Learning Experience Plan 4

Subject: Social Studies Grade level: 7

Unit: Life in a New Nation Length of LEP (days/periods/minutes):4/4
Topic: Washingtons Farewell Address (pt 4)
Content Standards: (include only standards addressed in this LEP)
NYSLS for SS
Standard 1:
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States and New York.

Standard 5:
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the United States and other nations; the United
States Constitution; the basic civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
7.8
The concept of federalism-sharing power between the central governments and the states-determined
the political development of the United States and produced advocates for both states and federal
rights. The new federal government struggled to define powers within its branches and its role in the
new nation.
Literacy Standards: (include only standards addressed in this LEP)
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
6. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Learning Experience Outcomes (knowledge/skills)
Students will:
1. Compare the characteristics of external
and internal government affairs.
2. Develop a definition of Checks and
Balances, Judiciary, Executive, and
Legislative, as well as other general
vocabulary.
Learning Experience Assessments
Do Now
Graphic Organizer
Summary Sheet
Exit Slip
Letter to a Friend

3. Summarize Washingtons message in the
fourth paragraph of his farewell address.
4. Relate vocabulary to their everyday lives.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
The students on this level will be
responsible for only two
vocabulary words in the "Letter
to a Friend" assessment.

They will be identified with a 2
on the assignment sheet.

For visual and auditory learners,
there will be a video, a Power
Point, and a graphic organizer for
guided note taking.
On-level
The students on this level will be
responsible for at least three
vocabulary words in the "Letter
to a Friend" assessment.




For visual and auditory learners,
there will be a video, a Power
Point, and a graphic organizer for
guided note taking.
Beyond
The students on this level will be
responsible for 4 vocabulary words
in the "Letter to a Friend"
assessment.

They will be identified with a 4 on
the assignment sheet.

For visual and auditory learners,
there will be a video, a Power Point,
and a graphic organizer for guided
note taking.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

This lesson also correlates with the English content area because we will be focusing on finding key words,
contextual evidence, summarizing primary sources, and writing a creative letter.

Materials Procedures/Strategies

Do Now:
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On board




Day 4 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
Do Now: Watch America Rock School House Rock video: Three Ring Circus and write your
observations about each ring in your notebook.



Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
Todays Goal: To understand the necessity of checks and balances in the government of the
United States through the context of Washingtons Farewell Address.
After today I will be able to:
1. Better understand how to read a primary source document.
2. Define Checks and Balances, and the Judiciary, Executive, and Legislative Branches of








Power
Point:
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Graphic
Organizer:
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government.
3. Define non-social studies related vocabulary.

Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
Ask students what we have covered as a class with Washingtons address in prior classes.
Ask students what they know about how the government works, what jobs people have.


Direct Instruction (input, modeling, check for understanding)
I. Lectures on Information:
a. As the teacher leads the lecture on the subject, students will complete their
graphic organizers about checks and balances as well as the back on the
three branches of government.















Paragraph
Summary
Sheet:
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Exit Slip
(loose-leaf)











Letter:
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II. Washingtons Farewell Address-Paragraph 4 Summary Sheet
a. Read the address.
b. Complete by yourself or with a partner the Summery Sheet for the fourth
paragraph of Washingtons Farewell address
c. Review secondary vocabulary.
d. Classroom discussion of the importance of checks and balances in relation to
Washingtons address.





Guided Practice (how students will demonstrate their grasp of new learning)
Ask guiding questions (both open and closed):
Why is it important to have a system of checks and balances?
Why is each branch of equal power?
Can a different system of government occur if these checks and balances are not
maintained?
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)

Exit Slip:
Answer guiding question:
Why is it important to have a system of checks and balances?
Give students guided instructions on how to complete the "Letter to a Friend" assignment.


Independent Practice (what students will do to reinforce learning of the lesson)
"Letter to a Friend": Students will write a historical fiction letter. They will address the letter
to a friend and discuss what they believe is the most important aspect of Washington's
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Farewell Address. They will be required to use 2-4 vocabulary words.