Subject Area: Social Studies, Communication Arts
G1_02, conduct research to answer questions and evaluate information and ideas
G1_04, use technological tools and other resources to locate, select and organize information
G1_08, organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
G2_01,plan and make written, oral and visual presentations for a variety of purposes and audiences
G2_02, review and revise communications to improve accuracy and clarity
G4_01, explain reasoning and identify information used to support decisions
G4_04, recognize and practice honesty and integrity in academic work and in the workplace
CA_01, speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization)
CA_03, reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)
CA_04, writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
CA_06,participating in formal and informal presentations and discussions of issues and ideas
SS_01, principles expressed in the documents shaping constitutional democracy in the United States
SS_02,continuity and change in the history of Missouri, the United States and the world
SS_07, the use of tools of social science inquiry (such as surveys, statistics, maps, documents
- 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
-3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
-3c. Evaluate and select information sources and digital tools based on appropriateness to specific tasks
-Knowledge of the principles expressed in the documents shaping constitutional democracy in the United States
-Gather, Analyze and Apply Information and Ideas
-Notify students that you are going to rewrite the rules of the class.
-The students should have 10-15 rules on their list; they may even use the rules that currently govern the class.
- The students will create a list and then discuss and debate the rules explaining why the like or dislike a rule. You may need to suggest a rule that will create a debate among the class. You can make a rule that is gender specific, height, or clothing. An example could be that “Only females can earn extra recess time for good behavior.”
- Explain to your students that the Delegates or “Framers” of 1787 formed the U.S. Constitution in this manner.
-Break students into small groups
-In each group, the students are to brainstorm the rights they need to learn
-Once the students are finished, have several of the groups listed their rights.
-Complete The Constitution web quest
-Students can share their findings.
-Teacher observation &the web quest rubric will be used for assessment