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Name: ___Claire Kennedy________ Date lesson taught: ___March 13, 2019_____

Content Area: Social Sciences

Course Title & Grade Level: American Government mixed grade mostly 11th graders

Standards:
SS-US.9-12.25
Analyze how regional, racial, ethnic and gender perspectives influenced American history and culture.
Objectives:

Content—Students will be able to analyze how regional, racial, ethnic and gender perspectives influenced
American history and culture.

Language— Students will be able to theorize what goes into making fair and equal laws for citizens by
creating their own citizen contract that must address the treatment of humans, animals and the island in
addition to other rules around the island.

Student-friendly—
Today I am learning about what creating fair rules for citizens
So that I can construct my own citizens contract.
I’ll know I’ve got tit when have everyone agree to my citizens contract.
Assessment:

Students will be asked to create their own citizens contract. Within that contract they must address;
Expectations for treatment of other humans on the island.
Expectations for treatment of animals on the island.
Expectations for treatment of the environment on the island.
A description of the system of government you create in order to uphold your citizens contract.
List all of the things that they promise their citizens as long as they follow the citizen contract.
Finally, all citizen’s must all sign it to make it official.

Proactive Management:

Students will be asked to open up the document titled the philosophy of justice: citizen contract. It will also
be projected on to the board, accompanied to me reading the first two paragraphs to them to set up the
situation. They will be asked to highlight the important sections as we read.

VMT
When working on citizen contracts; Students will be asked to keep their voice level at 2. They are to work on
this by their selves, but they can talk to elbow partners about ideas that they have. This lesson will be done on
a blank sheet of paper that I handout. At the end of the class we will show all citizen contracts and vote based
on the ideas presented.

Instructional Strategies:
1. Brainstorming
2. RAFT
3. Hands-on/ Manipulatives
4. Making connections
5. Prompts/ triggers
Note Taking Strategy:
Students will have access to the google doc with the information about citizens contract. There is room at
the bottom for anyone who has notes that they would like to add.

Questions: convergent= C Divergent= D


1. Why do you think that a citizen’s contract is important? (D)
2. What would you think is important to have in a citizen contract? (D)
3. As a citizen what part would you think is the most important? (D)
4. Do you think that there is anything that needs to be added to the citizen contract? (D)
5. What is one of the important values for you when you’re writing your citizen contract? (D)
6. Why do you think is most important when making a decision if you agree to citizen contracts? (D)
7. If you had to say one of the expectations was the most important which would it be and why? (D)
8. Do you think that you could write a citizen contract that all Americans would agree with? Why or
why not? (D)
9. To make your citizen contract official how many people have to sign it? (C)
10. Do you think this would be easier or harder to create within smaller populations of people? (D)

Anticipatory Set:

Start off class by asking the students what they think that their basic rights are as stated in the constitution.
Think to themselves for a couple seconds; then have them talk with table partners. Give them 2 minutes.
Bring it back to the group discussion. Ask each group to list one thing that their group came up with that is
most important to all of them. Tell them that in the constitution we the right to life, liberty, and the pursuit of
happiness.

The Lesson:
1. Start with attention getter.
- Start off class by asking the students what they think that their basic rights are as stated in the
constitution.
Think to themselves for a couple seconds; then have them talk with table partners.
Give them 2 minutes.
Bring it back to the group discussion.
Ask each group to list one thing that their group came up with that is most important to all of them.
Tell them that in the constitution we the right to life, liberty, and the pursuit of happiness.
Have class pull up google doc titled, “the philosophy of justice”
2. It is important to have a citizen’s contract to state what you as citizens deserve if you hold up to your
end of the deal.
-talk about if this would work in other countries.
3. Read second paragraph on google doc outload. Emphasizing; that you are on an island with a select
group of people. You like all of the people. And each citizen will need to sign to make it official.
4. Ask students to look under the section titled “the citizen contract must include all of the following
elements.”
5. State the 6 expectations for them to create their own citizen contract.
6. State expectations for working on this assignment.
- When working on citizen contracts; Students will be asked to keep their voice level at 2.
They are to work on this by their selves, but they can talk to elbow partners about ideas that they have.
This lesson will be done on a blank sheet of paper that I handout.
At the end of the class we will show all citizen contracts and vote based on the ideas presented.
7. Before having the students start Explain that before they start we are going to use RAFT.
8. Have the students make a rectangle at the top of their paper. Taking up les than ¼ of the paper.
9. Draw an example on the board.
10. Write the words; role, audience, format and topic in the boxes.
11. Allow room for them to write their answers.
12. Explain that role is who are you as the writer
13. Explain that audience is who you are writing this for
14. Explain that format is how are you writing it?
15. Explain that topic’s what you are writing about.
16. After they have completed this they can move on to their citizen contracts.
17. Have expectations on the board so they are able to refer back to them.
18. Allow students to work on their citizen contracts. Allow about 30 minutes for this piece.
19. As they are working walk around and ask questions about why they chose different rules for treatment
of animals in the wild.
20. Have each student share their work when done. Help make sure that they talk about the 6
expectations.
21. Have class raise hands if they would agree to this citizen contract.
22. If there are only a few or none ask a student to share why they wouldn’t agree to that citizen contract.
Closure:
Procedural—

Ask the students to move back any desk that were moved during the lesson. Pick up any extra paper and
bring it to the front of the room and return it to the stack at the front of the room. They will also turn their
citizen contract in on the desk at the rom.

Content Summary—

Review with the class what we are promised in the United states? (right to life, liberty, and pursuit of
happiness.) Ask if there are any question regarding the topic of citizen contracts. When done with questions
continue on to procedural closure.

References:
Google doc and information provided by mentor teacher

Lesson Plan Reflection (required):


1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

Within my lesson there is a portion that I talk about why the citizen contract is important for not only
Americans, but it can be important for other countries. I ask the students to think about if this would
work in other countries.
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet the
needs of ALL learners?

I have projected what I’m explain to them is on the board, on their own laptops, and read it to them as
well. This allows them to follow along and hear it at the same time. When getting to the writing of
citizen contracts we start with RAFT so that those who might be stuck can think about how they want to
write it.

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