Teacher : C Hinson |
Course/ Subject: American Government |
Date of Instruction: |
Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10
| American Government Standards: SSCG3 (b). Analyze how the Constitution addresses the weaknesses of the Articles of Confederation.
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Learning Target: I will analyze how the US Constitution addresses the weaknesses of the Articles of Confederation.
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Success Criteria:
I can identify the 5 weaknesses of the Articles of Confederation I can analyze the effect of each weakness of the AOC I can describe how Shays’ Rebellion exposed the weaknesses of the Articles of Confederation, including how it pushed the framers to house the Constitutional Convention of 1787
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Introduction/Connection: Recap DOI INTRO Basics of AOC |
DIRECT INSTRUCTION:
Brief intro to AOC/what got us here
Achieve (Differentiated by lexile)
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE:
Interactive Notebook AOC Intro Crash Course video AOC
**Black History Month Presentation
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INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Achieve Article (differentiated by lexile) |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8
| SUMMARIZE/CHECK FOR UNDERSTANDING: Teacher observation, student participation Success Criteria Check off |
