Part I

The following lesson plan is what I used when teaching standard 8-3. Typically, this unit was taught in November so ​student interest​ and ​learning style​ inventories have already been completed and students would have taken a

pre-assessment on 8-3 immediately following the 8-2 summative assessment. This information is essential as it will help guide my instruction throughout this unit. The learning style inventory will assist me in the types of activities I plan

for students; auditory, visual, kinesthetic. Additionally, the students’ scores on the 8-3 pre-assessment will assist me in knowing what information in the new unit I will have to focus on with the students. Students have seen some of this

information in prior years, so not all of the information in this standard needs to be addressed as thoroughly as others.

Part II

Standard 8-3 has four indicators within it that get taught sequentially. As the class progresses through each indicator, the rigor of the work increases. The first day on each indicator usually involves lower level thinking tasks on

Bloom’s Taxonomy and then as the indicator comes to an end the class is usually working on higher level thinking tasks. One example of the increasing rigor can be found within 8-3.1, as on the first day it asks the students to simply recall

one piece of information, but on the final day, students should be able to explain the purpose of the compromise.

The lesson plan format that I used is what my principal and instructional coaches ask of us each week, which is why it is broken down into five day segments. All of the categories on the left are the key aspects they look at when

they conduct their classroom walkthroughs.

Part III

One of the instructional strategies used within this unit is lecturing using Nearpod. Nearpod allows me to present information on each of my student’s devices at the same time, rather than them all looking at one board in the front of

the classroom. Since I am controlling what the students are seeing, I also get to view which students are actively participating in the lesson, and which students might have open another tab or window, which usually makes the students

participate throughout the lesson. The most substantial aspect of Nearpod is quickly assessing the students’ knowledge of the information that they are being presented in class.

Part IV

Technologies used:

● Nearpod - Present new information to students and immediately receive feedback on student acquisition of new information. Used every time new information is presented, has a high value for students as the information is presented

directly on their screen and they get to showcase their learning through embedded, teacher made activities.

● Quizlet - Vocabulary practice tool; flashcards, spelling, pronunciation, matching. Can have high value if used correctly and students are held accountable for knowing their vocabulary words.

● Google Docs - Allows students to read and type on documents posted onto their Google Classroom for submission. Has high value as I am able to view live documents of students working and provide immediate feedback to

students before they even finish their assignment. Additionally, all documents are automatically saved to Google Drive, which allows students to easily recall them for future use.

● Quizizz - Formative assessment tool. Mediocre value as it just assesses what information the students know, or does not know, but has an entertaining value for students.
One technological tool that I would add when I teach this unit again would be EdPuzzle. EdPuzzle is a tool that allows teachers to create, or find, videos on the internet and create an interactive assignment with them. Once a video is found,

the teacher can embed questions, short answer or multiple choice, that the students need to answer based on the information presented to them in the video. EdPuzzle integrates with Google Classroom, which gives students the access to

view the video and easily exports the grade for the teacher. My rationale behind this is that many of my other units have multiple EdPuzzle videos that I use, but this unit does not have many and typically because of pacing I am restricted

with what I can do usually. Additionally, since this unit has very ‘dry’ information, adding videos can assist with increasing student engagement with this content.

Standard 8-3 Day 1 Day 2 Day 3 Day 4 Day 5

Content Upcountry, Lowcountry, Elite, Upcountry, Lowcountry, Elite, Upcountry, Lowcountry, Elite, Delegates, Great Compromise, Delegates, Great Compromise,
Vocabulary: Subsistence Farmers, Cotton Gin, Subsistence Farmers, Cotton Gin, Subsistence Farmers, Cotton Gin, Legislative, Judicial, Executive, Legislative, Judicial, Executive,
Reapportionment Reapportionment Reapportionment Commerce Compromise, 3/5 Commerce Compromise, 3/5
Compromise, Ratification, Imports, Compromise, Ratification, Imports,
Exports, Federalists, Anti-Federalists, Exports, Federalists, Anti-Federalists,
Charles Pinckney, Bill of Rights, Charles Pinckney, Bill of Rights,
Amendments Amendments

Literacy Skills Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading
Addressed:

Indicator 8-3.1 8-3.1 8-3.1 8-3.2 8-3.2

Content Explain the tensions between the
Objective Upcountry and the Lowcountry of South
Carolina, including their economic
struggles after the Revolutionary War,
their disagreement over representation in
the General Assembly, the location of the
new capital, and the transformation of the
state’s economy.
Explain the tensions between the
Upcountry and the Lowcountry of South
Carolina, including their economic
struggles after the Revolutionary War,
their disagreement over representation in
the General Assembly, the location of the
new capital, and the transformation of the
state’s economy.
Explain the tensions between the
Upcountry and the Lowcountry of South
Carolina, including their economic
struggles after the Revolutionary War,
their disagreement over representation in
the General Assembly, the location of the
new capital, and the transformation of the
state’s economy.
Explain the role of South Carolina and its
leaders in the Constitutional Convention,
including their support of the
Three-Fifths Compromise and the
Commerce Compromise as well as the
division among South Carolinians over
the ratification of the Constitution.
Explain the role of South Carolina and its
leaders in the Constitutional Convention,
including their support of the
Three-Fifths Compromise and the
Commerce Compromise as well as the
division among South Carolinians over
the ratification of the Constitution.

Language Students will be able to describe the kind Students will be able to identify the new Students will be able to explain the Students will be able to explain what Students will be able to identify which
Objective of people living in the Upcountry. state capital and explain why it was purpose of the Compromise of 1808. happened to the Articles of group of people supported a strong
moved. Confederation at the Constitutional central government.
Convention.

Success Criteria Student’s grade/score on: Student’s grade/score on: Student’s grades/ scores on: Student’s grades/ scores on: Student’s grades/ scores on:
/ Performance ● 8-3.1 Reading ● 8-3.1 Reading ● 8-3.1 Mapping Activity ● Nearpod Notes ● Nearpod Notes
Indicators ● 8-3.1 Cause and Effect Chart ● 8-3.1 Timeline Activity ● 8-3.2 Reading
● 8-3.1 Quiz ● 8-3.2 Writing Activity

EQ or Learning What adjective would be used to describe What was the purpose of moving the What was the purpose of the What happened to the Articles of Which group of people supported a
Target the people who lived in the Upcountry? state capital to Columbia? Compromise of 1808? Confederation at the Constitutional strong central government?
Convention?

Materials ● 8-3.1 Quizlet ● 8-3.1 Quizizz ● 8-3.1 Mapping Activity ● 8-3.2 Quizlet ● 8-3.2 Quizlet
● 8-3.1 Quizizz ● 8-3.1 Cause and Effect Chart ● 8-3.1 Timeline Activity ● 8-3.2 (Day 1) Nearpod ● 8-3.2 (Day 2) Nearpod
● 8-3.1 Nearpod ● 8-3.1 Cause and Effect Chart ● 8-3.1 Quiz ● 8-3.2 Reading ● 8-3.2 Writing Activity
● 8-3.1 Reading (Modified) ● 8-3.2 Reading (Modified) ● 8-3.2 Quizizz
 ● 8-3.1 Reading (Modified) ● 8-3.2 Quizizz

Focused Five Complete Flashcards on 8-3.1 Quizlet Complete Write on 8-3.1 Quizlet Complete Learn on 8-3.1 Quizlet Complete Flashcards on 8-3.2 Quizlet Complete Write on 8-3.2 Quizlet

Induction or Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Set: ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda
● Review overview of the week ● Review week overview
Student will: Student will: Student will:
● Listen to daily agenda ● Listen to daily agenda Student will: Student will: ● Listen to daily agenda
● Ask questions ● Ask questions ● Listen to daily agenda ● Listen to daily agenda ● Ask questions
● Ask questions ● Ask questions

Input with Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
modeling: ● Review directions for today’s ● Review directions for today’s ● Review directions for 8-3.1 ● Review note taking procedures ● Review note taking procedures
classwork classwork Mapping and Timeline activities ● Review directions for classwork ● Review directions for classwork
● Modeling beginning of activities after note taking after note taking
Student will: Student will: for students
● Listen to directions for classwork ● Listen to directions for classwork Student will: Student will:
and ask clarifying questions if and ask clarifying questions if Student will: ● Listen to directions for classwork ● Listen to directions for classwork
they are needed they are needed ● Listen to directions and modeling and ask clarifying questions if and ask clarifying questions if
for 8-3.1 Mapping and Timeline they are needed they are needed
activities
● Ask clarifying questions as
needed

Check for Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Understanding: ● Make sure students are ready to ● Make sure every student has ● Make sure each student has ● Make sure students are ready to ● Make sure students are ready to
go and that they know where to opened the 8-3.1 Reading on their opened the 8-3.1 Mapping go and that they know where to go and that they know where to
begin writing notes Chromebook Activity first and began dragging begin writing notes begin writing notes
statements to the correct region of
Student will: Student will: South Carolina Student will: Student will:
● Open up notebooks and label new ● Open the 8-3.1 Reading and begin ● Open up notebooks and label new ● Open up notebooks and turn to
section as 8-3.1 reading it Student will: section as 8-3.2 where they left off yesterday with
● Write down slide titles if possible ● Open the 8-3.1 Mapping Activity ● Write down slide titles if possible 8-3.2
and begin dragging statements to ● Write down slide titles if possible
the correct region of South
Carolina

Guided Teacher will: N/A N/A Teacher will: Teacher will:

Practice: ● Lecture on 8-3.1 ● Lecture on 8-3.2 using Nearpod ● Lecture on 8-3.2 using Nearpod
○ Problems ○ Philadelphia Convention ○ South Carolina Supported
○ Tensions Arising ○ Plans ○ Ratifying Convention
○ Devastation ○ Three-Fifths Compromise ○ Anti-Federalists
○ Politics ○ Trade Concerns ○ Federalists
○ Easing Tensions
Student will: Student will:
Student will: ● Listen to lecture ● Listen to lecture
● Listen to lecture ● Write and highlight notes into ● Write and highlight notes into
● Write and highlight notes into notebook notebook
notebook
Individual Teacher will:
Practice: ● Monitor and assist students as
they begin reading and answering
questions on 8-3.1 Reading
Student will:
● Begin reading and answering
questions on 8-3.1 Reading
Closure: Teacher will:
● Guide students to the 8-3.1
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.1 Quizizz
● Check score and any missed
questions
● Play again if time allows
Assessment: Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Teacher will:
● Monitor and assist students as
they finish reading and answering
questions on 8-3.1 Reading
● Monitor and assist students as
they complete the 8-3.1 Cause
and Effect chart
Student will:
● Read and answer questions on
8-3.1 Reading
● Determine the effect(s) of the
causes listed are based on their
notes and the reading
Teacher will:
● Guide students to the 8-3.1
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.1 Quizizz
● Check score and any missed
questions
● Play again if time allows
Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Teacher will:
● Monitor and assist students as
they work on 8-3.1 Mapping and
Timeline Activity
Student will:
● Drag and drop statements into the
correct region of South Carolina
● Construct a timeline of the South
Carolina State House between
1753 - 1998 using the information
provided
Teacher will:
● Guide the students towards the
8-3.1 quiz posted on Google
Classroom
Student will:
● View score when completed
● Check notes for any missed
questions
Teacher will:
● Review 8-3.1 quiz scores and
review as needed Tuesday
Student will:
● Check reading and notes and ask
questions about any troubling
questions on 8-3.1 quiz
Teacher will:
● Monitor and assist students as
they begin reading and answering
questions on 8-3.2 Reading
Student will:
● Read and answer questions on
8-3.2 Reading
Teacher will:
● Guide students to the 8-3.2
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.2 Quizizz
● Check score and any missed
questions
● Play again if time allows
Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Teacher will:
● Monitor and assist students as
they work on 8-3.2 Constitutional
Convention Chart
Student will:
● Identify whether South Carolina
supported the issues listed at the
Constitutional Convention or not
● Finish the 8-3.2 Reading if they
did not yesterday
Teacher will:
● Guide students to the 8-3.2
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.2 Quizizz
● Check score and any missed
questions
● Play again if time allows
Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Standard 8-3 Day 6 Day 7 Day 8 Day 9 Day 10

Content Delegates, Great Compromise,
Vocabulary: Legislative, Judicial, Executive,
Commerce Compromise, 3/5
Compromise, Ratification, Imports,
Exports, Federalists, Anti-Federalists,
Charles Pinckney, Bill of Rights,
Amendments
Delegates, Great Compromise,
Legislative, Judicial, Executive,
Commerce Compromise, 3/5
Compromise, Ratification, Imports,
Exports, Federalists, Anti-Federalists,
Charles Pinckney, Bill of Rights,
Amendments
Articles of Confederation, US
Constitution, Bill of Rights, Popular
Sovereignty, Democracy, Individual
Rights, Federalism, Separation of Power,
Checks and Balances, Limited
Government, Representative Democracy,
Republicanism
Articles of Confederation, US
Constitution, Bill of Rights, Popular
Sovereignty, Democracy, Individual
Rights, Federalism, Separation of Power,
Checks and Balances, Limited
Government, Representative Democracy,
Republicanism
Articles of Confederation, US
Constitution, Bill of Rights, Popular
Sovereignty, Democracy, Individual
Rights, Federalism, Separation of Power,
Checks and Balances, Limited
Government, Representative Democracy,
Republicanism

Literacy Skill Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading
Addressed:

State Standard 8-3.2 8-3.2 8-3.3 8-3.3 8-3.3

Content Explain the role of South Carolina and its
Objective leaders in the Constitutional Convention,
including their support of the
Three-Fifths Compromise and the
Commerce Compromise as well as the
division among South Carolinians over
the ratification of the Constitution.
Explain the role of South Carolina and its Explain the basic principles of Explain the basic principles of Explain the basic principles of
leaders in the Constitutional Convention, government as established in the United government as established in the United government as established in the United
including their support of the States Constitution. States Constitution. States Constitution.
Three-Fifths Compromise and the
Commerce Compromise as well as the
division among South Carolinians over
the ratification of the Constitution.

Language Students will be able to explain why Students will be able to identify what Students will be able to identify which of Students can identify which principle of Students can explain the constitutional
Objective South Carolina and other larger states prompted the Commerce Compromise. the principles of government is the US Constitution created three principle of Federalism.
supported the Virginia Plan. guaranteed through the Bill of Rights. branches of government.

Success Criteria Student’s grades/ scores on: Student’s grades/ scores on: Student’s grades/ scores on: ● Beginning the 8-3.3 mini project ● Finishing the 8-3.3 mini project
/ Performance ● 8-3.2 Mapping Activity ● 8-3.2 Poster ● Nearpod Notes ● 8-3.3 Quizizz ● 8-3.3 Quiz
Indicators

EQ or Learning Why did South Carolina and other larger What prompted the Commerce Which principle of the Constitution is Which principle of the US Constitution What is the constitutional principle of
Target states support the Virginia Plan? Compromise? guaranteed through the Bill of Rights? creates three branches of government? Federalism?

Materials ● 8-3.2 Quizlet ● 8-3.2 Quizlet ● 8-3.3 Quizlet ● 8-3.3 Quizlet ● 8-3.3 Quizlet
● 8-3.2 Mapping Activity ● 8-3.2 Poster Directions ● 8-3.3 Nearpod ● 8-3.3 Reading ● 8-3.3 Reading
● 8-3.2 Mapping Activity ● 8-3.2 Quiz ● 8-3.3 Quizizz ● 8-3.3 Reading (Modified) ● 8-3.3 Google Slides Directions
(Modified) ● 8-3.3 Google Slides Directions ● 8-3.3 Quiz
● 8-3.2 Quizizz ● 8-3.3 Quizizz

Focused Five Complete Learn on 8-3.2 Quizlet Complete Gravity on 8-3.2 Quizlet Complete Flashcards on 8-3.3 Quizlet ‘Write’ on 8-3.3 Quizlet ‘Learn’ on 8-3.3 Quizlet

Induction or Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Set: ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda
 ● Review week overview
Student will: Student will: Student will: Student will:
● Listen to daily agenda ● Listen to daily agenda ● Listen to daily agenda Student will: ● Listen to daily agenda
● Ask questions ● Ask questions ● Ask questions ● Listen to daily agenda ● Ask questions
● Ask questions

Input with Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
modeling: ● Review directions and tasks listed ● Review directions for 8-3.2 ● Review note taking procedures ● Pass back 8-3.3 Readings or have ● Pass back 8-3.3 Readings or have
on 8-3.2 Mapping Activity Constitutional Convention poster ● Review directions for classwork students open up 8-3.3 Readings students open up 8-3.3 Readings
after note taking on Chromebooks on Chromebooks
Student will: Student will:
● Listen to directions ● Listen to directions Student will: Student will: Student will:
● Ask clarifying questions if needed ● Ask clarifying questions if needed ● Listen to directions for classwork ● Make sure they have the 8-3.3 ● Make sure they have the 8-3.3
and ask clarifying questions if Reading for class today Reading for class today
they are needed

Check for Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Understanding: ● Pass out 8-3.2 Mapping Activity ● Put students in pairs ● Make sure students are ready to ● Review directions for the 8-3.3 ● Review directions for the 8-3.3
sheets ● Split them up and spread them go and that they know where to mini project mini project
around classroom begin writing notes
Student will: Student will: Student will:
● Obtain 8-3.2 Mapping activity Student will: Student will: ● Listen to directions ● Listen to directions
sheet ● Begin compiling notes for ● Open up notebooks and label new ● Ask clarifying questions, if ● Ask clarifying questions, if
information about the section as 8-3.3 needed needed
Constitutional Convention ● Write down slide titles if possible

Guided ● N/A ● N/A Teacher will: N/A ● N/A

Practice: ● Lecture on 8-3.3
○ Background
○ US Constitution
○ Popular Sovereignty
○ Individual Rights
○ Federalism
○ Separation of Powers
○ Checks and Balances
○ Limited Government
○ Representative
Democracy
● Monitor students as they write
notes to ensure that they are being
written correctly

Student will:
● Write and highlight notes and
chart into notebook correctly
● Ask clarifying questions about
information in notes

Individual Teacher will: Teacher will: ● N/A Teacher will: Teacher will:
Practice: ● Monitor and assist students as ● Monitor and assist students as ● Monitor and assist students as ● Monitor and assist students as
 they work on 8-3.2 Mapping
Activity
Student will:
● Complete all of the tasks listed on
the 8-3.2 Mapping Activity about
the Constitutional Convention
Closure: Teacher will:
● Guide students to the 8-3.2
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.2 Quizizz
● Check score and any missed
questions
● Play again if time allows
Assessment: Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
they create a poster depicting the
outcomes of the Constitutional
Convention
Student will:
● Create a poster depicting the
outcomes of the Constitutional
Convention
○ Three branches of
government
○ VA Plan, NJ Plan, Great
Compromise
○ 3/5 Compromise
○ Commerce Compromise
Teacher will:
● Post 8-3.2 Quiz ID
● Monitor students as they take
8-3.2 Quiz
Student will:
● Take 8-3.2 Quiz
● Check score when finished
Teacher will:
● Review 8-3.2 Quiz scores
● Address any concerns tomorrow
in class
Student will:
● Ask me about any missed
questions or confusion
they work on 8-3.3 mini project they work on 8-3.3 mini project
Student will: Student will:
● Create a Google Slides on the ● 1st and 3rd: Create a brochure
seven basic principles of about the seven basic principles
Government as well as the US of government as well as the US
Constitution/ Bill of Rights Constitution/ Bill of Rights
● 2nd and 4th: Create a Google
Slides on the seven basic
principles of Government as well
as the US Constitution/ Bill of
Rights
● After they have created their
Google Slides presentation, they
will use Hippo Video to record
themselves going through the
slideshow
Teacher will: ● Play 8-3.3 Quizizz ● Take 8-3.3 Quiz
● Guide students to the 8-3.3
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.3 Quizizz
● Check score and any missed
questions
● Play again if time allows
Teacher will: ● Performance on 8-3.3 Quizizz ● Scores from 8-3.3 Quiz
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Standard 8-3 Day 11 Day 12 Day 13 Day 14 Day 15

Content Protective tariff, Alexander Hamilton,
Vocabulary: Thomas Jefferson, James Madison,
National Bank, Democratic-Republicans,
“Necessary and Proper Clause”, Foreign
Policy, XYZ Affair, Alien and Sedition
Act, Nullify, Virginia and Kentucky
Resolutions, States’ Rights,
Impressments, Embargo, John C.
Calhoun, War Hawk, War of 1812,
Nationalism
Protective tariff, Alexander Hamilton,
Thomas Jefferson, James Madison,
National Bank, Democratic-Republicans,
“Necessary and Proper Clause”, Foreign
Policy, XYZ Affair, Alien and Sedition
Act, Nullify, Virginia and Kentucky
Resolutions, States’ Rights,
Impressments, Embargo, John C.
Calhoun, War Hawk, War of 1812,
Nationalism
Protective tariff, Alexander Hamilton, All of 8-3 All of 8-3
Thomas Jefferson, James Madison,
National Bank, Democratic-Republicans,
“Necessary and Proper Clause”, Foreign
Policy, XYZ Affair, Alien and Sedition
Act, Nullify, Virginia and Kentucky
Resolutions, States’ Rights,
Impressments, Embargo, John C.
Calhoun, War Hawk, War of 1812,
Nationalism

Literacy Skill Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading Writing, Spelling, Vocabulary, Reading
Addressed:

State Standard 8-3.4 8-3.4 8-3.4 All of 8-3 All of 8-3

Content Analyze the position of South Carolina
Objective on the issues that divided the nation in
the early 1800s, including the assumption
of state debts, the creation of a national
bank, the protective tariff and the role of
the United States in the European conflict
between France and England and the War
of 1812.
Analyze the position of South Carolina
on the issues that divided the nation in
the early 1800s, including the assumption
of state debts, the creation of a national
bank, the protective tariff and the role of
the United States in the European conflict
between France and England and the War
of 1812.
Analyze the position of South Carolina All of 8-3 All of 8-3
on the issues that divided the nation in
the early 1800s, including the assumption
of state debts, the creation of a national
bank, the protective tariff and the role of
the United States in the European conflict
between France and England and the War
of 1812.

Language Students can identify which political I can identify the political party that was I can explain the purpose/theme of the I can recall essential information from I can demonstrate mastery of content for
Objective party supported a strict interpretation of led by Thomas Jefferson and James Virginia and Kentucky Resolutions. within 8-3. 8-3.
the Constitution. Madison.

Success Criteria Student’s grades/ scores on: Student’s grades/ scores on: Student’s grades/ scores on: Student’s grades/ scores on: Student’s grades/ scores on:
/ Performance ● Nearpod activities ● 8-3.4 Reading ● 8-3.4 Writing Activity ● 8-3 Study Guide ● 8-3 Summative Assessment
Indicators ● 8-3.4 Quizizz ● 8-3.4 Mapping Activity

EQ or Learning Which political party supported a strict What political party was led by Thomas What was the purpose of the Virginia and What do you recall from 8-3? Can you demonstrate mastery of content
Target interpretation of the Constitution? Jefferson and James Madison? Kentucky Resolutions? for 8-3.

Materials ● 8-3.4 Quizlet ● 8-3.4 Reading ● 8-3.4 Writing Activity ● 8-3 Study Guide ● 8-3 Summative Assessment
● 8-3.4 Nearpod Notes ● 8-3.4 Reading Modified ● 8-3.4 Mapping Activity
● 8-3.4 Quizizz ● 8-3.4 Quiz

Focused Five ‘Flashcards’ on 8-3.4 Quizlet Match activity on 8-3.4 Quizlet Write activity on 8-3.4 Quizlet Learn activity on 8-3.4 Quizlet Review 8-3 Study Guide individually or
 with a partner

Induction or Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Set: ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda ● Review class agenda

Student will: Student will: Student will: Student will: Student will:
● Listen to daily agenda ● Listen to daily agenda ● Listen to daily agenda ● Listen to daily agenda ● Listen to daily agenda
● Ask questions ● Ask questions ● Ask questions ● Ask questions ● Ask questions

Input with Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
modeling: ● Review expectations of ● Review directions and ● Review directions and ● Review directions and ● Review directions and
note-taking expectations for today’s activity expectations for today’s activity expectations for today’s activity expectations for today’s activity
● Post Nearpod presentation code
● Pass out blue and orange Student will: Student will: Student will: Student will:
highlighters ● Listen to directions and ● Listen to directions and ● Listen to directions and ● Listen to directions and
expectations expectations expectations expectations
Student will: ● Ask clarifying questions ● Ask clarifying questions ● Ask clarifying questions ● Ask clarifying questions
● On Chromebook, join Nearpod
presentation

Check for Teacher will: Teacher will: Teacher will: Teacher will: Teacher will:
Understanding: ● Make sure students are ready to ● Pass out 8-3.4 Readings to 1st & ● Pass out 8-3.4 Mapping Activity ● Pass out 8-3 Study Guide ● Review any challenging questions
go and that they know where to 3rd Academic and Writing Activity to 1st & 3rd ● Ask students to take out on the 8-3 study guide with the
begin writing notes ● Make sure students in 2nd and 4th Academic notebooks and turn to the class
open the reading on their ● Make sure students in 2nd and 4th beginning of their 8-3 notes
Student will: Chromebook open the 8-3.4 Mapping Activity Student will:
● Open up notebooks and label new and Writing Activity on their Student will: ● Ask any final questions regarding
section as 8-3.4 Student will: Chromebook ● Obtain 8-3 Study Guide 8-3
● Write down slide titles if possible ● Obtain the 8-3.4 Reading ● Take out 8-3 notes
Student will:
● Obtain the 8-3.4 Mapping
Activity and Writing Activity

Guided Teacher will: N/A N/A N/A N/A

Practice: ● Lecture on 8-3.4
○ New Federal Government
(1789)
○ Two Political Parties
○ National Bank
○ X,Y,Z Affair
○ Alien and Sedition Act
○ Virginia and Kentucky
Resolutions
○ Controversy
○ War of 1812
● Monitor students as they write
notes to ensure that they are being
written correctly

Student will:
 ● Write and highlight notes and
chart into notebook correctly
● Ask clarifying questions about
information in notes
Individual N/A
Practice:
Closure: Teacher will:
● Guide students to the 8-3.4
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.4 Quizizz
● Check score and any missed
questions
● Play again if time allows
Assessment: Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Teacher will:
● Monitor and assist students as
they read and answer questions on
8-3.4 Reading
Student will:
● Read and answer questions on
8-3.4 Reading
Teacher will:
● Guide students to the 8-3.4
Quizizz Posted on Google
Classroom
● Make sure each student has
attempted to play Quizizz
Student will:
● Play 8-3.4 Quizizz
● Check score and any missed
questions
● Play again if time allows
Teacher will:
● Review Quizizz scores
● Address any concerns tomorrow
in class
Student will:
● Check reading and notes or ask
questions about any troubling
questions
Teacher will: Teacher will: Teacher will:
● Monitor and assist students as ● Monitor and assist students as ● Monitor students as they take 8-3
they work on 8-3.4 Mapping they work on answering the summative assessment
Activity questions on the study guide
○ Answer questions about Student will:
the War of 1812 using the Student will: ● Take 8-3 Summative Assessment
map provided ● Use their 8-3 notes as well as ● When finished, take 8-4
● Monitor and assist students as Quizlet, readings, and other Pre-Assessment
they work on 8-3.4 Writing coursework to complete 8-3 study ● If time allows, make up any
Activity guide missing 8-3 assignments
○ Chart the characteristics of
the Federalists and the
Democratic-Republicans
Student will:
● Answer questions about the War
of 1812 using the map provided
on 8-3.4 Mapping Activity
● Chart the characteristics of the
Federalists and the
Democratic-Republicans on the
8-3.4 Writing Activity
Teacher will: Teacher will: Teacher will:
● Post 8-3.4 Quiz ID ● Review any challenging questions ● Make sure that every student has
● Monitor students as they take on the 8-3 study guide with the finished 8-3 summative
8-3.4 Quiz class assessment
Student will: Student will: Student will:
● Take 8-3.4 Quiz ● Ask any final questions regarding ● Check 8-3 summative assessment
● Check score when finished 8-3 score
● View grades in PowerSchool
Teacher will: N/A Teacher will:
● Review Quiz scores ● Review test scores
● Address any concerns tomorrow
in class Student will:
● Check grades in PowerSchool
Student will:
● Check reading and notes or ask
questions about any troubling
questions