7/28/2019 Week One Matrix
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Week _____1____ Main goal(s)/enduring understanding(s) for this
week: What is freedom? Give students the outlining informationfrom
the origins of the Bill of Rights and the philosophy. Tend to some
of the Rights briefly.
Monday Tuesday Wednesday Thursday Friday
Lesson
topic(s) for
the day
Philosophy of
Freedom
Philosophy/Bill of
Rights(2 day lesson plan)
Review of Bill of Rights
- Draw them
Go in depth of
amendments #3-5
Go in depth of
amendments #6-8, 10
Relationship
to previous
learning
US colonial
history/ 17th and
18th century
US colonial
history/17th and
18th century
Review US history/
Political Science
(government)
Review US
history/Political
Science (government)
Review US
hist/Political Science
(government)
Content,
skills, and/or
values
addressed
(Essential
Questions)
What is freedom? What is freedom? To what extent does
government control
freedom?What freedoms do we
have?
To what extent does
government control
freedom?
To what extent does
government control
freedom?
Materials
used
- Primary source
documents (seefull lesson plan)
- Graphicorganizer- Smart board
- Primary source
documents (see fulllesson plan)
- Graphic organizer- Smart board
-PPT of Bill of Rights
-Paper-Markers
-Powerpoint that
covers the 3rd-5thAmendments
-Students Articles
Instructional
strategies
- Think/pair/share
of what isfreedom?
(referred back tothroughout the
- DRTA primary
sources- In-class discussion
and analysis offreedom in the
-Class discussion
reviewing Bill of Rights- Student in-class group
project- They will draw a
-Present Amendments
3-5 in lecture-Class discussion
with students as towhy these
-Think/pair/share
articles revolvingaround amendments
6-8, 10-Class discussion
7/28/2019 Week One Matrix
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unit)- DRTA primary
sources/
philosophical
viewpoints ofcolonial era.
colonial era- Introduce Bill of
Rights in direct
teaching form
picture for each of theamendments in an
abstract way so that
students are not just
writing down theamendment name anddefinition
amendments wereuseful when written
-Propose the question
to the class of how
do you think theseamendments stillapply to today and
debate class opinions
in class-Show class news
articles and discusswhy the amendments
are still useful today
with students as towhy these
amendments were
useful at the time
-Use this as atransition fordiscussion on whether
or not these
amendments are stillrelevant for today
Checks for
understanding
/measurement
of learning
-Have students
fill out a graphicorganizer to turn
in for gradingafter the activity
is finished
-Have students fill
out a graphicorganizer to turn in
for grading after theactivity is finished
- Have students present
their pictures to the classand explaining how each
picture represents anamendment
-Have students
research 2 currentissues or news
articles revolvingaround amendments
#6-8, 10 and bring
them to class the nextday
-Students do a quick
write about theirfeelings on the
amendmentsdiscussed in class.
Some questions they
could discuss are:what is relevant to
today? What isdifferent? How do
you think peopleinterpret this for
today?
