BC: MixBook Lesson Plan SECTION ONE Heidi McKern email@example.com Summer 2009 LESSON OVERVIEW Bill of Rights Students will be able to define the Bill of Rights in their own words and give an example of how the amendment could be used or why the amendment was formed. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands what the Bill of Rights is and why it is important. ENGAGING QUESTION/SCENARIO: Bring in a newspaper article or bring up an article found on the internet that is an example of an amendment being violated. Ask the students if they think about what happened. An example might be illegal search and seizure. Ask the students how they would feel if the police came into their homes and started going through their personal items without a just cause. Discuss this scenario, then explain the Bill of Rights and how one of the amendments helps to prevent that from happening. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math ___ Science X__ Reading X__ Writing X__ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 X__ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT identify rights included in the Bill of Rights, including freedoms of religion, speech, press; to assemble peacefully; to petition the government; and to be treated fairly by the government GLE Social Studies, Principles of Constitutional Democracy, Concept B- Grade 4 (Performance Standards 1.2, 1.8, 2.1, 4.2, 4.6 GLE #2 The SWBAT apply post –reading skills to comprehend and interpret text to summarize paraphrase and draw conclusions. GLE Reading, Develop and apply skills and strategies to the reading process, Concept H- Grade 4 GLE #3 The SWBAT GLE Writing, Compose well-developed text using standard English conventions Concepts B, C, D, E, F- Grade 4 STUDENT ASSESSMENT The assessment will consist of a list from each student that includes each of the rights defined in their own words. Each student will also include for each amendment either the origins of the amendment or an example of how the amendment is used. PERFORMANCE ASSESSMENT CRITERIA See link to rubric on heidimckern.pbworks.com for my scoring guide COLLABORATION The Mixbook portion of this assignment will be completed in the computer laboratory with the assistance of the Instructional Technology Specialist. LESSON IMPLEMENTATION Length of Unit (hours, days): five Social Studies class times Prerequisite Skills: Students will have been introduced to the Bill of Rights during a prior lesson. Each right will have been discussed and defined by the teacher. Students must be able to use basic computer skills and be able to access and save photos from sites such as Google. ACCOMMODATION OPTIONS ELL/IEP Students: Students with special needs will be allowed extra time and assistance. Assistive Technology Needs: If needed, we will use technology assistance already included in Windows XP. MANAGEMENT/ORGANIZATION TIPS Research and writing on each amendment should be done in advance. RESOURCES REQUIRED FOR UNIT Social Studies Textbooks Juvenile books about the Bill of Rights (enough books that each child has access to resource material) Some examples: The Bill of Rights by: Syl Sobel Understanding the Bill of Rights by: Sally Senzell Isaacs The U.S. Constitution by: Christine Peterson Encyclopedias TECHNOLOGY Web-based resources (name and link) http://www.mixbook.com/ UNIT PLAN FLOW CHART/TIMELINE Day 1: Students will be allowed 45 minutes of class time to define the amendments. Day 2: Students will be allowed 45 minutes of class time to research the amendments and either explain the origins of each amendment or give an example of how the amendment would be used. This will be done from the resources provided. Day 3: Students will use class time to finish definitions and their choice of origin or an example of how the amendment could be used. Day 4: Students will be given a partner and begin their work on the creation of the Mixbook. Each pair of students will be assigned either a complete amendment or part of an amendment. They will work together to define the amendment and either give the origin of their amendment or an example of how the amendment is used. They will choose the photo that will be used in the Mixbook. The photo must represent their amendment. This will be done in the computer lab using Google or other sites. Day 5: Students will create the pages for Mixbook. Each pair of students will have one page to use for their amendment. They will also work together with another pair of students that have the next amendment to coordinate the backgrounds for their pages. This will be done in the computer lab. The book will be published on the Mixbook site.
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Bill of Rights lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. Heidi McKern
2: The first amendment allows the citizens of the United States the freedom to choose a religion and worship they way they want to. This came about because people came to the United States so they could practice their faith without being perseucuted. Seth James & Tyler Watkins | The first amendment also allows citizens the right to freedom of speech as long as it does hot hurt someone else. This originiated because the British did not want the citizens of the colonies to speak against the British government. Sally Jones & Betsy Smith
3: The first amendment allows the press to report news without interference. It also allows citizens to assemble peacefully. | The last part of the first amendment allows citizens to address the government with a complaint. | These are all important so that people can stay informed and the government can't overrun the people. Rick Estes & Riley Sutter
4: The second amendment allows citizens of the United States to own guns and be able to use them. This came about because when our country started we did not have an army. The militia was made up of citizens. Cindy Hunt & Mike Cook
5: Amendment three forbids soldiers from living in private homes without the owners permission. It is legal during war as long as they follow the correct laws. This amendment came about because the British soldiers would move into homes of early American citizens against their will. Alexa Manville & Logan Brown
6: The fourth amendment is the protection from unreasonable search and seizure. This means the police can't bust into your house anytime they want to. | This is important so that we can feel safe in our homes. We are protected from the police being able to come into our homes any time they want to for any reason. Sierra Rawlings & Blake McHenry
7: The first part of the fifth amendment says that no one can go to trial for a serious crime, except for the military, without first being accused by a grand jury. This is important so a person doesn't have to to to trial if it isn't necessary. The second part of the amendment is douple jeopardy. It says we can't be tried for the same crime twice.This is important so that a person doesn't have to go to trial over and over again Brittany Cox & Zach Miller