LESSON PLAN
LP#: 4 / Date: / Teacher: Parker / Course: Social Studies(or Technology) / Grade:
Middle School
GOAL: The student will be able to identify important founding fathers and their contributions. The student will also develop a working knowledge of the pre-republic era.
STATE STANDARD / BENCHMARK / INDICATOR / OBJECTIVE / ACTIVITIES/TIME / ASSESSMENTS / MODIFICATIONS
Kansas, United States, and World History Standard / 3. The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the US becoming a nation (1763-1800). / 3. examines the significance of important turning points in the American Revolution.
4. international support for the Amer. Revolution.
5. Articles of Confederation / The students will use the knowledge they obtain and eventually apply it in a skit they will develop. The idea is that their assigned “founding father” will “look back” and discuss the concepts with the other actors. / Use of graphic organizers from student input during discussion
(20 minutes) / Determine that students are staying on-task as they participate in discussion and by the graphic organizers that they make themselves while following instruction. / Students will be paired by teacher if necessary modifications are needed.
Civics-Gov’t
Standard / 2. The student understands the shared ideals and diversity of American society and political culture. / 4. The student identifies important founding fathers and their contributions. / Same as above. / Everyone with the same founding father will be in a group. They will develop a skit. Using a graphic organizer, each group will need to develop a storyboard idea.
(20 minutes) / Rubric to be used when the assignment is complete found at www.usd281.com/prerepublic / Modifications to requirements of the skit can be made on a student-by-student basis as needed.
MATERIALS:
Web site to be used is www.usd281.com/prerepublic: Students will continue to use scans from the book Minute Biographies by Nisenson, S., and Parker, A. (USA, 1931). Students will need to bring the paper with their own “Minute Biography” that they are working on, paper for notes, pencil, any previous notes, and any necessary books or research materials.
TECHNOLOGY (plug in or battery):
Hardware: laptop computers (battery); Software: Web browser; Other: Internet connection.
Directions for students: We will finish our review of the individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation. Next, using the information from our class discussions, in a group you need to begin to develop the ideas into a short skit using the information you learned about your assigned founding father when you did your Minute Biography paper. Everyone with the same founding father that did the Minute Biography will be in your group.
Today, using a graphic organizer, your group will need to develop a storyboard showing your idea.