Formal Teacher will instruct students on the process to take Formal Students will take Formal

Pre-Assessment1.1 Pre-Assessment 1.1 on the class iPads, using Google Forms. Pre-Assessment 1.1 on class iPads.

Lesson1
LessonPart ActivityDescription/TeacherDoes StudentDoes

Title The Founders: Analyzing Relationships in Government

StateStandard MN SS Standard: 9.1.2.3.3: Define and provide examples of foundational ideas of American government
which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue,
popular sovereignty, constitutionalism, representative democracy, political factions, federalism and
individual rights.

MN SS Standard 9.4.4.17.2: Analyze the American revolutionaries justifications, principles and ideals as
expressed in the Declaration of Independence; identify the sources of these principles and ideals and
their impact on subsequent revolutions in Europe, the Caribbean, and Latin America. (Revolution and a
New Nation: 17541800)

CentralFocus(CF) Students examine and analyze the lives of the Founding Fathers, the principles of government as
portrayed in the Declaration of Independence, and the failures of the Articles of Confederation.

LearningTarget(LT) -Students can examine historical and biographical details of the Founders, and draw connections based
upon evidence found by comparing and contrasting information found.
-Students can articulate the importance of human relationships in government by examining the
connections and relationships the Founders had with each other.

AcademicLanguage LanguageFunction: Compare/Contrast, Analyze

LanguageDemand:Reading, Writing, Speaking.
Syntax: Inferring relationships through examining primary and secondary sources.
1. Where did my Founder live, what were his experiences, and what were his beliefs?
2. What beliefs did he share with other Founders?
3. Explain why prior relationships between the Founders strengthened the leadership of the early
United States.
Vocabulary: Founders, Great Compromise, Compromise, Constitutional Convention, Colonial,
Annapolis Convention, Constitution, Declaration of Independence, Articles of Confederation, Federalist
or Anti-Federalist.

Resourcesand Computer lab, projector, Founders Social Network handout (Formal Assessment 1.1), list of Founders
MaterialsUsed names for students to randomly select (Instructional Materials 1.2), PowerPoint presentation on
vocabulary terms and Hamilton & Washington (Instructional Materials 1.1), links to websites with
biographical information on the Founders (Instructional Materials 1.3), lyrics to Right Hand Man from the
Broadway Musical Hamilton (Instructional Materials 1.4), Government and Relationships formal
assessment (Formal Assessment 1.2), iPads for Formal Pre-Assessment 1.1, Pre-Quiz (Formal
Pre-Assessment 1.1), Poster paper, Hamilton questions (Modified Formal Assessment 1.1)
Modifications/ All classroom materials for the lesson will be made available for students on the Google Classroom site
Support for the students. If a student is gone on the first day of the lesson, the teacher will email the student
instructions in order to complete the activity for the second day. For students who are missing on the
second day, copies of all of Formal Assessment 1.1 will be uploaded to Google Classroom with
instructions to complete Formal Assessment 1.2. Missing students on the second day will also be
directed to Google Classroom for an activity to replicate the activity of listening to Hamilton music in
class.

Instruction Day1 Day1

The teacher will begin class by sharing the regular class
announcements, which will include the schedule and content for
the week in order to map out the week. This will lead into the
presentation of the central focus of the learning segment for the
week and the presentation of the learning target for the first
lesson, which will take place over two days.

Preview
The teacher will then begin to preview the activity that the class
will be starting with, which will be completed in the computer lab.
Based on the results of Formal Pre-Assessment 1.1, the teacher
will give the definitions of a list of terms that appear on Formal
Assessment 1.1. If a >25% of students received low scores on Based upon the results of Formal
Informal Pre-Assessment pertaining to Lesson 1, teacher will go Pre-Assessment 1.1, students will
through each term and define it. If <25% received low scores on receive definitions of terms that will
Informal Pre-Assessment 1.1, a list of the terms and definitions appear on formal Assessment 1.1.
will be given to the students with lower scores (Instructional
Materials 1.3).

After the informal assessment is complete, the teacher will Students randomly pick Founder
introduce the activity (Formal Assessment 1.1), providing before going to the computer lab
instructions on how to complete the activity, which will be (Instructional Materials 1.2) .
available to students The teacher will also explain that Formal
Assessment 1.1 must be completed in order to participate in and Students will print, and work on and
complete the class activity (Formal Assessment 1.2) the complete Formal Assessment 1.1,
following day. Explain that whatever they do not finish in class asking questions of teacher as
that day in the computer lab will be homework for tomorrow. needed. If not completed by the end
Teacher will have a basket with the names of different Founders of the class period, it will be
(Instructional Materials 1.3) for the students to pick before they homework for the following day.
leave to go to the computer lab.

In the computer lab, teacher will roam and assist students as
required. Websites with biographical information on the
Founders will be provided on Google Classroom (Instructional
Materials 1.3).

Teacher will emphasise before the class period ends that
Formal Assessment 1.1 must be completed for class the
following day.

Day2 Day2
PreviewActivity Students will raise hands if the
The teacher will run through a series of questions (Informal questions asked apply to them, and
Assessment 1.1), relating to the students lives and their answer situational questions meant to
involvements in activities, sports, clubs, etc. The questions are compare/contrast their experiences
designed to whittle the number of students down in order to with those of the Founders (Informal
model and compare/contrast the students lives with the Assessment 1.1).
Founders.

The teacher will then explain the activity that will result in Formal Students will give thumbs up/thumbs
Assessment 1.2, modelling what to do. Before the activity down to indicate understanding of the
begins, teacher will ask for a thumbs up/thumbs down (Informal activity (Informal Assessment 1.2).
Assessment 1.2) on their understanding of the activity.

The activity that will help students complete Formal Assessment Students will work on completing
1.2 will take place in the large open-space outside of the Formal Assessment 1.2, asking
classroom. Teacher will closely observe and assist with the questions of the teacher as they arise
students as they work to complete Formal Assessment 1.2. (10-15 minutes).
(10-15 minutes).

The teacher will reconvene the class inside, asking students Students will answer questions about
questions about what they found while working on Formal what they found (Informal
Assessment 1.2 (Informal Assessment 1.3). The teacher will Assessment 1.3).
document this on a large poster, creating a web of the
connections between the Founders. Students will listen to the song Right
Hand Man from the musical
Teacher will distribute the lyrics to the song Right Hand Man Hamilton, noting parts of the song
from the musical Hamilton (Instructional Materials 1.4), pertaining to the relationship between
explaining to students the purpose of listening to the song. Washington and Hamilton.
Teacher will introduce the characters in the song, then play the
song, emphasizing to students to read the lyrics while listening
to the music. Students will discuss with a
classmate near them the importance
Once the song finishes, the teacher will instruct students to turn of Washington and Hamiltons
to their classmate next to them and discuss Washington and relationship in the song. After this,
Hamiltons relationship as portrayed in the song, and why they students will share with the class their
think it was important. Teacher will roam and engage in thoughts on the subject (Informal
discussion as students discuss. Teacher will bring class back Assessment 1.4).
together after 5 minutes to talk and share as a class (Informal
Assessment 1.4). Students will discuss with a
classmate near them the relationship
If enough time, teacher will then move on to discuss the between Jefferson and Hamilton in
relationship between Hamilton and Jefferson, listening to the the song and how it differs from
song Washington on Your Side, also from Hamilton. After the Washington and Hamilton. After this,
song, teacher will instruct the students to look at lyrics and students will share with the class their
 discuss Hamilton and Jeffersons relationship. Teacher will roam thoughts (Informal Assessment 1.5) .
and assist, bringing the class back together after 5 minutes to
discuss and share (Informal Assessment 1.5). Students will take notes on Founders
relationship notes.
Teacher will then go through notes on Hamilton and Washington
and Hamilton and Jefferson, emphasizing their relationships and
the impact that they had on the early history of the United
States, including the Revolutionary War, the Constitutional
Convention, and the Washington Administration.

ClosureAssessment Teacher will place the Exit ticket prompt on the projector:
Based on our class activities and discussions, describe in your
own words the importance of relationships as it relates to
government. Describe what you found helpful or challenging
about the lesson.
Students complete exit ticket, and
give them to the teacher when they
leave the classroom.

Lesson2
LessonPart ActivityDescription/TeacherDoes StudentDoes

Title The Declaration of Independence

StateStandard MN SS Standard 9.1.2.3.3: Define and provide examples of foundational ideas of American government
which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue,
popular sovereignty, constitutionalism, representative democracy, political factions, federalism and
individual rights.

MN SS Literacy Standard 11.12.2.2: Determine the central ideas or information of a primary or

secondary source; provide an accurate summary that makes clear the relationships among the key
details and ideas.

CentralFocus(CF) Students examine and analyze the lives of the Founding Fathers, the principles of government as
portrayed in the Declaration of Independence, and the failures of the Articles of Confederation.

LearningTarget(LT) Students can describe the principles of government as described by the Founders by analyzing the
Declaration of Independence in groups.

AcademicLanguage LanguageFunction:Analyze, describe, interpret

LanguageDemand:Reading, writing, speaking.
Syntax:Interpreting and analyzing the Declaration of Independence through reading.
1. What does this phrase mean, and why is it important?
2. What does this explain about the writer of the Declaration?
3. What ideas about government are shown in the Declaration?
Vocabulary:Declaration of Independence, Continental Congress, Stamp Act, Intolerable Acts,
Townshend Acts, Independence Hall, Thomas Jefferson, independence, King George III, government,
 the people, consent, abolish, rights.

Resources/Materials Declaration of Independence video, Declaration of Independence PowerPoint (Instructional Materials

Used 2.1), Declaration of Independence partial text (Instructional Materials 2.2), Declaration of Independence
Say/Mean chart (Formal Assessment 2.1), Declaration of Independence Say/Mean Chart Exemplar
(Instructional Materials 2.3), Class projector, Google Classroom, Declaration of Independence modified
activity (Modified Formal Assessment 2.1).

Modifications/Support For students who are missing for Lesson 2, a modified worksheet and analysis activity (Modified Formal
Assessment 2.1) will be uploaded to Google Classroom.

Instruction Teacher begins the class by welcoming the students and giving brief
pertinent announcements to the school day, as well as class
reminders.
Preview
The teacher will then display the Declaration of Independence Students will share their
PowerPoint (Instructional 2.1), and then will ask the class to share knowledge about the
what they know about the Declaration of Independence (Informal Declaration of Independence
Assessment 2.1), activating any prior knowledge about the (Informal Assessment 2.1),
Declaration that students may have. Teacher will display the learning activating prior knowledge.
target for the lesson so students can see it.

The teacher will then pass out the partial text of the Declaration of Students will follow along with
Independence (Instructional Materials 2.2) as they explain that the the text of the Declaration of
class will watch a video of the Declaration being read, and that Independence while video plays.
students should follow along as it is read. The teacher will make sure
to explain to the students that the text they have received is partial
for the purposes of the class activity because one section of the
Declaration is a list of King George IIIs transgressions and is not
necessary to complete the activity.

After the video is complete, the teacher will deliver the Declaration of Students record Declaration of
Independence notes, providing foundational information for students Independence notes in their
to complete the activity for the day. notebooks.

The teacher will then project the class activity up on the screen and Students will be numbered off by
pass out the Declaration of Independence Say/Mean Chart (Formal 6 and break into their groups
Assessment 2.1). The teacher will then number off the students by 6, based off of the number that
in order to get 6 groups of 4 students each, for the 6 sections of the they received.
Declaration of Independence that are on the partial text (Instructional
Materials 2.2). Teacher will instruct students to get into their groups,
indicating the area of the classroom for them to sit in.

Once students are in their groups, the teacher will walk class through Students will work in their
the activity, modelling on the PowerPoint (Instructional Materials 2.1). groups to complete the
Once students begin the activity, teacher will roam through the Declaration of Independence
classroom and assist students to gauge their learning. Say/Mean Chart (Formal
 Assessment 2.1).

ClosureAssessment The teacher will then instruct each group to share their analysis of Each group of students will
their assigned section of the Declaration of Independence in a share their analysis of the
jigsaw, documenting the quality of answers and analysis for future section of the Declaration that
lessons (Informal Assessment 1.2). The teacher will also instruct the they were assigned, and write
students to write down what each group says in the indicated section down each groups analysis in
on their activity sheet. the indicated section of their
activity sheet.
As a conclusion, the teacher will thank students and instruct them to Students will turn in sheet at the
turn their activities into their class hours basket. end of the class period in their
class hours basket.

Lesson3

LessonPart ActivityDescription/TeacherDoes StudentDoes

Title The Articles of Confederation: Americas Failed Attempt at Government

StateStandard MN SS Literacy Standard 11.12.2.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the relationships among the
key details and ideas.

MN SS Standard 9.4.4.17.4: Analyze the arguments about the organization and powers of the
federal government between 1783 and 1800, including the debates over the Articles of
Confederation, the Constitution and the Bill of Rights; explain the origins of the two-party political
system and the significance of the election of 1800. (Revolution and a New Nation: 1754 1800)

CentralFocus(CF) Students examine and analyze the lives of the Founding Fathers, the principles of government as
portrayed in the Declaration of Independence, and the failures of the Articles of Confederation.

LearningTarget Students can describe the structure of the United States government under the Articles of
(LT) Confederation and explain the Articles failings that led to the United States Constitution by
analyzing sections of the Articles of Confederation.

AcademicLanguage LanguageFunction:Analyze, describe, explain.

LanguageDemand:Reading, writing, speaking.
Syntax:Analyzing and explaining the Articles of Confederation:
1. This section of the Articles explains that the US government does this...
2. The Articles of Confederation did/didnt work because...
Vocabulary:Articles of Confederation, Continental Congress, confederacy, state, Congress,
unicameral, unanimous, supermajority

Resources/Materials Articles of Confederation PowerPoint (Instructional Materials 3.1) , Articles of Confederation Text
Used (Instructional Materials 3.2), Articles of Confederation worksheet (Formal Assessment 3.1), Final
quiz (Summative Assessment 3.1), Google Classroom, Class projector
Modifications/Suppo
rt

Instruction Teacher will welcome the students to class, making any

pertinent class announcements relating to normal class
procedures as well as ongoing work being done by the students.
Preview
Teacher will activate/assess prior knowledge by asking students
the following questions (Informal Assessment 3.1):
-When I say the word confederation, what is it that you think Students respond to the
of? Depending on the answer, teacher will ask students why questions asked in Informal
they think of that. Assessment 3.1.
-What is a confederation? What does it mean? This has been
covered in Unit 1 (Foundations of Government) of the class.

Informal Assessment 3.1 will segue the teacher into the basic
notes for the day (Instructional Materials 3.1) , first displaying the
learning target for the day. Upon showing the learning target,
teacher will explain the procedures for the day.

Teacher will then go through the class notes on Instructional Students record the notes that
Materials 3.1, providing basic background knowledge and are presented in Instructional
overview of the weaknesses of the Articles of Confederation as Materials 3.1.
to prepare the students for the activity.

Teacher will then pass out copies of the Articles of Students will receive the
Confederation worksheet (Formal Assessment 3.1). directions for completing the
activity (Formal Assessment
3.1)

Once instructions are complete, teacher will ask for thumbs Students will respond to
up/thumbs down to check clarity on student expectations Informal Assessment 3.2.
(Informal Assessment 3.2). Student response will determine if
more clarification is needed or not.

As students work on the activity for the remainder of the class Students will work individually
period, teacher will roam and assist students, checking for or in groups to complete
understanding and analysis. Formal Assessment 3.1 for
the remainder of the class
period.

At the end of class, teacher will call students to attention to

explain the quiz that will be the end of the learning segment,
indicating a review sheet on Google Classroom that will be
helpful for students to study from.
Summative Teacher will distribute Summative Assessment 3.1. Students will complete
Assessment3.1 Summative Assessment 3.1,
time will be given until the last
student has completed the
quiz.