Social Studies Unit 3 Lesson Plan
Unit/Topic
United States
Constitution
Learning Goal:
Date Range
October 3-November 8
Teacher
Gowan, Michelson, Smith
Grade
7th
The students will be able to demonstrate an understanding of the
origins and purposes of government, law, and the American political
system.
Unit Objectives:
This unit spends time on the United States Constitution, the federal government, and the division of powers.
It takes a look at the different views leading into the creation of the Constitution, specifically that of the
Federalists and the Anti-Federalists. The Constitution will be broken down from the Preamble through the
seven Articles within the Constitution. The Legislative, Executive, and Judicial Branches will be covered. The
concepts of checks and balances as well as the separation of powers will be covered. The process to amend
the Constitution will also be introduced
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Students will understand and be able to demonstrate the principals, functions, and organization of the
federal government.
Students will understand the origin and purposes of government in the development of the United
States.
Students will understand the viewpoints of the Federalists and Anti-Federalists and be able to explain
how their viewpoints impacted ratification of the Constitution and the inclusion of a bill of rights.
Students will understand and be able to explain the constitutional amendment process
Key Vocabulary:
Montesquieu
James Madison
Patrick Henry
George Washington
John Marshall
Standards/Benchmarks:
Ratification of the Constitution
The Great Compromise
Supremacy Clause
Necessary and Proper Clause
Amendment Process
SS.7.C.1.6-8, SS.7.C.3.3-5 and 8
Recursive Standards:
LAFS.68.RH.1.3
LAFS.68.WHST.1.2
Stage 2 – Assessment Evidence
Performance Tasks/Student Product(s):
Have a Two Sided debate over the ratification of the United States Constitution. One side will take the side of the Federalists an
Anti-Federalists. The students will write an argumentative paper justifying which side made a stronger case using references fro
Federalist papers. See the link in the sample texts for both the Federalist and Anti-Federalist papers. C.3.5
Stage 3 – Learning Plan
Instructional Strategies & Extra Resources:
Power points, ICivics, public policy worksheets, School House Rocks “No More Kings” , Founding Fathers
Papers, Safari Montage
Higher Order Thinking Questions & Writing Tasks:
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What examples can you find of check and balances within our
government?
 Why is it important to establish a set of goals and purposes in the very
beginning of the Constitution?
 Why did our Founding Fathers add an amendment process into our
Constitution?
 Suppose you could add or remove powers from any one of the branches,
what would you change? Why?
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Stage 4 – Remediation or Enrichment
MTSS – RTI Interventions for Remediation:
 Test Retakes or Corrections
 Data Chats
 Alternate or extra remediation assignments with different expectations for struggling students
 Additional or re-teaching on standards that are not met for struggling students with extension and enrichment for
students who have met the standards.
 Phone calls home with emails to grade level administrator and counselor for students with attendance issues.
 Use of pre-test and post-test with mini assessments throughout unit to assess understanding of individual standards.
 Problem-based instruction in class with small group activities throughout unit.
 Lessons developed on Florida standards.
 After-school tutoring and remediation for more individualized instruction as needed.
 Use of LBA Baseline and Midyear tests with EOC at the end to check student data.
 Ensure at least 80% of students are meeting standards in each unit.
“… a method to ensure that students receive early intervention and assistance before falling too far behind their peers.”
Enhancing RTI: How to Ensure Success with Effective Classroom Instruction & Intervention, Douglas Fisher/Nancy Frey.
Enrichment Activities:
 Check Vertical Progression on blueprints for where these topics will be seen again to push curriculum.
 Find real-world contextual problems to engage the students in higher level problems.
Teacher will follow all accommodations on IEP and 504 plans.