Teacher: Wymore/ Martinez/ Chacon

Date: March ,
School: Blevins
Content Area: Social Studies
Title: Review/Assessment
Lesson #:11 of 11

Grade Level: 8

Content Standard(s) addressed by this lesson:

C 4.1 Analyze elements of continuity and change in the United States government and the role
of citizens over time.
a. Describe instances in which major political, social, economic or cultural changes
occurred and the reasons for the changes.
b. Analyze the changing definition of citizenship and give examples of the expansion of
rights
c. Describe examples of citizens and groups who have influenced change in United States
government and politics.
d. Evaluate the result of various strategies for political change over time.
e. Analyze primary sources supporting democratic freedoms and the founding of our
government. Documents to include but not limited to: Declaration of Independence,
Constitution, Bill of Rights and explain how they provide for both continuity and change.
f. Examine ways citizens may effectively voice opinions, monitor government and bring
about change nationally.
C 4.2 The place of law in a constitutional system.
a. Discern various types of law.
b. Evaluate strengths and weaknesses of rule of law.
c. Describe and engage in various means of conflict management.
d. Explain the role and importance of the Constitution.
e. Discuss the tensions between individual rights, state law and national law.
f. Explain how state and federal court power of judicial review is reflected in the United
States for form constitutional government.
g. Use a variety of resources to identify and evaluate issues that involve civic responsibility,
individual rights and the common good.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
Why do people create governments and laws?
What functions of the government are ran by the federal government/state governments?
Does Federalism make American democracy distinct?
Concepts and skills students master:
Synthesize understanding of the Constitution unit
Written communication skills via essay question

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:
LT: I understand the concept of Federalism and can give an example of state and federal
powers as well as shared powers.

LT: I can review to perform proficiently on the U.S. Constitution summative assessment.
Assessment of Evidence Outcomes:
Federalism Venn Diagram (State vs. Federal powers)
Constitution Unit study guide
Constitution Socrative
Constitution assessment

Planned Lesson Activities

Activity Name

Constitution Review/ assessment

Approx. Time

2 hours 30 minutes

Anticipatory Set

LTs
RAP 1: Federalism venn diagram, last concept before unit
assessment.
RAP 2: Revisiting the Constitution Anticipation Guide. Evaluate the
accuracy of our unit predictions with supporting evidence from
knowledge gained through the unit.
Constitution assessment

Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative
learning
-inquiry

Includes: Input, Modeling and Checking for Understanding

1.
Input: Review/Assessment directions
2.
Modeling: Modeled directions for navigating the socrative
review and explanation for assessment format/EQ essay format.
Anticipation Guide activity before the assessment.
3.
Checking for Understanding: Check for understanding is the
study guide as well as the assessment itself and will occur upon
completion of the exam.
4.
Questioning Strategies: Sample of assessment questions.
Remembering: How many amendments are in the Bill of Rights?
Understanding: A Primary election is? Applying: Based on the
information in the flowchart *System of checks and balances* what
power does the Executive Branch have in legislation? Analyzing:
Study the chart *Federal System venn diagram* Tax collection is the
responsibility of which level of government? Evaluating/Creating:
*Essential Question essay* Write a paragraph/essay response to the
unit essential question Why do people create government and
laws?

Teaching Strategy:
Guided Practice
&
Differentiation

Assessment: Teachers role is to clarify points of confusion

throughout the students independent assessment time.
Study guide: Go through the first question of the socrative review as
a class. Independent work time with the option of participating in a
small group, teacher-led study guide session.

Teaching Strategy:
(Independent
Practice)

Constitution assessment study guides will be assigned during the

first half of this lesson and are due before the assessment begins
during the second half of this lesson. The study guide provides

adequate preparation for the assessment and will demonstrate the

students level of preparation for the assessment.
Closure

Materials

The anticipation guide, which we began the unit with, will ask
students to reflect on their predictions by using evidence from
material learned. Upon completing the assessment, students will
reflect on their LT 35 thus completing their learning
targets/reflections for this unit.
LT ppt
RAP ppt
Socrative Review
Study guides
Anticipation guides on Google Classroom
Assessments
Modified assessments
Essay format ELAchieve handouts

Accommodations
&
Modifications

To modify study guide:Small groups of students were taken into the

hall to work together with a teacher in filling out the study guide
To modify assessment: modified assessment with reduced amount of
questions strategically chosen for lower levels of understanding.
Essay format provided to differentiate for language/ literacy deficits.
To extend: Assessment- Open-ended essential question essay Why
do people create governments and laws?
Study Guide material covered will need to be reduced for mod cog
students~ 3S~Sarah

Assessment

Completion of the Socrative Review and study guide will assess

students level of preparation for the Constitution assessment. The
assessment itself will determine the level of success in the review
lesson.
Completion of the unit assessment will assess the students mastery
of Constitution content.. The essay portion will also assess students
literacy level. The document based questions in the assessment will
assess historical thinking skills.

Co-Teaching
Strategies
Purpose of lesson/State Standard Addressed: C 4.1 Analyze
elements of continuity and change in the United States government
and the role of citizens over time.
g. Describe instances in which major political, social,
economic or cultural changes occurred and the
reasons for the changes.
g. Analyze the changing definition of citizenship and give
examples of the expansion of rights
g. Describe examples of citizens and groups who have
influenced change in United States government and politics.

g. Evaluate the result of various strategies for political

change over time.
g. Analyze primary sources supporting democratic freedoms
and the founding of our government. Documents to include
but not limited to: Declaration of Independence, Constitution,
Bill of Rights and explain how they provide for both continuity
and change.
g. Examine ways citizens may effectively voice opinions,
monitor government and bring about change nationally.
C 4.2 The place of law in a constitutional system.
h. Discern various types of law.
h. Evaluate strengths and weaknesses of rule of law.
h. Describe and engage in various means of conflict
management.
h. Explain the role and importance of the Constitution.
h. Discuss the tensions between individual rights, state law and
national law.
h. Explain how state and federal court power of judicial review is
reflected in the United States for form constitutional
government.
Use a variety of resources to identify and evaluate issues that involve
civic responsibility, individual rights and the common good.
Co-Teaching strategy and Rationale: Differentiated/ one teach, one
assist. A lead teacher ran the RAP (Federalism Venn Diagram)
while the other teacher assisted behavior and computer issues.
When independent study guide work time began one teacher
continued monitoring the class while another teacher took a small
group of students in the hall to work through the study guide
together.
Were there other co-teaching strategies used when implementing the
lesson? If so, why?
No other co-teaching strategies were used during this lesson
Would you use this co-teaching strategy for this lesson again?
Yes, because working in small groups for an assessment review
allows for more attention for students who are struggling with the
material.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to

justify your level of achievement) While few students turned in their review packets, the
overwhelmingly majority of students were surprised at how well they did on their test.
Most, if not all, improved their citizenship test scores by a considerable amount.
Although the practice assignments were incomplete, the learning targets were achieved
by the success the students showed in their scores.
2. What changes, omissions, or additions to the lesson would you make if you
were to teach again? The lesson was pretty airtight, as everything that needed to
be done was instructed and proctored. There wasnt much room for change, as
there was a lot to accomplish in the two day lesson. However, if I were to reteach
this lesson I would keep almost everything the same.
3. What do you envision for the next lesson? (Continued practice, reteach content,
etc.) If any students do extremely poorly, we may offer test corrections for half credit.
There isnt much room for reteach as this lesson marks the end of the unit. Moving on
well move into our growing pains unit that details the first 16 presidents.