Overall I think this lesson and project as a whole is good but it needs some refining, like
clearer direction, before being used again.
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