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Educ 122-222 Elementary Social Studies: History Lesson Plan Direct Instruction

Presentation w/ Adv Organizer

Concept Attainment Cooperative Learning Inquiry Teaching

Your Name(s): Heather Antunez Grade Level: Fifth Grade

Subject: History

Lesson Title: Who are the Founding Fathers?

Content standards:

II. Time, Continuity and Change

III People, Places and Environments

V. Individuals, Groups and Institutions

VI. Power, Authority Governance

X. Civics Ideals and Practices

Materials Needed:

Childrens book: A More Perfect Union: The Story of Our Constitution by Betsy Maestro

Map of the United States in 1787

Images of the U.S. Constitution

The Scene at The Signing of the Constitution, reproduction oil Painting by Howard Chandler

Brief Descriptions on slips of paper of Founding Fathers for Preparation Activity

Various Expository texts and reference materials for student research

Computers and Internet access

Our Founding Fathers Graphic Organizer

Project Checklist for Assessment

Founding Fathers Game for another lesson after presentations

Prerequisite Skills:

Students need to have to have knowledge of the term Constitution and understand the need for a moral and just government.

Students need to have some knowledge about early colonial America in 1787 and knowledge of the Articles of Confederation.

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ABCD Objectives:

Students will research a founding father and demonstrate knowledge of his contributions in the establishment America in a written and oral presentation.

Interaction with Students:

1. Provide objectives: (What are students going to learn?)

Students will locate facts from multiple expository text sources. Students will evaluate information to produce a final product. Students will summarize information about a Founding Fathers contribution in the establishment of

America. Students will orally present their findings to the class.

2. Procedures: (may include direct instruction modeling, grouping, cooperative learning, etc) Anticipatory Set- (Getting students attention and building background knowledge) Show students Map of the United States in 1787, and explain that this was the United States of America in 1787 after the Revolutionary when the colonists were freed from England. After the war the new nation had lots of problems, and the leaders were faced with a great challenge to create a new government. Show students The Scene at The Signing of the Constitution, reproduction oil Painting by Howard Chandler. Today, I am going to read a book that explains some key issues faced by the delegates and how the Constitution was drafted and ratified. The teacher will read aloud the book: A More Perfect Union: The Story of Our Constitution by Betsy Maestro. Discussion Questions Why did the Continental Congress call for a Convention, in Philadelphia? Who attended the Philadelphia Convention? How do you think they were invited? What were some of the key issues faced by delegates? How did the delegates at the Convention resolve conflicts? Why do you think the Founding Fathers believed that rules should be written down? Not all of the delegates signed the constitution. If you were a Founding Father would you have signed the Constitution? Instruction Explain to students that fifty-five delegates attended the Constitutional Convention. The oldest person was Benjamin Franklin, age 81 and the youngest delegate was Jonathan Dayton, age 26. James Madison is known as The Father of the US Constitution. These men discussed and argued for four months before nine out of the 13 states came to an agreement. On September 17, 1787 the U.S Constitution was signed. Today, the U.S. Constitution is the oldest written constitution in operation in the world. Preparation Activity-Group Activity Students will each be given a slip of paper with some brief information (only a sentence or two to help generate students interest) about one of the signers of the Constitution. The will read about the person on their slip of paper and then go mingle with other students, and share who they are and what information they have about them. Students will be encouraged to gather with signers who may have been named as friends. Do you find any friends or signers who shared the same views?

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Did you any influential women? Why not? Are there any supporters and who are the opponents? Why are leaders important? Which Founding Father would you like to know more about? Modeling The teacher will present some information about James Madison, The Founding Father: A picture or portrait will be displayed. Why he is most famous? His early life and career Two major contributions to the founding of America Family What happened to him later in life? Fun Fact Reading & Writing-Independent Work Students will be instructed to choose a Founding Father and to research and write about for an oral presentation to the class. Each report and presentation must include the following: A picture or portrait of the Founding Father. Why he is most famous? His early life and career Two major contributions to the founding of America Family What happened to him later in life? Fun Fact Speaking, Writing & Listening During oral presentations students will be provided with a graphic organizer to take notes of what the Founding Father was famous for and a contribution to the nation. 3. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it? The teacher will provide ongoing informal assessment during discussion and through the observation and monitoring of students throughout the lesson. 4. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Attach rubric, checklist or assessment document. The teacher will assess each students individual report by a checklist of criteria that should be included in the report and presentation. The teacher will perform an informal assessment of knowledge about the Founding Fathers when students will later use their graphic organizer with presentation notes to play a game Which Founding Father? Founding Father Project Checklist:

Why he is most famous? His early life and career Two major contributions to the founding of America Family What happened to him later in life? Fun Fact

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A Portrait of the Founding Father

5. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention

Give students learning activities that allow them to demonstrate their knowledge of contributions of the Founding Fathers with multiple mediums such as an oral report, or an illustration or use of technology.

Provide additional scaffolding and support for students who have difficulty with learning tasks.

b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). Through guided inquiry and research gifted students can have an opportunity to get to know one of the founding fathers and investigate a contemporary American issue (such as censorship, environmental policy, health care reform, immigration, etc.) from his perspective in order to answer the question: How would a founding father respond to a contemporary American issue. 6. References (Curriculum materials, previous teachers, online websites, your past experiences, etc): Founding Fathers Life in A Box Activity http://www.kshs.org/teachers/professional/pdfs/d_robison_founding_fathers.pdf We The People Literacy Integration http://www.civiced-ri.org/mpu.pdf Visualizing the Framers of the Constitution http://edsitement.neh.gov/constitution-day/visualizing-founders Founding Fathers Sound of on Contemporary Issues: http://www.bcps.org/offices/lis/models/declaration/index.html

Map of the United States in 1787

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