Lesson Plan - Constitutional Crisis

(1) Standards:

Content - Students will examine the key points of debate expressed in the Federalist Papers and

the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a

republic.

Technology - Students curate information from digital resources using a variety of tools and

methods to create collections of artifacts that demonstrate meaningful connections or

conclusions.

(2) Lesson Objectives:

A. Content Area:

1. Students will be able to easily identify delegates of the Constitutional Convention,

in the context of the Federalist Papers.

B. Technology:

1. Students will use Microsoft Publisher, accessible through school computers, to

create an infographic on their assigned poster project historical figure.

2. Students will use padlet.com to post their infographics and comment on the

progress of other student’s work.

(3) Introduce the Learning Activity

A. Describe how you will communicate the lesson objective to the students. How will you

tell them what they will learn in this lesson?

Write on the board –

To Do: Log in to padlet.com search for A NEW COUNTRY (password - anewcountry) Open up

your research Create an infographic poster on MS Publisher

Students will listen as the teacher explains the objectives and procedures for the day. The

teacher will introduce the padlet.com A NEW COUNTRY (password - anewcountry) by having

all students open up padlet.com and having them view the photo on the page and add a comment

on how the signing of the Declaration was a precursor to the Constitution. During this the teacher

will play the video from Hamilton the Musical. (Bell Ringer)

B. Describe how you will provide a motivator. How will you get students interested in this

lesson?

The motivator for this lesson is the video from Hamilton the Musical. Hamilton will be used

throughout the unit before so students will already have an understanding and interest in the

story of Alexander Hamilton. This will lead to an interest in the lives of more Founding Fathers.

(4) Provide Information

A. Describe how you will provide any definitions, explanations, descriptions, procedures,

examples, and/or samples needed for this lesson

Students will have their research out from the previous classes, give about five minutes to finish

up any research they might still have (they can return to this step). The teacher will then ask the

students to open up Microsoft Publisher. The teacher will explain how it is similar to our last

project we did with the Native American tribe brochure. The teacher will show the students how
to make a square and add text on Microsoft Publisher.

(5) Provide Practice

A. Describe how you will give students an opportunity to practice the exact task stated

in the objective.

From this point on students will be independently, with help from the teacher, be working on

their poster for the rest of the period until there is 10 minutes left. At the ten minute mark

students will be asked to save their unfinished project as a JPEG or PNG file. The students will

return to the padlet and post their unfinished poster.

B. Describe how you will give students an opportunity to practice the exact task stated

in the objective individually, as well as in groups. (You may have only individual practice, but

not solely group practice.)

Other students, after posting their own, will comment on other students work. This must be

constructive criticism, the teacher will show on one students work and allow for the students to

work on each other’s assignments. The teacher will make sure students both posted and

commented before they leave. Continuously remind students this is a draft and will be improved

as time goes on.

(7) Provide Knowledge of Results

A. Describe how you will provide verbal feedback to the students on their practice

efforts.

During the class I will use proximity to see how a student is doing and what things they might

need to either add to their project or some design flaws I might see occurring.
 B. Describe how you will provide written feedback to the students on their practice

efforts.

Students will have posted on padlet.com. This includes two comments (one on the painting,

another on a student’s work) and a rough draft of a poster. I will come in the next day with

written feedback on how their projects are doing in terms of timing. They would receive the

rubric at the start of the unit. They will also receive feedback from each other.

(8) Review

A. Describe how you will, or how you will have students, summarize the important

points in this lesson.

This will be accomplished through their projects, they will have time to ask questions while

working on the project and finish. They will be summarizing both their use of technology and

their understanding of the key figure they assess.

(3) Methods of Assessment

A. Describe how you will assess whether or not the students have learned the skills

outlined in the learning objective. Provide a sample test, rubric, scoring guide, etc.

The students will create a fun and engaging poster that will be critiqued by themselves and

students. They will be graded out of 30. 10 points for the design (colorful, readable, and

formatted), 10 points for content (there needs to be 10 facts about the person | it needs to be true),

10 points on time management (is the student using their time properly).
 B. How would you assess Tech Skills?

Students will have posted on padlet.com. This includes two comments (one on the

painting, another on a student’s work) and a rough draft of a poster. Students would be assessed

based on t