1.

Topic and Type

a. The First Five Presidents
b. To present new information relevant to the students to make them
more informed citizens
c. Also helps reinforce key skills such as: analyzing texts, teamwork and
cooperation, and critical thinking
2. Content Overview
First Five Presidents
Washington
o Needed to create a judicial and Executive branch
o didn't want to be president but knew he had to
o Established the Federal Court System
o Creation of the President's Cabinet
o Alexander Hamilton
National Bank, Common Currency, Assuming State debt
John Adams
o resided in the White house
o Second president
o creation of the two party system
Thomas Jefferson
o Louisana Purchase
o Lewis and Clark
James Madison
o Federalist Papers
o War of 1812
Creation of strong central Government
needed army and national bank
o earned the respect of European Powers
James Monroe
o Last founding Father president
o Secretary of State and War under Madison
o Bought Florida from Spain
o Established the Monroe Docrtine
3. SOL information
a. USI.7 The student will demonstrate knowledge of the challenges faced by the new
nation by
a)identifying the weaknesses of the government established by the Articles of
Confederation;
b)describing the historical development of the Constitution of the United States;
c) describing the major accomplishments of the first five presidents of the United States.
4.

Instructional Objectives
SWBAT outline the factors that led to a division of our country
SWBAT understand how these factors interacted with each other
SWBAT explain the relationship between the powers of the president and a
growing federal government
5. Assessment Plan

SWBAT outline the factors that led to a

division of our country

SWBAT understand how these factors

interact with each other

SWBAT explain the relationship between

the power of the president and a
growing federal government

Formative: During the hook, students will

begin to understand some of the factors
and through a discussion these ideas will
begin to morph and form
Summative: test at the end of the unit.
Formative: I will be using Socrative, to
allow all students to respond without the
fear. I will also be walking around while
students are in group assessing if the
students are understanding the material
or not
Summative: Through our group
discussion, students will be arguing
which factors had the largest impact
Formative: Socrative will be my main use
of assessing their progress, I want
students to give me a small response on
why most presidents in the beginning
were pressing for a larger federal
government.
Summative: Guess Who activity will be
used, certain presidents argued for
certain expansions of federal goverment.
End of Unit Test will also assess this.

6. Materials
a. Copies of their interactive notes
b. Highlighter or colored pencil
c. Note cards (for those who didn't charge their laptops)
7. Hook/Warm up/Set Induction
a. First thing first, I need to separate students into four different groups
b. Then have them get their school mandated laptops out and log into the
socrative classroom
c. Hook
i. We will do a quick activity to see which groups would want big
and small government
ii. hoping that in each group they will be divided, sort of how the
presidents and states were in the early years of our nation's
founding
iii. This transition us into the division that our country faced and the
situation that our presidents must deal with
8. Closure
a. We are going to be doing a "guess who activity" which will allow me to
access how much of the information that the students understood as
well as give an activity that keeps them engaged. Students will be

using their paired groups and will be rotating. Each member of the
group will have a turn at the computer to answer. Each team will hear
the same question and must answer correctly before any other team
does.

9. Lesson Body and Sequence

Half-day Schedule
5-10 minutes HOOK

10-15 minutes Interactive

lecture

10-20 minutes Discussion

10-15 minutes Interactive

Lecture

As the teacher I will be

doing a couple of different
things. I first will make
sure that all of the
students have set up
Socrative. I will introduce
the hook, and their small
group discussion will allow
me to call role and have
them prepare the preassessment.
The teacher will be using
images and a PowerPoint
presentation to present
the new information. The
teacher will also be using
several different resources
such as Socrative to
assess the students on
their understanding and
participation of the class.
The teacher will be
monitoring the discussion
about presidential role in
the expansion of the
federal government. I will
bring the students back on
task if they stray from the
path.
The teacher will be
presenting the last three
of the five presidents,
Thomas Jefferson, James
Madison, James Monroe.

Students will be setting up

their socrative classroom.
They will also begin to
gather into their groups.
Then they will begin with
the group discussion
regarding whether or not
the federal government
should be large or small

Students will be engaged

in the content but also
participating in the small
discussions that we will be
having throughout the
lesson as well as
participating in the
Socrative questions that
will be provided.
Students will have time to
discuss with their groups
about what they think,
then the discussion will
move further into a
classroom discussion.

Students will be actively

engaged with the side
discussions that will be
asked, as well as with the
content presented. They

15 minutes Guess Who

Activity

PowerPoint and images

will be used to present
this information. Socrative
will also be used to
compliment the learning,
and to check if the
students are
understanding the content
as we are going through
or if there needs to be
more time allocated
towards certain areas
The teacher will be setting
up the teams and
explaining the rules of the
game. I will also be asking
the questions and
maintaining order int he
classroom.
This will act as a means of
assessing students
understanding of the
content.

will also be asked to use

Socrative to assess
whether they understand
the material or if they
have questions that they
are too embarressed to
ask.

Students will gather into

their groups and listen to
the instructions. They then
will begin the game and
assist their group if they
do not know the answer
after a minute .

10.Diversity Plan
English Language Learners

Students with ADHD

Gifted Learners

Materials will be annotated so that

understanding can be reached.
PowerPoint's will be using images and
videos to help the students gain context
into the discussions and conversation.
Text on the PowerPoint will be color
coordinated with the images.
Notes have been broken up by different
activities. Students will be moving
around into different areas and groups
helping the students break up the
monotonous sitting.
Content will be scaffold so that they can
engage it upon a higher level of thinking
if they choose to. Discussions will allow
the students to work formulate their own
ideas upon hearing others and to change
them accordingly. Discussions also allow

GL to reach a higher order of thinking if

asked questions by the teacher.