Thursday, September 10, 2015

Title: Ratification of the United States Constitution
Author: Felicia Hickey         
Subject: Civics/American Government
Grade Level: 9
IEP classification(s): ADHD, Learning Disabilities
State Standard(s): USC.5.CAG.4- Students shall examine the importance of ratifying the constitution. Students will also be able to explain the difference between the Federalists and the Anti-Federalists views of the Constitution.

Lesson Goals
1.      Students will be able to explain the importance of Article 7 of the Constitution.
2.      Identify how many states needed to ratify the Constitution before it became law of the land.
3.      Identify and explain the Anti-Federalists and Federalist view on ratifying the Constitution.
4.      Be able to contrast the views of the Federalists and the Anti-Federalists.
5.      Explain the outcome of the Ratification movement.
6.      Students will be able to describe the reasons the Federalist Paper was written.

Instructional Methods
Anticipatory Set
  1. On a piece of paper students will write a list of 5 things that they know about the United States Constitution and the process of getting it ratified.
  2. Students will watch a short YouTube video about ratifying the Constitution. While watching the video students will write 3 questions. After the video students will find a partner in the class, and ask their partner one question that they came up with.

Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
3.1 Provide or activate background knowledge.
 At the beginning of the lesson students are listing 5 things that they already know about the United States Constitution.



4.2 Provide varied ways to interact with materials.
 Students are interacting with the material is many different way. They are watching videos, making up questions, and asked other students the questions.
7.1 Increase individual choice and autonomy.
 Students are writing their own questions and answering them. They also have a choice in a partner to ask them a question.
 Speical needs studets will be placed with their peer budy.
8.3 Foster collaboration and communication.
 Students are partnered with another student and they both ask each other one question.
Special needs students will be placed with the peer buddy.

Introduce and Model New Knowledge
  1. Students will read Article 7 from the United States Constitution.
  2. Understand what ratification means, and understand the process.
  3. Explain the Federalist and Anti-federalist view of ratifying the Constitution.
  4. Know the reasons the Federalist Papers were written, and who wrote them.
  5. Describe the outcome of the ratification movement, and the impact that it had on the United States.
  6. Students will be given a handout with vocabulary words on it. They will make up their own definition to the vocabulary terms discussed in class.
  7. Will ask students the following questions.
    1. What does ratification mean?
    2. How many states need to ratify the Constitution to take effect?
    3. What was the Federalist view of ratifying the Constitution?
    4. What was the Anti-Federalist view of ratifying the Constitution?
    5. Name one author of the Federalist Papers.
    6. Define Article 7, Ratification, Federalist Papers, Constitution, Federalist, Anti-Federalist, and State Constitution Convention.
Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
2.1 Define vocabulary and symbols.
Students will complete a worksheet and make up their own definitions of the words.





4.2 Provide varied way to interact with materials.
Students will listen to a lecture from the teacher. They will also complete a worksheet and define the vocabulary words in the lesson.
9.3 Develop self-assessment and reflection.
Students will write their own definitions and compare them with their classmates. They will be able to reflect on their definition and see if they need to add anything.

Guided Practice
  1. Students will watch a You Tube video for a quick review of the Federalists and Anti-Federalists.
  2. The class will be divided into small groups of 3 to 4 students per group.
  3. The class will be given a large piece of paper and some markers.
  4. On the piece of paper each group will list 4 differences between the Federalists, and Anti-federalist view of the Constitution.
  5. After each group writes 4 differences they will present their differences to the rest of the class.

Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
1.3 Provide alternative for visual information.
Students will be able to talk with other students about the differences. They will also stand in front of the class and present the difference they found.
3.4 Support memory and transfer.
Students are using different methods to support memory and transfer. They are talking to others, writing the information down, and presenting it.
3.2 Highlight critical features, big ideas, and relationships.
One of the major ideas of ratifying the Constitution if the Federalist and Anti-Federalist view of ratification. Students are going to review the information and share it. 



4.1 Provide varied ways to respond.
Students are able to respond by talking to the group, writing down information, or presenting information to the class.

5.3 Provide ways to scaffold practice and performance.
Students are practicing the information in a variety of different ways. They are talking to their group, writing information down, and performing information They are also performing the information to the class.
8.3 Foster collaboration and communication.
Students are in groups where they will collaborate and communicate with other students.
8.2 Vary levels of challenge and support.
Students will be in a small group and will be able to have support from other students. If they do not feel comfortable with the information they are able to discuss it with the group members. Presenting the information to the class will be a challenge to some students.

Independent Practice
  1. Students will make a short video or Power Point about ratifying the Constitution.
  2. Students will be able to choose from completing their video or Power Point.
  3.  The will be able to choose their topics. The topics they can choose are The Federalist Papers, Anti-Federalist, Federalist, or Article 7.
Voice Thread: http://voicethread.com/ 

Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
1.2 Provide alternative for auditory information.
Students will complete a video or Power Point. The video and Power Point does not have to have any sound.

2.5 Illustrate key concepts non-linguistically.
Students are going to complete a video that lists the key concepts in the lesson with words, and pictures.

3.2 Highlight critical feature, big ideas, and relationships.
Students making the video or Power Point will focus on highlight critical features, big ides, and the relationships between them in their videos or Power Points.




4.1 Provide varied ways to respond.
Students are able to make a video or Power Point.
5.1 Allow choices of media for communication.
Students are able to make a video using the internet or making a Power Point. They are able to use a variety of different media they want to use.
7.1 Increase individual choice and autonomy.
Students are able to choose if they want to make a video or Power Point. The students will also be able to choose from four different topics.

Wrap-up
  1. Students will watch a review video on the process of ratifying the Constitution.  
  2. Students will take notes on the video.
  3. Students will then tell the class one thing that they learned from the video.

Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
3.4 Support memory and transfer.
Students will watch a video, and take notes on the video.
3 Provide options for comprehension
Students will view a summary video of ratifying the constitution. They will also take notes, and then tell the class one thing they learned from the video. 




5.1 Provide ways to scaffold practice and performance.
Students will be able to practice stating the information when they tell the class one thing they learned from the video.

8.3 Foster collaboration and communication.
Students will speak in front of the class, and state one new thing they learned from the video.
8.1 Heighten salience of goals and objectives.
The video will provide a review of the goals and objectives of the lesson. They will be able to watch and listen to review.


Assessment
Formative (Informal - written)
  1. Students will be given a copy of a primary source Federalist No. 84.
  2. Students will then write a position paper on the primary source. The position paper will require the      student to write a thesis, identify 3 to 5 key points, provide a brief elaboration of each point, and make a conclusion.           

Recognition “What”
Multiple means of Representation
Strategic “How”
Multiple means of Action and Expression
Affective “Why”
Multiple means of Engagement
3.1 Provide of active background knowledge.
Students will active background knowledge about the Federalist Papers and the reason they were written.

3.4 Support memory and transfer.
The primary source will support memory and transfer. From reading the primary source students will know more about the Federalist Papers.



6.3 Facilitate managing information and resources.
Students will read a primary source written during the ratification process.
8.2 Vary levels of challenges and support.
Students that have difficulty writing a complete position paper the project will be adapted. They will be able to underline or list 3 to 5 key point in the source.

Materials: 

  • Paper
  • Pens and Markers
  • Computer with internet access and Power Point
  • Smart Board
  • Vocabulary Worksheet
  • Video/Power Point Directions
  • Primary Source Worksheet
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