Teacher : C Hinson, Troutt Comer |
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: AOC Graphic Organizer
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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: Crash Course video AOC
Trying Self Govt Reading |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Visual and written examples of AOC weaknesses
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 |
